No one who teaches private music lessons to children is likely to be heard claiming that the job is easy. Those of us immersed in challenges of bringing music education to the young know very well the short attention spans and high energy levels common in our student population. But we also know the joy and pride we see on students’ faces when they play their first recognizable melody, or their triumph as they master their first hands-together piece.
Teaching adult students is another ballgame entirely. Those of us who have had adults in our studios understand that for many of these students, learning to playing an instrument is the fulfillment of a lifelong dream. What we who made music as long as we can remember may not understand is the extraordinary amount of courage it takes for an adult, someone who is capable and competent in other facets of their life, to become an absolute beginner in a new, complex endeavor.
1. Making Real Music, in Lesson #1
Pianist, educator and composer Forrest Kinney has developed some sensitive, creative teaching techniques to address issues encountered when teaching adult students. In the Inspiring Adult Learners, Part 1 video, Forrest demonstrates a freeing, invigorating piece he teaches to all of his adult students, starting on day one of their lessons. Based on a pentatonic scale and played entirely on the black keys of the piano, it combines structure and improvisatory freedom into an easy-to-learn, complex-sounding piece that adults love to play.
Inspiring Adult Learners, Part 1
2. Choosing Repertoire for Adult Music Students
Although adult students can understand the idea of sequential skill building on an intellectual level, they need the morale boost of playing something that sounds polished and complex, and they need that boost early in the learning process. Playing the melody line of “Row, Row, Row Your Boat” is simply not going to give an adult student a tremendous sense of pride and satisfaction. However, a haunting melody such as “Amazing Grace” or familiar tune such as “Auld Lang Syne,” played in a simple, hands-together arrangement, provides the adult student with an important sense of accomplishment as well as a good deal of enjoyment.
Inspiring Adult Learners, Part 2
3. Pedal Pieces and Patterns
Unlike children, most of whom begin musical studies because their parents value the education and discipline and want the experience for them, adults come to music lessons by their own choice. Adults are usually driven and dedicated to learning and practicing, and eager to move ahead in their studies. But adults also tend to struggle with a level of self-consciousness that young students don’t possess. They want to be able to sit down at the piano and play pieces that are somehow big, or complex, or showy. In short, they want to sound like adults when they sit down to play.
Inspiring Adult Learners, Part 3
The lists of skills we teach our piano students, whether they’re children or adults, look pretty much the same, including such musical staples as note reading, rhythm reading, keeping a steady pulse, and playing expressively. But the importance we place on some skills over others, the order in which we broach different musical and technical topics, and the repertoire we have those students learn all need to be tailored to more than just the age of the student.
With our adult students, we need to consider not just the age of the individual student, but their musical background, experience, interests, and goals as well. Forrest Kinney’s three videos on inspiring adult students offer his own proven, creative approaches to teaching adult students.
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Over the last few decades, access to basic education has improved dramatically across Kenya. Although learning outcomes are making steady gains, children need more targeted support in order to excel.
In 2014, the Government of Kenya partnered with Evidence Action (an international organisation dedicated to scaling cost-effective, evidence-based programmes to reduce the burden of poverty), to launch the G-United programme – part of Evidence Action’s Winning Start initiative – which aims to improve literacy and numeracy skills among primary school students.
G-United is a government-owned programme, as reflected in the continued investment from the Government of Kenya in a high-level steering committee (including representation from the Office of the Deputy President, Ministry of Education, Commission for University Education, Kenya Institute of Curriculum Development, Teachers Service Commission, and Kenya National Union of Teachers, as well as Evidence Action). The programme has a dedicated Secretariat that reports to the Principal Secretary. At the county level, G-United is supported by the County Directorate of Education through Program County Coordinators. The Government of Kenya affords all core programme costs, including volunteer and homestay stipends, transport reimbursements, and training costs; Evidence Action supports the Government in volunteer recruitment and motivation, as well as ensuring alignment of the model with TaRL best practices.
The G-United Model
The G-United model is designed around TaRL evidence showing that volunteer-led models have led to significantly improved learning outcomes.
Under this model, G-United recruits young university graduates to join as Volunteer Graduate Assistants, to be deployed to selected primary schools. Before and after school, these youth volunteers work with students in grades 2 and 3 to gauge individual learning levels, cluster learners into level-based learning groups and deliver regular, interactive, level-appropriate remedial sessions to struggling children through 15-day ‘learning camps’ throughout the academic year.
Over the last 5 years, G-United focused on building and refining a literacy program for scale. In June 2019, G-United undertook development of a numeracy programme component to provide support to learners struggling with foundational math competencies. As part of the process to design, test and integrate numeracy activities into G-United curriculum, a technical working group comprising of Ministry of Education and Kenya Institute of Curriculum Development officials was set up. An intensive proof of concept pilot was held in Embu county, Kenya to test draft numeracy materials, gain initial insights into the numeracy training needs and to address design questions. Lessons from the pilot were shared with technical working group for approval and will be shared with the TaRL community.
Since 2014, G-United has deployed four cohorts of volunteers. In early 2018, 1,166 volunteers were deployed to 656 schools, where they reached an estimated 29,150 struggling learners by year’s end. In early 2019, the programme plans to deploy 1,600 volunteers across 22 counties in Kenya, where they’ll provide targeted support to approximately 40,000 learners. G-United aims to grow to reach 10,000 youth and 200,000 students annually.
1) Uwezo (2016) “Are Our Children Learning?” Uwezo Kenya Sixth Learning Assessment Report. Twaweza East Africa. Accessed October 24, 2018. http://www.uwezo.net/wp-content/uploads/2016/12/UwezoKenya2015ALAReport-FINAL-EN-web.pdf


What is synthetic phonics?
Synthetic phonics is a method of teaching where words are broken up into the smallest units of sound (phonemes). Children learn to make connections between the letters of written texts (graphemes, or letter symbols) and the sounds of spoken language. Synthetic phonics also teaches children how to identify all the phonemes in a word and match them to a letter in order to be able to spell correctly.
Children are taught how to break up words, or decode them, into individual sounds, and then blend all the way through the word.
Example: In the word bat, children learn to identify three individual phonemes using the synthetic phonics method: /b/ /a/ /t/ that can be blended back together to produce a word. The ‘synthetic’ part of this particular phonics instruction derives from the process of synthesising or blending sounds to create words.
New sounds are not introduced in alphabetical order, and they are introduced quickly. Synthetic phonics means that children are able to read a range of easily decodable words sooner.
This means that if a child is introduced to the sounds /m/ /s/ /a/ /t/ they can quickly read the words at, mat, sat, am, Sam etc.
Synthetic phonics vs analytic phonics
There are two main types of phonics: synthetic phonics and analytic phonics. The difference between them is substantial enough to affect the gains in literacy that young readers make.
Synthetic phonics is a more accelerated form of phonics. Children are taught letter sounds upon starting school, before they learn to read, and even before they are introduced to books.
With analytic phonics, children are taught to recognise whole words by sight, and later to break down the word into the smaller units of sound. Letter sounds are taught after reading has begun. The uncertainty is how much later this knowledge of letter sounds will follow. It does not always follow that children will be able to pick up these skills using analytic phonics. With analytic phonics, children differ widely in their ability to pick up all the implicit rules of the English alphabet.
Of course, the use of synthetic phonics does not exclude the use of analytic phonics. There are some words that cannot be learned by breaking them into smaller parts and children must learn them by sight. These are often referred to as ‘sight words’.
How Reading Eggs teaches synthetic phonics
The Reading Eggs program focuses on a core reading curriculum of synthetic phonics and sight words. Additionally, it builds vocabulary, fluency and comprehension.
The program comprises highly structured, systematic and sequential skills-based lessons and activities that match an individual letter, or letter combination, with its appropriate sound. Children are taught to blend sounds all the way through a word in order to read it, as well as how to spell. They learn this through a variety of fun and interactive games and activities.
Reading Eggs introduces the technique of reading words from left to right and blending all the way through the word from the very first lesson. ‘Sound Buttons’ are introduced in the early stages of the program to encourage children to make letter-sound correspondences and to teach them how to blend individual phonemes to read words.
Early lessons and activities help children to identify how many phonemes they can hear within a word. Other activities prompt them to listen to individual phonemes and to identify the initial, middle and final sound within the word.
Building on from initial phonemic awareness and simple letter-sound recognition, children learn how one phoneme can sometimes be represented by two or more letters, such as /sh/ or /igh/. It also shows children how a single phoneme can be represented in several ways, such as /ee/ as in see, /ea/ as in sea, and /ie/ as in field. Children also learn how a single letter can represent more than one phoneme, such as /o/ in go, and /o/ in top.
See how Reading Eggs works with a free trial now.


Easily learn music theory with Sonid, an app for iOS and Android!
Understand how music works!
Sonid is a music education app that allows you to learn music theory in a fun and orderly manner. It is different compared to other applications because it focuses on a single subject at a time. This approach will make your understanding of music expand more naturally and gives you the time to adapt to the new material. Complete Sonid and become a more refined musician.
Sonid is made for beginners and more advanced musicians that would like to broaden their musical horizon.
Free yourself musically!
From the most basic subjects in music theory to very advanced jazz harmony understanding, sonid is the way to go. Start taking classes to learn about naturals, the prime interval or a flat note. Finish your course with playing the most lush maj7#11 chord voicing or melancholic spanish phrygian scale on your instrument. You can learn it all step by step, and it’s all for free!
Read and execercise on any device!
The most complete music theory app around.
Sonid includes a full wikipedia with information and
explanations going from any basic topic like naturals or
sharps and flats to covering everything you want to know about
advanced topics like Cmaj7 or D lydian dominant.
Moreover, the wiki is accessible from anywhere inside the app, even while doing a lesson! If you need even more tutoring, you can check out the forum or tryout any chord and scale in our playground!
Share your progress with your friends!
Unlock more lessons to continue and expand your knowledge about music harmony. Complete classes and lessons and earn experience points to buy badges and compete with your friends in the online leaderboard.
Why learn music theory?
Help your ears play music.
Help your ears to play the right note or chord by understanding which progressions are in a certain key. Or which scale is to be played at a given moment in your song. Make variations of what is to be expected by altering modes. Play moll-dur on the fourth grade or a dominant chord on the third.


How to Stop Color Bleeding When Washing Wools
Color bleeding causes white garments to turn pink from red garments or turn gray from dark denim. Excess fabric dye bleeds out of one garment and another absorbs it, resulting in a dye-transfer stain. Dry-transfer stains are difficult to remove, so avoidance is the best and most efficient tactic when doing laundry. Because it's a natural fiber, wool requires special care to avoid shrinkage or other damage. Special precautions must be taken while preventing color bleed when washing wool garments.
Separate your wool garments by color, just as you would with other laundry. Divide wools into a load of light-colored garments and a load of dark-colored garments. Separate out bright colors, such as red, from the dark-colored garment pile.
Fill a bucket with undiluted white vinegar. Soak each wool garment in the vinegar for 10 to 15 minutes to set the fabric dye. Rinse with warm water.
Rinse the bucket and fill with warm water and two caps full of mild detergent made for washing wool. Submerge your wool garments in the mild soap solution. Gently agitate them by moving them around in the water. Allow the wool garments to soak for a few minutes to further remove any dirt and stains.
Empty the detergent water out of the bucket and fill it with cool water. Add 1/4 cup white vinegar to the water to help further set the fabric dye in the garment, while also freshening the fibers. Gently dunk the garment in and out of the rinse water to remove all traces of detergent. If necessary, fill the bucket with fresh water until the rinse water remains clear as you rinse the wool garment.
Remove excess moisture from the wool garment by rolling it up in an absorbent towel and pressing on the towel to absorb moisture. Lay the wool garment on a sweater drying rack and gently reshape the garment to maintain its proper shape during the drying process.
- Always check the care label of wool garments to ensure your clothing can be hand washed. Some wool garments require dry cleaning.
- Substitute 1/4 cup of table salt dissolved in the water to set the colors in wool garments.
Mary Ylisela is a former teacher with a Bachelor of Arts in elementary education and mathematics. She has been a writer since 1996, specializing in business, fitness and education. Prior to teaching, Ylisela worked as a certified fitness instructor and a small-business owner.
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Play & Learn
- Shape sorting activities engage problem solving and mental prediction skills
- 6 large colourful numbered shapes are perfect for small hands
- Click-clack spinning trunk for fine motor skill development
- Large satin crinkle ears and textured surfaces encourage tactile and auditory exploration
- All blocks fit inside Elephant for easy storage
- 3-in-1 grow-with-baby for sit-down play, rocker and ride-on fun.
- Introduces first words, the alphabet, colours, shapes and fun phrases.
- LED display flashes up letters, numbers and animations to reinforce learning.
- Variety of manipulative features.
- Easily assembled.
- 3 modes of play, 3 sing-along songs and 25 melodies.
- Cognitive Development
- Stimulates critical thinking through memory and logic games.
- The counting toy will take your child on a fun learning adventure; take kids on a musical journey with more than 20 melodies to help them learn to count and spell
- Place each of twenty-six ABC letter blocks and ten number blocks into the alphabet toy yellow school bus’ learning toy responds with letters, phonics and numbers
- The interactive early learning toy can be personalized to recognize your child’s age and the first letter of their name when they plug in that number or letter
- Toddler toy has fun games that keep kids entertained as they’re introduced to counting, everyday words and more with the toy bus; push toy bus also activates when moving
- Suitable for children from age 1 to 5 years old
- 5 medical tools include a stethoscope, otoscope, bandage, syringe and thermometer
- 2 double-sided patient cards to diagnose patients
- 3 activities include learning, quiz and music modes
- Light-up buttons introduce medical tools, colors and objects
- Doctor’s kit stores all the accessories inside
- Rolling ball makes the eyes on the doctor’s kit move
- Provides comfortable support for your baby during tummy time, which is key in the development of important motor skills
- Supports your baby while they are learning to sit on their own
- Great for take-along play as your child grows
- Light-up piano keys introduce colors and objects, and play music and short tunes, developing fine motor skills and providing auditory stimulation
Wonder Wheels by Battat Take Apart Airplane Toy Airplane with Toy Drill for Kids Aged 3 Years & Up (27Pc)
- Building toy: take-apart toy plane Playset for children
- Mechanical: toy airplane includes drill, nuts, and bolts. Take it apart and build it back up!
- Construction toy with movable parts: propeller spins, wheels turn, removable window for high flying fun!
- Educational toy: stimulates learning and discovery, helps develop motor skills, and sparks imagination
- Wonder wheels: eco-friendly toys with packaging made from recycled paper and soy ink
- Compatible with Wonder Wheels by Battat take-apart toys for kids
- Size: Toy vehicle measures 10.0 (L) 10.5 (W) 6.0 (H) inches approximately
- 2 x AA batteries required. Batteries not included
- Age: recommended for little engineers aged 3 and up
- Battat is a family-owned company and a classic toy brand
- Pop the trunk: trunk and hood open to reveal a spare tire, engine, and storage space for your little toys.
- Cool looks: drive the coolest toy cars for toddlers on the road with these sporty and classic and roadsters!
- Built tough: these tough little play cars handle any bumps on the road!
- Educational: Battat toys are made with safe materials, Great for developing fine motor skills
- Dimensions: roadster measures approximately 9. 00 (L) x 5. 5 (W) x 3. 5 (H) inches.
- Worry-free: all of battat’s toys meet or exceed the highest safety standards
- Age: recommended for toddlers 1 and up
- : both of these toy roadsters are entirely recyclable


Resources › For Educators Addressing Public Display of Affection at School What is a Public Display of Affection? Share Flipboard Email Print Luca Bacchi / EyeEm / Getty Images For Educators Teaching An Introduction to Teaching Tips & Strategies Policies & Discipline Community Involvement School Administration Technology in the Classroom Teaching Adult Learners Issues In Education Teaching Resources Becoming A Teacher Assessments & Tests Elementary Education Secondary Education Special Education Homeschooling By Derrick Meador Education Expert M.Ed., Educational Administration, Northeastern State University B.Ed., Elementary Education, Oklahoma State University Derrick Meador, M.Ed., is the superintendent for Jennings Public Schools in Oklahoma. He previously served as a school principal and middle school science teacher. our editorial process Derrick Meador Updated August 19, 2019 Public Display of Affection—or PDA—includes physical contact including, but not limited to, intimate touching, hand holding, fondling, cuddling, and kissing at school or a school-sponsored activity between two students typically in a relationship. This type of behavior, while innocent on some levels, can quickly devolve into a distraction for the students engaging in the practice, as well as other students who witness these public displays of affection. PDA Basics PDA is often considered a public profession of how two people feel about one another. Schools typically see this type of behavior as a distraction and inappropriate for a school setting. Most schools have policies that forbid this type of issue on campus or at school-related functions. Schools typically have a zero-tolerance stance on PDA because they recognize that even innocent displays of affection can turn into something more. Being overly affectionate can be offensive to many people, though a couple caught up in the moment may not be aware that their actions are offensive. Because of this, schools must educate their students on the issue. Respect is a critical component of character-education programs in schools everywhere. Students who regularly engage in acts of PDA are disrespecting their peers by subjecting them to witnessing their affection. This should be brought to the attention of the over-affectionate couple who were probably too caught up in the moment to consider others who were around them. Sample PDA Policy To handle and forbid public displays of affection, schools need first to recognize they have a problem. Unless the school or school district sets specific policies forbidding PDA, they cannot expect students to simply know the practice is forbidden or at least discouraged. Below is a sample policy a school or school district can employ to set a policy on PDAs and prohibit the practice: Public School XX recognizes that genuine feelings of affection may exist between two students. However, students shall refrain from all Public Displays of Affection (PDA) while on campus or while attending and/or participating in a school-related activity.Being overly affectionate at school can be offensive and is generally in poor taste. The expression of feelings toward one another is a personal concern between the two individuals and thus should not be shared with others in the general vicinity. PDA includes any physical contact that may make others in close proximity uncomfortable or serves as a distraction for themselves as well as innocent onlookers. Some specific examples of PDA include but is not limited to: Tips and Hints Of course, the previous example is just that: an example. It may seem overly harsh for some schools or districts. But, setting a clear policy is the only way to minimize or stop public displays of affection. If students don't know the school or district's view on the issue—or even if the school or district has a policy on public displays of affection—they cannot be expected to abide by a nonexistent policy. Turning away from PDAs is not the answer: Setting a clear policy and consequences is the best solution to creating a school atmosphere that is comfortable for all students and teachers.


Music and the arts are good for us - making music in a group is fun, playful and creative, it enables children to feel listened to; to connect with their peers; to become more self-aware and aware of others; to feel a sense of achievement and joyfulness; and to make music that truly reflects their worlds and experiences.
Led by music therapist Anna Macken, we're hoping to bring the benefits of particpatory music-making into Chichester schools to support our schools community with an anticipated rise in pupils & students affected by trauma during lockdown. We're doing this because we know that making music with appropriately trained musicians offers a safe way for children and young people to express and address difficult emotions without having to find the right words; to express anger, frustration or sadness and for each of these emotions to be acknowledged. The best bit? No musical training or experience is needed - everybody can take part and feel the benefits!
What we'll deliver:
- 10 x 1 hour workshops for up to 16 pupils per term per school. Working with 4 facilitators weekly in school.
- Development of ongoing CPD for teachers in schools to create a sustainable model of music making for wellbeing.
- Sharing opportunities for schools to come together when possible to celebrate & share their music and creativity.
Why it's a great idea:
1) Improved wellbeing in children participating in music making for the benefit of their social, emotional & mental health.
"There is nothing like music and art for sparking creativity, tapping into emotions and helping young people understand and develop their own life while navigating that of others". (https://www.tes.com/news/music-invaluable-resource-when-it-comes-childrens-mental-health-and-yet-its-under-attack)
We are musical beings. Every one of us has a heartbeat, and in that heartbeat we have a rhythm. Every one of us speaks, and in speaking we have pitch and tone. Pitch, tone and rhythm are the fundamental components of music.
2) We hope to support teaching staff to become confident in delivering an alternative model for making music in school (different to traditional music education) to support the SEMH wellbeing of their pupils & students.
3) Local musicians; workshop facilitators and sound artists will be back in work following lockdown and the Covid-19 pandemic.
Steps to get it done:
- Formally engage schools for the project.
- Formally engage musicians to run the projects in those schools.
- Meet with individual schools to discuss their aspirations for the project and any specific aims or outcomes.
- Delivery of workshops in schools
- Evaluation in partnership with schools as to benefit of music making to mental wellness of particiapting children
We're seeking funding for just one term of workshops for 2 schools.
Ideally the project would run across an academic year; for continuity for particpating pupils and students, and to allow us to support participating teaching staff through CPD and experiential training so that the project can continue beyond any funding and be maintained by the schools themselves. As each term passes the number of facilitators would diminish, to enable the school to take over the reigns and so delivery costs also diminish. The initial term of workshops is the most expensive element of the project!


- This event has passed.
Supporting Emerging Literacy Skills
October 19 @ 6:30 pm - 8:30 pm
An event every week that begins at 6:30 pm on Monday, repeating until October 26, 2020
Early (or emerging) literacy is what young children know about reading and writing before they can actually read and write. Many people believe that children learn to read and write in kindergarten or first grade; however, the foundation for literacy skills is laid years before children enter school. Early literacy, much like any other cognitive skill, begins at birth. Join us to learn about typical language and literacy development of young children, explore the components of early literacy, and identify ways to support children’s early literacy development.
Trainer: Jo-Anne Yearwood


The research-project “D.A.S. Dementia. Arts. Society. Artistic Research on Patterns of Perception and Action in the Context of an Aging Society,” funded by the National Research Funds FWF (PEEK) of Austria is based at the University of Applied Arts Vienna. It aims to apply artistic interventions to diverse target groups in order to evoke empathy towards the sensitivities of people with dementia. Young people (10-11 years old), were encouraged to participate in audio-and performance-based artistic interventions during their art lessons in school. The objective was to analyze the potential children have to empathize with people with dementia. How - verbally and via drawings - do they describe an experience that simulates the sensual perceptions of people with dementia? Analysis of their verbal and artistic descriptions of the experience provides insights into the word choices and artistic methods of young people. Interpretations of drawings have been made in different manners over time: they borrow strategies from social sciences, psychology, psychoanalysis, Gestalt psychology, the psychology of perception, art history, linguistics, art therapy, art education, and so on. The author used image-hermeneutical approaches. Especially interesting was the presentation of confusion and disorientation by youth within a short time frame.
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Find out about the role of play in your child’s brain development
Being an essential part of childhood, playing has an integral role in your child’s acquisition and development of communication skills.1,2 While infants explore their world through their senses, toddlers engage in pretend play through imitation. Young children engage more and more in play activities with their peers, exploring the world around them and developing their motor skills.1
While playing, your child engages in looking, listening, touching, tasting and moving which enables him/her to connect with what is seen, heard, tasted or touched. Play can help in stimulating child brain development by influencing cognitive, physical, motor, social, and emotional development via sensory connections.3
Here’s how play can help stimulate child brain development:
- First step to literacy: As they play, your children practice new sounds or words and exercise their imagination through storytelling2
- Learning through play: Be it shaking a rattle, peek-a-boo or hide-and-seek, play nurtures development and fulfils a baby’s inborn need to learn2
- Making a choice: Having enough toys or activities to choose from allows children to express themselves and pick what they like2
- Improves motor skills: Playing provides space for your toddlers to practice physical movement, agility, coordination and balance while testing their own limits.1,2
- Cultivates mathematical skills: While playing, children participate in problem solving activities through investigation and discovery, while exploring cause and effect through an active experience1
- Neurological development: Playing with peers provides your children with a lot of sensory stimulation which is absorbed and integrated into core brain development1
- Developing a provincial early childhood learning strategy. Available from: http://www.ed.gov.nl.ca/edu/earlychildhood/literature_review.pdfAccessed on: June 15, 2017.
- National Literacy Trust. 10 reasons why play is important. Available from: http://www.literacytrust.org.uk/talk_to_your_baby/news/2332_10_reasons_why_play_is_importantAccessed on: June 15, 2017.
- Figueroa A. Connecticut’s Guidelines for the Development of Infant and Toddler Early Learning. Available from: http://www.ct.gov/dss/lib/dss/dss_early_learning_guidelines.pdfAccessed on: June 15, 2017.


Delmare Yasmine July 14, 2020 worksheets
– Do I feel anxiety if I don’t have worksheets copied? (The answer should be no.)
These writing worksheets have traceable patterns of the different strokes of writing letters. By tracing these patterns, kids slowly learn how a letter is structured. When you are a parent, and you want to teach your kids ahead of time just before he would go to school, you can use the free online worksheets. There are lots of them available. You can let your kids learn online. Through this, your kids will be ready for school.These online materials are readily downloadable and can be printed for use. And the good thing about this is that you can produce as many copies as you want, until your kid learns and perfect the craft of writing.
6. Never allow your child to use a worksheet unsupervised. Some parents use worksheets to provide time to fix supper or add another load of laundry. Unfortunately, while you aren’t looking, your child just might have practiced a mistake several times. The time you thought you saved isn’t nearly as much time as it will take to fix that mistake.If you consistently do these 6 things, you might be able to successfully use worksheets; but, seriously, a few minutes of your personal time will provide better learning for your child than a truckload of worksheets.
Homeschool worksheets are a vital part of the student’s homeschool experience. They allow the child to test his or her knowledge, and they offer them a practical application for their learning. Worksheets also, when used properly, provide both the students and parent / tutor immediate feedback as to the child’s progress. This means they can be used to point out areas where the student needs further reinforcement.
Quality may be a little more expensive, but good worksheets will motivate your child to produce neat work that they can be proud of.
Some free worksheets are not good quality – the pictures are fuzzy, backgrounds print grey or speckled – and children tend to notice these things. If you are using the worksheets to educate your child, you may want to choose good quality worksheets that encourage your child to produce good quality work. After all, it’s a little difficult to ask your child to color within the lines and work neatly when the worksheet they are filling in hasn’t done the same.
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Gross Motor Board Games digital download includes 12 no-prep games to print and play to encourage gross motor skill development throughout the year. Are your students tired of routine gross motor practice? Add these FUN games to your toolkit to keep children active and engaged while improving their skills at the same time!
This packet was created by Regina Parsons-Allen, a pediatric certified Occupational Therapy Assistant.
How it Works:
- Immediately download the 16 page PDF document that includes 12 game boards, materials list, directions and gross motor actions with picture symbols.
- Print and play games.
- Help children strengthen gross motor skills while playing FUN games!
More ready to go gross motor resources:


Shark Facts for Kids Video
Shark is an apex predator that sits on the top of the marine food chain. There are more than 400 different species of sharks. Each of them has their own unique behavior and anatomy. They are closely related to sting rays. They have been on our planet for 400 million years. They survived 5 mass extinction events. They have remained almost completely unchanged. Sharks attack humans very rarely but humans are the deadliest predator of them. They are more scared of us than we could ever be of them. According to a recent report, sharks kill 12 humans in a year but 11,417 sharks are being killed per hour by humans.
Fun Facts: –
- They have an excellent sense of smell and can detect a single drop of blood in about 100 liters of blood.
- They generally have about 45 to 50 tooth. If they lose one tooth another spins forward from the row of backup teeth.
- Sharks live in oceans of all over the world.
- They have a line of canals going from the head to the tail. It helps them to feel the vibration in the water.
- Whale Sharks and Basking sharks are the world’s two largest species of fish.
- Sharks are killed by humans to supply the demand for their fins that are made into soup and eaten as a delicacy.
- They do not use vocalizations for communication. They completely rely on body language.
- Contrary to popular myth that they are attracted by yellow color, they cannot see any color at all.
- The gestation period of a shark can range anywhere from 5 months to 2 years.
- An average Great White Shark can eat 11 tons of food in a year.
- For each person killed by sharks, 25 million sharks have been killed on an annual basis.
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A good foundation of skills is essential for academic and professional success. More and more research is showing that academic challenges at the secondary and post-secondary levels often stem from unaddressed gaps in foundational skills.
Iqra Islamic School has implemented a rigorous program to ensure that foundational aspects of learning – such as computation, critical thinking, reading comprehension, and oral and written expression – are worked on daily. There are two parts of the Iqra program worth highlighting:
- Daily Morning Review (DMR) – Each and every class from grades are given a daily morning review in order to assess their skills and address any gaps in their learning. This also gives instructors the opportunity to identify areas of concern in the students learning.
- Lesson Targets – Children of every generation have infamously asked their teachers and parents ‘why do I have to learn this?’. We believe that it is the right of our students to know the focus of each lesson, and its purpose. Each lesson begins with a teacher declaring the target (or focus) of the lesson. This, in turn, gives students a better understanding of not just what they are learning, but why.


Do you dream of becoming an astronaut, engineer or naturalist? Then you’re in the right place! Our science for kids section is bursting with incredible science facts about the way our world works.
From biology, chemistry, physics and natural history, you’ll discover some incredible secrets, awesome theories and explore some bonkers experiments in our super science for kids.
Ready for blast off? Click about to start your journey of scientific discovery!
Did you know?
There are more stars in the universe than grains of sand on all the beaches on Earth. That’s at least a billion trillion!More about space ❯


News / logic
For many of us growing up, play was reserved as a reward for something accomplished - “Finish your homework and you can go play.” Even now, it is rarely seen as an accomplishment in itself. However, many early childhood educators testify that much can be gleaned from play time. Basic milestones, like fine motor skill development, are achieved during play. Critical thinking and problem-solving skills are vital in many situations, as is the determination necessary to sustain certain play scenarios. As such, many good toys are made to make the most of play.
The best toys meld learning and fun at their core. Here are some we believe to provide holistic play value in learning environments both in the classroom and at home:


Guest Lesson: Aural Refocus by Leo Garcia
Visit his blog for more great lessons: Six String Journal
I would argue that we all find pleasure in the ability to play fast. Whether as an accurate measure of our finger fitness, a tool to facilitate expressivity, or simply a measure of self-worth, speed has its purpose in our practice. So in addition to using the tried and true tools (metronomes, bursts, and rhythms) to build speed from the ground up, I’m always searching for new ideas to increase speed in the practice room.
Today I’d like to share an interesting technique that I have found truly helpful for those who have exhausted the more traditional methods, and since I have not found any reference to it in the literature, I’ll name it aural refocus. Its purpose is to refocus our hearing on the larger beats in the context of the whole physical movement and then maintain the focus while gradually adding in the rest of the physical movement’s elements.
One way to think of it would be to focus on the larger beats within a pattern or movement and then “feed in” the rest of the notes while retaining attention on the larger concept and rhythmic feel. In theory, we must be able to perform the larger movements in time—but we rarely do so because we feel limited by all the minutiae that a particular movement demands. With a lot of work, patterns that undergo the aural refocus treatment benefit from a boost in speed while retaining their rhythmic integrity and stability.
Here’s an example to walk you through the steps of applying aural refocus to a common right hand arpeggio pattern:
- Set the metronome to an ambitious tempo (120–144/bpm per quarter note) and keep it constant through the next four steps.
- Play only the fingers indicated, do not play small notes, think slowly, and feel the larger beat in the right hand.
- Play through each step for at least a minute.
Step 1: Focus on the eighth note.
Step 2: Then, complete the movement while focusing on the feel of the previous step.
Step 3: Alternate between motions to refocus the ear and feel the larger beat.
Step 4: Studied from a slightly different rhythmic angle, try feeling the triplet within the main beat.
Step 5: Then, as before, complete the movement while focusing on the previous step.
Step 6: And, finally, alternate between both motions.
Here’s another example of the concept applied to what should be a very familiar right hand arpeggio pattern. I use Andres Segovia’s suggested fingering for this example but if you play this pattern differently use your favoured pattern.
Set the metronome to an ambitious tempo (144+/bpm per quarter note or, preferably, 72+/bpm per half note) and keep it constant through the next four steps. Play only the fingers indicated, do not play small notes, think slowly, and feel the larger beat in the right hand. Play through each step for at least a minute.
Step 2: Add in the fingers indicated.
Step 3: Add in the fingers indicated.
Step 4: Then, finally, complete the movement.
Rotate through the steps several times to refocus the ear on the larger beat.
Hope this helps all of you dedicated guitarists break through some practice plateaus!
Described as “a faithful interpreter of Mangore’s musical art” by Alirio Diaz and as “intelligent, musical, and technically impeccable” by Eliot Fisk, award-winning classical guitarist, lecturer, and educator Leo Garcia holds several graduate degrees in music from both Yale University and The New England Conservatory of Music. He is the founder of the national music education program KinderGuitar and the blog for aspiring guitarists Six String Journal, and can often be found running the trails of the San Francisco Bay Area. His Complete Guide to Technical Development on the Guitar will be available in the fall of 2016.


The theory of learning styles is bad science.
My view on Professor Jerome Kagan's belief that ADHD doesn't exist.
An article looking at the issues of second language acquisition.
Attention Deficit Hyperactivity Disorder (ADHD) manifests itself in the form of emotional and behavioural difficulties. The condition affects approximately 5-6% 0f the population and, according to many researchers, is caused by the failure of the brain to produce certain chemicals
Asperger's Syndrome is a disorder which is at the higher end of the autistic spectrum and a child with this condition is sometimes called a "higher functioning" autistic child.
Dyslexia is also known as a specific learning difficulty or SpLd. Children with Dyslexia have an "unexpected" difficulty in developing certain literacy and numeracy skills. This difficulty is unexpected because the child may develop some skills very easily- for example may be as good at thinking about Science or Technology as her/his friends but may have a lot more difficulty writing it down or reading about it.
Children who suffer from dyspraxia find it difficult to learn how to coordinate their thoughts, motor skills and language. As a result, they can appear to be clumsy and to have difficulty in expressing themselves
There are many different ways that a child's vision may be affected. Although visual impairments may influence a child's education, they need not necessarily have an effect on the way s/her learns
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Kształcenie nauczycieli muzyki w zakresie edukacji medialnej
MetadataShow full item record
The author of this article, who is aware of the shortage of specialized literature concerning the connection between music pedagogy and IT, aims to pass on general knowledge of music-related IT to music teachers and present exercises which are based on working on a PC and which were created for the purpose of developing a child’s music skills. The aim of these exercises is to make it possible to assess students’ knowledge more quickly and to stimulate their interest in this subject. Additional studies show a new way to educate teachers with the aim of improving their skills in using digital technology during music classes. The topic of this article is interesting and up-to-date because it connects specialized disciplines such as pedagogy, IT, media education and music education. A thorough knowledge of these subjects improves music teachers’ versatility and skills as well as the quality of their teaching.
- Artykuły / Articles


The current climate for art education is often disheartening, with art departments under increasing pressure, teachers everywhere fighting for their subject to be valued and for people to understand the importance of art education in a fraught battle ground dominated by the STEM subjects (Science Technology Engineering and Maths). Those who advocate STEAM - add the A for Arts, acknowledging the importance of creativity in any process.
I have been involved in a project with the Courtauld Gallery (where I work as a freelance tutor) looking at the links between Art and Maths, stemming from the idea that any subject can be taught effectively THROUGH Art and in this case also touching on History, Geography, Science and Technology. We began by examining the Islamic Metalwork and Italian Maiolica pottery in the Courtauld’s varied and beautiful collection, best known for its French Impressionist work.
The project for primary schools examines these crafts, highlighting the importance of design, creativity, trade and inspiration in the production of goods and artefacts alongside the cross cultural engagement that took place at the time of their production.
I shared my research with Veena our artist teacher at Pelham After School Art Club who took up the challenge with amazing results.
The Courtauld Gallery project begins with a visit to the gallery, however the restrictions of our art club did not allow us to make this special visit. We looked at images from the collection on line and Veena brought in her own artefacts for inspiration.
You can find examples of artefacts in museums all over the country. I found these in the Fizwilliam Museum, Cambridge.
Veena began by exploring grids to make patterns, giving the children the freedom to experiment with shapes and see what they found.
We then went on to explore pattern and shape using a paper plate and squares of gummed paper cut into various shapes. While overlaying them to see what we could produce children could clearly see the mathematical relationships between shapes.
The Courtauld Gallery project asks the children to use compasses, protractors and mathematical principles to construct complex shapes like six or eight pointed stars and patterns inspired by nature, then inject their own ideas and creativity into these more formal processes.
They draw from nature to design printing tiles. At Pelham Art Club we worked on printing skills at the start of the year. See the blog Autumnal printed patterns
The next part of the process is to learn to draw an eight pointed star and a cross to make into a template to cut a clay tile. You can make this template by folding a large square and drawing circles within smaller squares. It has to be prickly drawn and constructed mathematically.
Some children need more help with this and use pre drawn templates, but everyone always ends up with one to cut out from their clay!
The children then use the template to cut out a clay tile and decorate using patterns inspired by the objects they have looked at.
They have painted them and glazed them with PVA glue. I love the two different colours used for the stars and crosses.
You can see and download the full project researched and delivered by the Courtauld Gallery HERE.


Eight units of instruction with five lessons each, provide over 500 story problems that are theme-based (e.g., math in the grocery store). Problems were written by teachers to represent a variety of students’ interests, preferences, and community contexts. The eight units teach students to solve addition (sums to 10) and subtraction story problems (differences to 9) use three problem-solving strategies: Group, Change, and Compare.
The teacher-friendly lessons are scripted to suggest feedback responses for prompting, error correction, and praise, and each math story problem is presented using various media, including a workbook, software/iPad app, and video simulations to ensure student success.
Students with mild disabilities will advance through the curriculum quickly and be ready for higher-level math concepts; students with moderate-to-severe disabilities may require multiple years of instruction. The curriculum begins with a review of early numeracy foundational skills, then advances to solving math story problems. It is designed to be taught in small groups for ease of instruction; lessons address adaptations required for students who are nonreaders and/or nonverbal. All materials students will need are included: Counting Cubes, graphic organizers, markers and pens and handy zipper pouches for keeping materials organized.
The Software provides additional practice for students and gathers data as students work; it also provides an opportunity for assessment of a unit to determine whether the student is ready to move to the next unit. Detailed data summaries are available for teacher viewing.
In this curriculum, problem-solving is taught in an explicit manner using principles of direct instruction, task analytic instruction, and self-monitoring strategies.
The Math Skills Builder web-based version is a one or three-year subscription for up to 20 students. Teachers can manage student access to apps, view results, and monitor student usage. Students can log directly into to the app or from a student desktop launch page.
Math Skills Builder is available for download on the App Store. You can also purchase directly from us and here's how it works: The App Store has both a free Lite version and full-featured version of Math Skills Builder. The free Lite version has an in-app purchase option to upgrade to the full version. If you purchase the app through Attainment, we will provide an Access Code so you can convert the Lite version to the full-featured version. Attainment Company can not provide refunds for purchases made on the App Store or from in-app purchases.
Math Skills Builder (excluding web-based) is a component of the Math Skills Builder Curriculum.
|Age Group||Elementary, Secondary|


Each athlete will have the opportunity to tackle new challenges on all Olympic events. Skill accomplishments can be accessed from an online, user friendly skill sheet.
(AGES 6 & UP)
Girls Recreational Gymnastics
Boys Recreational Gymnastics
As a sport, gymnastics is unbeaten in developing the total person. Each apparatus uniquely contributes to the development of such attributes as speed, power, grace as well as general coordination and flexibility. In addition to the physical benefits, real life values such as attention to detail, desire, discipline, dedication and determination are promoted as confidence grows. Skill sheet are recorded from the weekly curriculum so students and parents can see their progress of all the foundational skills. Every skill is broken down into progressions to dissect the parts of the skill into easy to learn pieces that can be assembled for a new skill achievement. All participants will train on all the Olympic events (Vault, Bars, Beam and Floor) and trampoline. All participants in this program are given the opportunity to participate in an EXPO. This is an exhibition of their skills for parents, friends and family.
Sapphires - Girls Beginner 1 - This class is where the student falls in love with the sport. They will discover that the fun progressions they can make on each of the Olympic apparatus’ is really “FUN”! Our curriculum is designed to build a foundation of basics for strength, flexibility, and coordination in a fun, exciting, and encouraging environment. As the student masters the basic skills it will prepare them for more advanced skills and progressions. Our goal is to increase the confidence in each child and grow their love for exercise. Every class is spent focusing on three of the four Olympic events (Vault, bars, beam, floor). In addition, the students are taught trampoline and dance skills. Each week rotates to cover all events equally.
Garnets – Girls Beginner 2 - This class is designed to meet the needs of the student who has mastered the foundations and skill progressions in Girls Beginner 1. It takes the skills and foundation previously learned to perfect the “level 1” USAG competition routine. Though not on a competitive team the students will still receive the training to do so. In addition, they will train the level 2 skills and drills for level 3 skills. It is this level that students are given the option to move into a developmental team for competition or remain in the recreational program.
Rubies – Girls Intermediate - Students in this class have mastered both levels of beginner level and are perfecting level 2 routines and learning level 3 skills. This level consists of the famous “back handspring” on floor, front hip circle on bars, front handspring on vault, handstands on beam and more! This class meets for 1.5 hours and is recommended to take twice a week to ensure progress on skills that are more challenging.
Class Dress Code
Dressing appropriately for class is very important! Girls should wear a leotard to class (no skirts attached). In cold weather, sweatpants or leggings can be worn over a leotard. Boys should wear cotton shorts and a tight T-shirt or compression shirt. In cold weather, sweatpants and sweatshirts are appropriate allowed. It is wise to layer warm clothes over cool clothes because children are likely to get warm once they start class and may discard the warm layers. Leotards and other general apparel are available in our Pro-Shop during office hours. No gum, jewelry (stud earrings that cannot stand on their own are ok) or zippers/buckles/snaps/buttons, etc, no socks or footed tights


Message from Ms. Audrey Azoulay, Director-General of UNESCO, on the Occasion of International Literacy Day
8 September 2020
In celebrating International Literacy Day, we recall the fundamental right of everyone to develop the basic skills to read the world and write its future.
“Literacy”, said Kofi Annan, former Secretary-General of the United Nations, “is the key to delivering the potential of every human being; the key to opening up a future of freedom and hope.”
However, despite UNESCO’s continued commitment, historic literacy campaigns, national investment and the immense progress made by the majority of countries, despite the tenacity of all those who work daily for literacy, too many children, adolescents and adults are still deprived of this right.
Some 617 million young people have not mastered basic literacy and numeracy skills – yet many of them are in school. There are a further 773 million illiterate adults, who are too often left behind. We must therefore redouble our efforts for these 1.4 billion people.
This is all the more necessary as the educational crisis caused by the COVID-19 pandemic has jeopardized the progress made in recent decades.
To overcome its consequences and continue to move forward, we need to focus on those who are on the front line: educators. We have seen their dedication during this unprecedented situation, but we have also witnessed their insecurity and deprivation, since the daily work of teaching literacy, however essential it is, receives too little recognition and support.
The first challenge is therefore to ensure that educators everywhere in the world are able to carry out their work under good conditions: by increasing their numbers to meet needs, by paying them fairly and by providing them with job stability.
We also need to empower them, however, by training them and supporting them throughout their practice. They must be able to benefit from proven educational methods that aim to tackle the inequalities linked to age, gender or specific vulnerabilities.
This support must continue throughout their practice to enable them to develop and adapt in all circumstances - particularly in the face of upheavals such as school closures. With two out of every three students in the world still unable to go back to school, widespread training of educators in distance education solutions is essential.
This exceptional situation has revealed, in particular, the full potential of new technologies. While these tools cannot replace the transmission of knowledge by humans, they can nonetheless be valuable allies. We must support their development and make them accessible to all learners – this will be an important aspect of our reflection on the Futures of Education.
At a time when we need to reinvent a world of hope, literacy is more important than ever.
On this International Day, I thus invite all those involved in education to redouble their investments and mobilize all their resources to unleash the potential of each individual in the service of a shared world.


Early Years Foundation Stage
Everything children do, see, hear or feel at school is called the curriculum. The curriculum for Early Years Foundation Stage (EYFS) sets out the experiences that children should have from birth to the end of their first year in our school. For children starting school, it should look and feel much like they have experienced in nursery or pre-school. It is designed so that children progress smoothly from EYFS into the National Curriculum in Year 1 and on through primary school.
During this stage children begin to develop the key learning skills such as listening, speaking, concentration, persistence and learning to work together and co-operate with other children. They also develop early communication, literacy and numeracy skill in preparation for Key Stage 1 of the National Curriculum.
Prime Areas of Learning
There are seven inter-connected areas of learning and development, three of which have been designated as prime areas:
- Personal, Social and Emotional Development (PSED) involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.
- Communication and Language Development involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations.
- Physical Development involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement. Children are helped to understand the importance of physical activity, and to make healthy choices in relation to food.
Specific Areas of Learning
The three prime areas are supported by four specific areas:
- Literacy Development involves encouraging children to link sounds and letters and to begin to read and write. Children are given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest.
- Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measures.
- Understanding the World involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.
- Expressive Arts and Design involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology.
(Definitions from Statutory EYFS Framework: September 2014)
- Phase 3 sound mat
Mr. Thorne Does Phonics
If you like this video, why not try the rest of his channel.


As a kindergarten teacher, I find that most people are surprised when I tell them how much is expected of five-year-olds these days. Most of us remember kindergarten as a place for coloring, playing with playdough, and taking naps. The majority of our time was spent running around the recess playground and learning how to make new friends.
Nowadays, the majority of time in kindergarten is spent in academic pursuit. In one seven-hour day, my kindergarteners get exactly 20 minutes of free play and 20 minutes of rest time. That is 40 minutes of unstructured play, out of 420 minutes, each day. The rest of the time is spent on academics – reading, writing, phonics, spelling, math, computer, library, music, art, gym, and a small bit on science and social studies. (That doesn’t include 20 minutes for lunch and 40 minutes for recess each day – but lunch and recess are a chaotic whirl of overcrowded, yelling groups of children, which hardly counts as downtime for a kid.)
While I am a firm believer in the importance of learning throughout the day (I am a teacher, after all, and I love teaching Writers Workshop and Guided Math and everything else), I am also constantly frustrated with how much is demanded of these little guys. By the end of the school day, my students are visibly exhausted, both mentally and physically. And many of them go home to even more structured activities, like gymnastics and soccer practice and piano lessons. I know this is a much lamented problem, but the level of concern doesn’t seem to be changing our expectations of kids in school. As a public school teacher, I can attest to the fact that what is expected of my kindergarteners (from my district administration, from state standardized testing, from Common Core standards) is unreasonable, and is too much.
Think about what you remember most from elementary school. For me, it’s the weeks we spent studying the rainforest in third grade, learning about beautiful animals like quetzals that require our protection. Or the time in sixth grade that we dressed up and acted out the Greek myths, turning over our desks and building props out of cardboard and paint. What will kids remember from my kindergarten class? If I followed the required curriculum to a T, they might remember lots of time spent writing and editing personal narratives, identifying the number of vertices and sides of a 3D shape, and learning the difference between plywood and particle board.
Don’t get me wrong – these are important endeavors in learning. But I think they need to be balanced with time for free play and exploration. There is so much evidence out there already on how children learn best through play, but play time is decidedly NOT written into the curriculum.
I realize that most of what I’m expected to teach is currently at the whim of politics and corporations. I am fortunate, though, to teach in a school with a very supportive principal who trusts teachers, and gives them room to use their professional judgment on the best way to teach children. Therefore, I have made it my goal this year (and all the years in the future) to make as much room for free play and exploration in my classroom as possible. I’ve decided to start sharing some of my ideas, since there’s not a lot out there on how to bring more joy and wonder into the classroom. I’ll start by listing some of the resources I’ve used when learning how to create space for exploration and guided inquiry in the classroom, and later share lesson ideas, both large and small.
Here are some resources that have inspired me so far:
Websites by Teachers
- Wonder Teacher
- Wonder of Children
- Kid World Citizen
- Playful Learning
- Critical Classrooms, Critical Kids
- Science for Kids
- Using Science Notebooks
- Science Center Activities
- Cultivating Joy and Wonder: Educating for Sustainability in Early Childhood Through Nature, Food & Community
- A Place for Wonder: Reading and Writing Nonfiction in the Primary Grades
- Keepers of the Earth: Native American Stories and Environmental Activities for Children
- Last Child in the Woods: Saving Our Children from Nature Deficit Disorder
- Black Ants & Buddhists: Thinking Critically and Thinking Differently in the Primary Grades
- Teaching (Science)
- Teaching (Creativity)
- Playful Learning
- Playdough to Plato
- Teaching Tolerance
- Little Green
- Fontenelle Forest
I’ll end with a quote that has been floating around out there that gives a nod to our need for balance between exploration and structured learning. More ideas for how to find this balance will come!


metaliteracy; metacognitive; open and online learning; Open Educational Resources (OER); social media; participatory learning
Metaliteracy is envisioned as a comprehensive model for information literacy to advance critical thinking and reflection in social media, open learning settings, and online communities. At this critical time in higher education, an expansion of the original definition of information literacy is required to include the interactive production and sharing of original and repurposed digital materials. Metaliteracy provides an overarching and unifying framework that builds on the core information literacy competencies while addressing the revolutionary changes in how learners communicate, create, and distribute information in participatory environments. Central to the metaliteracy model is a metacognitive component that encourages learners to continuously reflect on their own thinking and literacy development in these fluid and networked spaces. This approach leads to expanded competencies for adapting to the ongoing changes in emerging technologies and for advancing critical thinking and empowerment for producing, connecting, and distributing information as independent and collaborative learners.
Downloads prior to this publication
Jacobson, T. E., & Mackey, T. P. (2013). Proposing a Metaliteracy Model to Redefine Information Literacy. Communications in Information Literacy, 7 (2), 84-91. https://doi.org/10.15760/comminfolit.2013.7.2.138


This will be a fall like no other for schools around the country as students, teachers and administrators adjust to new learning models that can support safe teaching in a year of COVID-19.
The options of in-person learning, virtual classes and hybrid models present a significant challenge according to Rebecca Dore, a research associate at Ohio State’s Crane Center for Early Childhood Learning.
“I’m not envious of teachers and administrators who are dealing with a lot of challenges,” she said. “We don’t know how to do this exactly right because it is totally unprecedented.”
With that said, school isn’t stopping, and the learning process doesn’t have to either. Dore recently shared some of her insights on online learning, parent expectations and how you can set up your child for success.
Research shows that by age 2.5 or 3, children can learn from screens, so there’s reason to believe that kids may benefit from remote learning interactions, even if it might be more difficult for this age range than for older children.
There is some evidence that young children are actually more engaged with technology than non-technology options. While parents prefer traditional books, we’ve seen some studies that indicate young people prefer e-books and are more engaged with them.
It matters. Kids can be highly engaged with online content that’s fast-paced and entertaining then struggle to sit through six hours of learning about fractions on a Zoom call. But it is challenging for teachers.
There aren’t a lot of resources for teachers to find high-quality educational media, and now we’re asking them to produce it. That is a challenge.
There’s a lot of content coming out that is intended to be educational that is very engaging, high quality and well produced. So that is happening more on the educational media side. I think this year we can see some of that work starting to merge into a classroom environment. That can be an area of growth in this school year.
But given the increased screen time many children are experiencing right now, it may be helpful to supplement remote learning with high-quality educational media: Common Sense Media and the Find Ways to Play tool from PBS Parents are both good resources.
There is some evidence that very young children do better with back and forth interaction. But we actually have some recent findings that by age 4 children learn just as well from a pre-recorded storybook as opposed to someone reading over video chat. So it seems like at least in this case, by the time you get to the pre-school range, pre-recorded videos can be effective.
Don’t stress if you can’t always be live with them during the session, but do try to help them connect what they are learning to their own lives and support their interactions with teachers as much as you can.
Part of that is making sure you know what they are learning by remaining engaged with the curriculum and asking specific questions to reinforce learning later. If you know that a teacher is covering nature and leaves changing in the fall, that is something you can bring up and point out when you are taking a walk with your child.
There aren’t a lot of resources for teachers to find high-quality educational media, and now we’re asking them to produce it. That is a challenge.”
Where children learn is likely to be important. Find a special place where a child can engage with content and have a good learning environment, ideally a setting that is more secluded and removes as many distractions as possible.
If you have a choice, make remote learning occur when your child will be well rested and not hungry so they don’t have a reason to not be engaged.
They should take it easy on themselves. There’s a lot we don’t know about what’s best for kids during a pandemic. But we know parenting is important, and stress in parents is related to negative outcomes for children.
Parents should give themselves and the schools the benefit of the doubt. Just know that having anxiety about it and worrying that you are doing it wrong is likely to be less effective than focusing on being involved and supportive and helping your children learn the best way they can.


Specialized training for teachers to help them transform struggling learners into confident, successful readers.
Designed for K–12 classroom teachers, K–12 intervention specialists, and tutors of those with dyslexia or reading difficulties. A hands-on program by master teachers.
Coaching from master teachers
Our Orton-Gillingham Multisensory Reading Program courses are designed and facilitated by master teachers to help participants learn to design and implement explicit, systematic and structured multisensory lesson plans that address the development of foundational skills necessary for students to become proficient readers.
Addresses the five components of reading
The Orton-Gillingham Multisensory Reading Program addresses the five essential components of reading—phonemic awareness, phonics, vocabulary, fluency and comprehension—as recommended by the National Reading Panel Report (2000).
In both face-to-face and online formats
We offer the Orton-Gillingham Multisensory Reading Program in both face-to-face and online formats to enable teachers across the country to have full access to this crucial programming. Master teachers provide on-the-spot feedback, correction and suggestions as they watch teachers teach. The goal is for each participant to implement Orton-Gillingham methodology with fidelity to strengthen core reading instruction.
Our programs are accredited by the International Dyslexia Association (IDA) and/or the International Multisensory Structured Language Education Council (IMSLEC).


Does your 4- to 5-year-old make up words to songs, dance up a storm, and love to be playful with music?
When your child is young, music has tremendous power to enhance their love of music and the joy it brings, and also their overall development. Because music integrates mind, body, and emotions, music learning supports many other kinds of learning.
Music Together of Portland's Bigger Kids Class provides opportunities for individual music expression through movement games and song-making activities, and introduces basic reading of music notation. We meet your child where they are, introducing more structure while continuing to play with music in active and creative ways. The Bigger Kids class can complement or prepare your child for formal music instruction and school-based music education, while giving them a foundation for a lifetime of music enjoyment. In addition, your child will build life skills such as leadership, decision-making, and teamwork with their music skills and understanding.
The Bigger Kids class is a 3-semester, cumulative curriculum, beginning in the fall session. The class is designed for 4 to 5-year-old preschoolers to take the year before entering kindergarten.
Adults attend class each week with their child.


There are few who would argue the inherent creativity and curiosity that comes naturally to early childhood learners. Not only are they experiencing the world and everything in it for the first time, but they are building the foundation for their future via the patterns and behaviors that are encouraged during these crucial years. Because of this, science, technology, engineering, art and mathematics all belong in the early childhood education space.
What Does STEAM Look Like in Pre-K?
Young children might not be able to grasp overwhelming concepts like long division or how cars work, but their minds are ready to take on the building of foundational skills that may result in a better grasp of STEAM concepts later on. So, what do STEAM activities look like for Pre-K and toddlers?
Small experiments and the thought processes of answering questions by trying something new are easy ways to incorporate aspects of the scientific process.
Using tools available like crayons, paper, and rulers to accomplish tasks is a great foundational piece for using complex tools like computers later in life.
The thought processes of finding a problem and testing potential solutions is laying the groundwork for a mind that may be the answer to real-world issues someday.
Utilizing natural creativity, early childhood learners can illustrate and document concepts they learn. This crucial step in the STEAM process is how ideas and solutions are shared with the world.
Equations might be too much to handle, but organizing, playing with shapes, and recognizing patterns are foundational for solving tough equations later.
STEAM Activities for Pre-K and Early Childhood
STEAM activities don’t have to look like or cost as much as large-scale projects and experiments. Early childhood learners are capable of grasping and learning from simple activities that build processes in their minds, helping them to be thinkers and solution-finders.
Check out the STEAM-related toys and tools we have online, ready for your early childhood learning spaces.


That’s my hat addresses the AC Science Understanding ACSSU003 Objects are made of materials that have observable properties, in the context of investigating the properties of the materials used for protective clothing.
That’s my hat provides students with hands-on opportunities to:
- sort and test the observable properties of a variety of different materials
- explore water resistant materials
- identify transparent materials
- predict and explain whether materials are suitable for wearing in the sun or rain
Students apply their new learning by:
- designing and making a party hat, taking into account the weather conditions it might be worn in
Linking science with literacy
In the Primary Connections approach, students are supported to create representations that draw on and strengthen their literacy development.
In That’s my hat, students represent and explain their understanding about how objects are made of materials that have observable properties, by creating these representations:
- Annotated drawing
- Sorting diagram
- Data table
- Word wall


Owls Worksheet – Get our FREE download science for kids words puzzle game for printer. This worksheet teaches kids fun facts about owls and makes learning science fun! Our worksheet about owls includes a hidden words puzzle game and a missing word search puzzle for kids. You are free to download and print this worksheet as often as you need. The Owls worksheet is ideal for Preschool kids, Pre-K kids, kindergarten kids and Elementary school kids from Grade 1 to Grade 5.
Elementary school kids can use this free science for kids words puzzle as a reading comprehension activity. Preschool & Kindergarten kids can also enjoy the search a word game and use the missing words puzzle as a listening comprehension game. Educators or Parents can play the word puzzle with the young kids, by reading the fun owl facts out loud and then helping them solve the word search game.
Educators and teachers can use our free to download science for kids owl worksheet to supplement science lessons, after school science activities and child enrichment programs. Private Tutors can use our all about owls science for kids words puzzle to grab kids attention and interest them in learning animal science facts.
Owls are nocturnal birds which hunt for prey with their binocular vision and amazing hearing in the dark at night. Owls are intelligent birds. Owls sleep during the day.
Find out more fun facts about owls by downloading the FREE Owls worksheet!
Free Download Owls Worksheet Science for Kids


This course will help you gain the numeracy skills needed to succeed in both employers’ numeracy tests and the workplace. It is designed to build your confidence.
In addition to refreshing your understanding of specific numeracy skills (such as percentages, ratios, averages and currency conversions), you will develop essential skills for interpreting numerical data and understanding statistics.
The course will develop your skills through a carefully paced, step-by-step introduction to relevant topics with opportunities to check your understanding through quizzes. There will be feedback at every stage.
'Numeracy Skills for Employability and the Workplace' was designed for FutureLearn and has been implemented on the LEARN (Moodle) environment.
Watch the FutureLearn course trailer here.
Recreation of the FutureLearn 'Getting a grip on mathematical symbolism' MOOC within the Learn (Moodle) environment.


MUSIC MEMORY is a nationally recognized curriculum designed to promote the love and knowledge of classical music through an in-depth study of sixteen great composers, their lives and their music. Students are exposed to a revolutionary learning approach – unique Animated Listening Maps created in a different style and format for each selection that connect the aural experiences to their visual memories. Music selections are thoroughly learned in an engaging and highly effective way. Students explore the music “from the inside out” – they are helped to actively listen to all the elements of music (melody, harmony, form, timbre, dynamics, etc.) that make each music masterpiece different from all others. Our new teaching components deliver the MUSIC MEMORY curriculum using 21st Century technology. Give a Life-Long Gift ... the LOVE of Classical Music!
2020-2021 Music Memory Sampler
See what makes Music Memory Music Maps and Lessons different!
New York City Riverside Symphony
See why symphonies across the country are making Music Memory their #1 music education program!


Here we have listed a selection of online resources (mostly free or low-cost) which you may find useful in your music education journey! Feel free to share this list with any young musician or music educator you know. And please do get in touch if you have any other suggestions for this page.
P.S. These external resources are neither created nor endorsed by Music Generation Cork City, but have been compiled as members of our team have recommended them based on their own personal use.
Music Theory Support
Recording and Composing Software
- GarageBand (Only iOS)
iPad Apps for Music Making
- https://thesession.org (online traditional music repertoire site)
- Tunepal (App for identifying traditional tunes)
General Music News and Releases
General Music Education
- S-based inclusive music education programme:
A very interesting podcast where musicians and composers take apart their songs, and piece by piece, tell the story of how they were made.
A podcast about the making and meaning of pop music that breaks down pop songs to figure out what makes a hit and what is its place in culture.
The week’s best new music discoveries, including conversations with emerging artists, icons and more.
Just for Fun!


Eulalie Zoé March 24, 2020 worksheets
3. If the materials do not specifically indicate ”brain-based,” determine if they are at least ”brain-friendly.” This would mean that you are looking for lots of color, material interesting to the child, many varied activities-especially involving movement, and using several of the senses. I saw one company whose worksheets included the instruction to ”say the number out loud as you…” This is very good! Speaking out loud is very important for learning to occur. Ideally, all worksheets should include this instruction. If you can’t find any that do, then you need to add that instruction yourself.
Some free worksheets are not good quality – the pictures are fuzzy, backgrounds print grey or speckled – and children tend to notice these things. If you are using the worksheets to educate your child, you may want to choose good quality worksheets that encourage your child to produce good quality work. After all, it’s a little difficult to ask your child to color within the lines and work neatly when the worksheet they are filling in hasn’t done the same.
The answer, of course, is YES they can. In my perfect world of mathematics education, no pre-school child is ever exposed to a worksheet of any kind. I would swing my magic wand, all worksheets would disappear, and the memory of them would be gone forever. In the real world, I know that simply won’t happen. There will still be some parents who will insist on using worksheets.
So what can you expect from budgeting worksheets in general? Their basic functions include being able to store data. With their organized sections, you can just write down the necessary information on your finances and the amounts of allocations of your expenses. With these data input, you can have your worksheets automatically compute everything and set out a budgeting plan for you and your entire household to follow. In some worksheets, you can even have additional features, such as planning for future purchase. For instance, if you dream to buy a new car or a new home by the end of the year, you can set your worksheet to have a clear and thorough plan in order for you to have the necessary amount you need when the year ends.
There are many types of writing worksheets. There is the cursive writing worksheets and the kindergarten worksheets. The latter is more on letter writing and number writing. This is typically given to kids of aged four to seven to first teach them how to write. Through these worksheets, they learn muscle control in their fingers and wrist by repeatedly following the strokes of writing each letter.
There are other sources for worksheets also. You can find many public schools and private schools which will provide free worksheets for you if you buy textbooks from the school. Or you can usually find textbooks and workbooks at the public library, where you can also copy any worksheets that you want to use.So what kinds of worksheets should you get? Anything where you feel that your child needs further drill. We often have this notion that worksheets are just for math. This, of course, is not true. While they are excellent tools for reviewing math facts such as the multiplication tables and division facts, they are just as useful for reviewing parts of speech or the states in the union.
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The left side of the heart is in charge of the systemic circuit, it receives oxygen-rich blood from the lungs and pumps it through the aorta to the rest of the body. In the pulmonary loopthe blood circulates to and from the lungs, to release the carbon dioxide and pick up new oxygen. The fresh, oxygen-rich blood returns to the left atrium of the heart through the pulmonary veins. The systemic cycle is controlled by the left side of the heart, the pulmonary cycle by the right side of the heart. The Valves. These openings are called valves because they open in one direction like trapdoors to let the blood pass through.
How Blood Flows Through the Heart and Lungs
Learn about the anatomy of the heart and how the heart works. Includes how blood flows through the heart and lungs, where the heart is located, what your heart. Your heart is an amazing organ. It continuously pumps oxygen and nutrient-rich blood throughout your body to sustain life.
Video: Blood flow in human heart diagram Operation Ouch - Blood Vessels - Science for Kids
This fist-sized. Arrows show the path of blood flow in the human heart.
The Heart and Circulation of Blood
The blood enters the heart from the body through the superior vena cava and the inferior vena cava.
It then moves through the pulmonic valve, into the pulmonary artery to the lungs. Human Circulatory System - Duration: The atria are often referred to as holding chambers, while the ventricles are called pumping chambers.
More Report Need to report the video? Autoplay When autoplay is enabled, a suggested video will automatically play next.
Flow through the heart (video) Khan Academy
Media Gallery(3 pictures) Blood flows through your heart and lungs in four steps: Your heart has four valves that control the flow of blood in and out of the. Heart Anatomy: Your heart is located between your lungs in the middle of your chest, The pulmonary valve controls blood flow from the right ventricle into the .
Tone and Tighten 2, views.
The heart is the pump that makes this happen. TED-Ed 2, views. Was this page helpful? Overview of the Four Heart Valves.


Previous research on the longitudinal prediction of literacy development has focused mainly on the relationship between early cognitive/language skills and late literacy skills. The present study aimed to test the reliability of a number of measures reported by parents as compared to measuring cognitive and language skills in predicting subsequent reading achievement. Two hundred sixty-two Chinese children were administered four cognitive and language skills over three years at the preliterate stage. Additional information on children’s family socioeconomic status (SES), children’s early language skills, familial reading performance and habits, and familial handedness based on the observations of parents was collected. Performance on these variables in relation to subsequent literacy skills at 11 years of age was examined. SES and children’s early language skills significantly predicted subsequent literacy skills. Even with a number of cognitive and language skills statistically controlled, parental reports of children’s early language skills still contributed to reading comprehension. Poor readers defined at 11 years of age had lagged behind in early language skills, as well as family reading performance and habits, as compared to typically developing readers. These findings suggest that SES and parental estimates of children’s early language skills are useful for predicting children’s subsequent reading achievement. Copyright © 2016 Springer Science+Business Media Dordrecht.
CitationPan, J., Kong, Y., Song, S., McBride, C., Liu, H., & Shu, H. (2017). Socioeconomic status, parent report of children’s early language skills, and late literacy skills: A long term follow-up study among Chinese children. Reading and Writing, 30(2), 401-416. doi: 10.1007/s11145-016-9682-4
- Parent questionnaire
- Early language skills
- Familial risk
- Chinese reading


3 years & up. Develop early mathematical skills with Ladybug Stones and Ladybug Activity Cards. Available separately or in a set. Ladybug Stones (#62953): The Ladybug Stones are durable and weatherproof, they can be used to explore counting to 20, odd and even numbers, and addition and subtraction. Set includes two each of 0-10 (22 ladybugs) and an activity guide. Activity Cards (#63519): The detailed, photographic images will inspire children to explore early math skills such as matching, counting,… More »
3 years & up. Explore and strengthen numeracy skills with honey bee number stones and colorful activity cards. Help children to move beyond counting to number recognition, odds and evens, sequencing and more. Set of 16 durable plastic cards features detailed, photographic images that will inspire children to explore matching, counting, ordering, even and odd numbers, and bonds/pairs. Available separately and as a set.
6 years & up. It's interactive learning fun, with an all-new look ! Press the sleek, silver Hot Dots® Talking Pen to an answer dot on any Hot Dots® or Hot Dots® Jr. question for instantaneous visual and audio feedback! Features 17 speech and sound effects and flashing lights. Compatible to all Hot Dots® and Hot Dots® Jr. sets. Pen requires 2 AAA batteries each (not included).
5 years & up. Two-sided, laminated 11" x 11" cards provide 1" number squares from 1 to 100 on one side with blank grid for patterning and graphing activities on the reverse. Children can use these versatile hundreds boards for everything from math games to graphing. By using dry-erase markers, children can correct mistakes or begin a new activity with ease. Set of 10 cards.
You will find many uses for these Early Math dies including art projects, decorations, and bulletin boards. With steel-rule construction, a Bigz die cleanly cuts thick materials, including cardstock, chipboard, fabric, foam, magnetic sheet, leather, metallic foil, and paper. Use this set of 4 dies with the Ellison® Super Star machine (item #88722). Square measures 4" x 4". Circle measures 4" diameter. Triangle measures 4" x 3 1/2". Rectangle measures 3" x 4".
Counting is the foundation for future math learning. Pairing and sorting objects, understanding numbers and quantity, and counting can all be introduced with simple activities. 30 Fun Ways to Learn About Counting brings these skills into the classroom with fun and engaging games and activities! 80 pages. Paperback.
Use the Big Dies Block Numbers to enhance art projects, decorations, and bulletin boards. Bigz dies cleanly cuts thick materials including paper, cardstock, chipboard, fabric, foam, magnetic sheet, leather, metallic foil, and many other materials. With steel-rule construction, dies are made of durable particle board with an ABS plastic backing for easy, reliable, and time-saving cuts. Compatible with the Ellison® SuperStar machine (not included). Each number measures 3 1/2" high. Included:… More »


Solve real world problems with Java using multiple classes. Learn how to create programming solutions that scale using Java interfaces. Recognize that software engineering is more than writing code - it also involves logical thinking and design. By the end of this course you will have written a program that analyzes and sorts earthquake data, and developed a predictive text generator.
About this Course
Learner Career Outcomes
Learner Career Outcomes
Duke University has about 13,000 undergraduate and graduate students and a world-class faculty helping to expand the frontiers of knowledge. The university has a strong commitment to applying knowledge in service to society, both near its North Carolina campus and around the world.
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TOP REVIEWS FROM JAVA PROGRAMMING: PRINCIPLES OF SOFTWARE DESIGN
It is a good course, but I believe it needs to be updated and that some quiz need reviewing. Sometimes it's really hard to understand what an exercise is asking you to do and there isn't much support.
My confidence level in Java programming has grown significantly since completing this specialisation. It gave me the necessary knowledge and practice I need to take up a role as a software engineer.
Well designed and well structured with the packages, resources, programming exercises and practice quiz. I appreciate the team's hard work in delivering good knowledge on the subject efficiently.
I could not get the Answers to the practice quiz of week 3 as my first line differed from the question first line.\n\nthe first two words were correct but the rest differed. MarkovWordOne.java
About the Java Programming and Software Engineering Fundamentals Specialization
Take your first step towards a career in software development with this introduction to Java—one of the most in-demand programming languages and the foundation of the Android operating system. Designed for beginners, this Specialization will teach you core programming concepts and equip you to write programs to solve complex problems. In addition, you will gain the foundational skills a software engineer needs to solve real-world problems, from designing algorithms to testing and debugging your programs.
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