Behaviour and Learning Assistance Program - Division 1 and 2 (Grades 1 to 6)
The Behaviour and Learning Assistance program assists students with chronic, extreme, pervasive anti-social behaviours. Programming supports students to achieve academically and to develop and apply acceptable behaviour and social skills in the classroom, school and community.
Contact the school to discuss your child's behaviour strengths, achievement, interest and needs.
Opportunity Program - Two classes (Grades 2 to 6)
The Opportunity Program gives support to students who demonstrate mild cognitive disabilities and significant academic delays. Programming emphasizes development of literacy and numeracy skills and the application of important academic, social, work and life skills in the classroom, school and community. The program fosters student independence. Students are supported in smaller-sized classes by teachers with training in special education.
Contact the principal to discuss your child's abilities, achievement, interests, behavior and needs. Brightview School will provide information on the "Opportunity" Program eligibility and programming options.
Leveled Literacy Intervention (LLI)
This program offers targeted literacy instruction for students in Division 1 who are struggling in the area of literacy.
Middle Years Literacy Intervention (MYLI)
This program offers targeted literacy instruction for students in Division 2 who are struggling in the area of literacy.


During the late 1940s Jackson Pollock's radical approach to painting revolutionized the potential for all Contemporary art that followed him. To some extent Pollock realized that the journey toward making a work of art was as important as the work of art itself. Like Pablo Picasso's innovative reinventions of painting and sculpture near the turn of the century via Cubism and constructed sculpture, Pollock redefined what it was to produce art.
His move away from easel painting and conventionality was a liberating signal to the artists of his era and to all that came after. Artists realized that Jackson Pollock's process—the placing of unstretched raw canvas on the floor where it could be attacked from all four sides using artist materials and industrial materials; linear skeins of paint dripped and thrown; drawing, staining, brushing; imagery and non-imagery—essentially blasted art making beyond any prior boundary.
The Black Mountain Poets
In 1950, Charles Olson published his seminal essay, Projective Verse. In this, he called for a poetry of "open field" composition to replace traditional closed poetic forms with an improvised form that should reflect exactly the content of the poem. This form was to be based on the line, and each line was to be a unit of breath and of utterance.
The content was to consist of "one perception immediately and directly (leading) to a further perception". This essay was to become a kind of de facto manifesto for the Black Mountain poets. One of the effects of narrowing the unit of structure in the poem down to what could fit within an utterance was that the Black Mountain poets developed a distinctive style of poetic diction (e.g. "yr" for "your").
Black Moutain College
Although it lasted only twenty-three years (1933-1956) and enrolled fewer than 1,200 students, Black Mountain College was one of the most fabled experimental institutions in art education and practice. It launched a remarkable number of the artists who spearheaded the avant-garde in the America of the 1960s. It boasted an extraordinary curriculum in the visual, literary, and performing arts as evidenced by some of the artists and teachers listed here:
Its art teachers included Anni & Josef Albers, Eric Bentley, Ilya Bolotowsky, Willem & Elaine de Kooning, Buckminster Fuller, Lyonel Feininger, Franz Kline, Walter Gropius and Robert Motherwell. Among their students were John Chamberlain, Kenneth Noland, Robert Rauschenberg, Dorothea Rockburne, and Cy Twombly.
Among the literature teachers and students were Robert Creeley, Fielding Dawson, Ed Dorn, Robert Duncan, Paul Goodman, Francine du Plessix Gray, Hilda Morley, Charles Olson, M. C. Richards, Ruth Asawa, Arthur Penn, Kenneth Snelson, Stan Vanderbeek, José Yglesias, and John Wieners. Guest lecturers included Albert Einstein, Clement Greenberg, and William Carlos Williams.
Franz Kline- Action Painter
Kline was labeled an "action painter" because of his seemingly spontaneous and intense style, focusing less, or not at all, on figures or imagery, but on the actual brush strokes and use of canvas. For most of Kline's mature and representative work, however, as the phrase goes, "spontaneity is practiced".


Whether you are a teacher or a student, this list of 101 research topics should be If you're not having fun learning and writing about your topic, perhaps you.
The informative topics in 1998 National Assessment of Educational Progress writing The writing assessment prompts presented students with a variety of tasks, such as Think about interesting things you have learned or done in that subject. Contact Paula Barnard at Pioneer Elementary School, Arlington Public.
Find and save ideas about Informative writing on Pinterest, the world's catalog of ideas. | See more about 4 Mini-Lesson for getting started with teaching informative writing to students in upper elementary. Perfect for . This activity is fun AND educational. Use one, two . Informative writing for upper elementary students.
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Four cars have different engine capacites:
Which of the cars has the smallest engine capacity?
It’s not a trick question. But over 75 percent of 15 year-old school children in Indonesia do not have the mathematical skills to answer it correctly.
Every three years, Indonesia’s education system goes through the ritual humiliation of the PISA tests, comparing the performance of 15 year-olds in 65 countries in reading, maths and science. Indonesia has more teachers per student than most much richer countries, and an amendment to the constitution guarantees that 20 percent of the national budget is spent on education. And yet the 2012 PISA results, released this week, show that Indonesia ranked at the bottom of the heap in maths and science, and did only marginally better in reading.
A full 42% of 15 year-old Indonesians in school don’t reach the lowest defined level for maths, meaning they can’t “perform actions that are almost always obvious, and follow immediately from given stimuli”. Three out of four do not reach level 2 in maths, meaning that they are not capable of making literal interpretations of the results of simply presented data, such as reading values off a bar chart. Just 0.3% of Indonesian students managed to score at level 5, the second highest grade, compared with 55% in Shanghai. Here’s the full table of results (xls),in alphabetical order, though it’s easier to find Indonesia if you look at the ranked chart below, because you just have to go straight to the bottom.
In science, a quarter of Indonesian students did not reach the bottom level of proficiency, and a further 42% were mired at level 1 (for those who can’t do the maths, that means two out of three kids are unable to draw conclusions based on simple investigations — full excel table here). Though every other country that was at Indonesia’s dismal level in the 2009 round has pulled its socks up significantly, the performance of Indonesian students in science has actually fallen since three years ago. We can’t yet blame this on the new policy, instituted recently by all those well-educated people in the Ministry of Education, to remove science from the primary school curriculum. No Indonesian managed to score at level 5 in science.
In reading, they are doing better. A whole 45% of students have managed to demonstrate “a baseline level of proficiency… that will enable them to participate effectively and productively in life” (though of course that leaves over half that have not attained this dizzy goal). Level 5 was reached by 0.1% (full excel table here).
Not one Indonesian student managed to reach the highest level, level 6, in any of the three test subjects.
There’s one table that turns everything upside down, putting Indonesian kids right on top: the proportion who report being happy in school. Over 95% of Indonesians say they are happy in school, compared with 85% in top-performing Shanghai and just 60% in South Korea, which also comes close to the top in maths and science (excel data here). I wondered if they might be happy because so little was demanded of them, and made a little graph comparing happiness in school with maths scores. Here it is:
It does seem that in general, less competent kids feel happier in school. And there’s nothing wrong with being happy. But it worries me that Indonesian children do not even realise how badly the school system is failing them. Though the overwhelming majority have not, by the age of 15, acquired even the basic skills needed to function in modern society, they think they’re all set for the future. Some 95% report that they have learned things that have prepared them for their future jobs, and almost three quarters think that school has prepared them adequately for adult life. Fewer than one in ten think that school has been a waste of time.
Which makes me wonder what kind of future Indonesia will have.


Today is March 8th International Working Women’s Day, which means that it’s been nearly 160 years since textile worker women demanded better working conditions which resulted in them being locked in the factory to get away from the police and then losing their lives because of the fire that broke out in the factory. During those 160 years, we didn’t gave up and obtained our basic human rights one by one. Whereas today rights such as the right to vote, to be held equal with men before the law and equal pay are normal in western societies, in eastern countries many girls still hold their first child before they hold a pencil. This alone shows us that there’s still a long way to go and we can’t let the awareness people show be limited to today.
In order to raise awareness as the Women’s Rights Club, we organized a ceremony in our school in which students performed theatrical shows, songs and gave speeches about issues women face today such as domestic violence, sexual harrassment, poor working conditions and so on. There are many issues and points to discuss but I especially wanted to mention a brilliant and remarkable peer of mine, Malala Yousafzai, in my speech. I’m sure you’ll see why I did such a thing when you read my speech below.
I celebrate everybody’s women’s day!
When Malala Yousafzai was only 15 years old, Taliban gave her death order. What could a girl who’s just 15 years old have done to become the target of a terrorist organization? The only reason why Malala was shot in the schoolbus on her way to school, was because she’d stood up for girls’ right to get a proper education by starting a blog. After the attack, she didn’t give up and continued to attract an even wider audience which gained her the Nobel Peace Prize at 17 years old and made her the youngest Nobel Peace Prize owner. With the Malala Fund, she helped hundreds of girls get education in countries such as Lebanon, Pakistan and Syria. She changed the lives of thousands of people in her life of 19 years.
Even though such a struggle is necessary simply for elementary education, the current situation in Turkey isn’t very bright as well. In 2015, the boy/girl ratio was near 1 for elementary schools, in secondary schools and universities there were 6 girls for every 10 boys and the percentage of women who were employed were only 27,6% with only 1 out of 10 senior managers being female. This gets even worse, only 2% of the CEOs were women. Whereas the two sides begin their academic career 50%/50%, as we climb the corporate ladder we see a drastic increase in the gap as wide as 98% males to 2% females.
Malala’s battle should be guide for us. We’re not ahead of the schedule to raise awareness or to trigger a change and in fact we’re already too late. When founding the Women’s Rights Club this year, all I hoped was to bring those matters into the agenda and to change something. Even though we’ve accomplished a lot, there’s still a long road ahead of us and lots of obstacles to overcome.The tiniest feeling that you’re going to experience or the smallest will to take an action during this ceremony will be more than enough for us. Today, March 8th International Women’s Day, women and men together all around the globe, is the perfect time to become conscious and overcome the inequality that lies deep down in our society.


A ground-breaking study of the development of education in art and design in Britain from the middle of the nineteenth century to the 1970s.
Trade Information: LPOD
Available as: Paperback
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Specifications: 234x156mm, 240pp
Published: December 2005
A fascinating and rigorously researched account of the ideas and influence of the artists and teachers who brought about the major advances in national art education during the nineteenth and twentieth centuries.
The outstanding artists to whom the Author gives special attention are: Walter Crane, C.R. Ashbee, R. Catterson-Smith, W.R. Lethaby, Fred Burridge and Fra Newbery. These adherents of Morris believed in the unity of the arts and crafts and in one of the central tenets of the Arts and Crafts movement: namely, that work should represent pleasure, rather than a resented duty. Furthermore, the same disciples insisted upon the students working from memory, as well as from life; together these approaches brought impressive gains for visual education.
This highly informative work examines each follower of the movement in turn and also looks at the role played by progress in Glasgow. The book concludes by confronting the dilemma faced by teachers of art and design, which has arisen from the contemplation of the ideas of Sir Herbert Read and the promoters of Conceptual Art.
1. Morris and the Guildsmen
2. Early Craft Education and the Endeavour of C.R. Ashbee
3. Searching for a Director of Design
4. Crane as Director at Manchester
5. Lethaby and Crane in London
6. An Experiment in Liverpool
7. Patterson-Smith in Birmingham
8. Burridge fights for Seniority for the Central School
9. Ashbee versus State Art Education
10. Glasgow Leads the Aay
11. Arts and Crafts to Conceptual Art
Table of Dates
A. The St. George's Society, 'The Fifteen', and the original members of the Art-Workers' Guild
B. The French system of training architects in the 1890s
C. List of lectures given by Walter Crane at Manchester 1894–1986
D. The Staff of the Central School of Arts and Crafts
E. Description of the Arts and Crafts Museum at Manchester School of Art
F. Board of Education awards available to Art students 1914–1937
G. A student's show of Arts and Crafts for the Art Teacher's Diploma 1954
Index of Subjects and Places
Index of Names
Stuart Macdonald gained an international reputation when The History and Philosophy of Art Education was first published in Britain, the USA and Japan. He holds an M.Ed and a PhD of Manchester University, and is a practising painter and book-illustrator who has taught students pottery, fabric-printing and book-crafts. This experience led him to write about the great teachers of the Arts and Crafts Movement, such as William Morris, Walter Crane, and W.R. Lethaby.
Macdonald has lectured on teachers' courses at the Royal College of Art, at national conferences, and at many leading institutions of art education. In 1982 he was elected the founder editor of the Journal of Art & Design Education, which within four years had subscribers in over forty countries world-wide.
Stuart Macdonald is the founding father of the study of the history of art education in this country. He has now followed up his classic work The History and Philosophy of Art Education with a lively and interesting narrative of key moments in the development of art education from William Morris right through to Herbert Read, with a postscript on the rise of conceptual art. The book is enjoyable to read and very stimulating, and it raises issues which are still highly relevant today – perhaps more than ever. Sir Christopher Frayling


Jazz is one of the many gifts that America has presented to the rest of the world. Many countries have made fantastic contributions and additions, but the roots of jazz dig down deep in American music and life, representing our amazingly diverse culture.
The problem today is that children do not inherently grow up with an appreciation or understanding of one our nation’s most distinctive art forms. With today’s popular music in the mainstream media, students are simply not exposed to jazz the way they were years ago. In most cases, the only way they gain exposure to this American treasure is through school or a family member enthusiast.
Imagine trying to teach football or baseball to students without their knowledge of what the game looks like or without a favorite team or player to watch or talk about with family or friends. Most often, students who excel in an activity have role models and great examples to emulate.
So knowing the obstacle, how important is it that we make jazz education a necessary part of a well-rounded music education?
I strongly believe that learning any genre of music has the remarkable ability to teach a multitude of concepts across a wide spectrum of disciplines while creating unique connections between them. I believe that jazz can teach these same concepts, but also stretch the margins for our students, especially through teaching an understanding of culture, creativity and cooperation. Jazz presents a practical opportunity for students not only to learn about melting-pot cultures, but to experience the blending of Western European concepts with West African, Latin American and Black American traditions.
Because so much emotion is poured into the creation of jazz, students must understand and learn how to convey that emotion through their performance. Music is one of those rare disciplines that require a student to perform a highly demanding technical skill while making empathetic decisions at the same time. When it’s all said and done, we are drawn to music to feel something. Understanding how jazz music came about and its cultural implications is a necessary step for students to authentically and accurately perform this genre of music.
You’ve probably heard the phrase “it’s not what you know, it’s what you can do with it.” Jazz can provide the perfect vehicle for students to hone their skills in creativity. Improvisation is the backbone of jazz. Students use previously learned skills and concepts of music performance in search of their own voice. This process of creative improvisation, no matter how they may sound at first, allows students to discover not only how to create entirely new material, but also how to string it together.
Students also gain the confidence to fight off fears of failure, which I believe is the number one killer of creative thinking. Music, and jazz especially, provide the opportunity for students to learn in a creative atmosphere while hearing the words “be brave, mistakes are OK!” Spontaneity and adjusting instantly to unexpected changes are skills that are transferrable to almost any aspect of life.
The majority of a school day centers around individual student success, often times with no connection to the other students learning around them. Music offers a unique learning situation where students must respect the democratic processes and relationships. Much of what they decide to do depends on the decisions and actions of those around them.
For this to happen, it requires students to listen first and then make a decision second. This process is never ending. As subtle as the swing eighth note rhythm on the cymbal or the staccato articulation of the lead trumpet, students are constantly listening and adjusting for discrepancies and tendencies with blend, balance, intonation, melodic lines, solos and the list goes on.
There is a hierarchy within a jazz ensemble that must be taken into account with all decisions, and that requires a certain level of maturity for students to learn, respect and commit to.
The skills and characteristics gained through a comprehensive music education that includes jazz performance may read as a 21st century job requirement checklist, and in many ways it is. Students who learn in this type of environment won’t hesitate working with someone else with a different background, culture or training. They will thrive in situations that are constantly changing, and they will be motivated by opportunities to create and to find new ways to solve a problem.
However, I believe the most important reason for students taking the time to study jazz is for its quality as an art. An art that is uniquely American, uniquely soulful and uniquely human. Students of any age need more of that in their lives.
Craig Stahl is the middle school band director and music teacher at Good Hope Middle School in the Cumberland Valley School District. He studied music education and music performance at Lebanon Valley College and Duquesne University. Craig currently plays lead alto with the Gettysburg Big Band and clarinet with the Hagerstown Band.


Physical Education at Alexander McLeod endorses striving toward excellence and embracing challenge, whilst maintaining high levels of aspiration and valuing continuous self-improvement. The school provides the pupils with opportunities to develop their physical fitness, confidence and literacy through a multi-faceted programme of learning and extra-curricular activities.
The core curriculum delves into games (invasion, net/wall, and striking/fielding) dance, gymnastics and swimming. In PE, children build their knowledge and skills set in a range of contexts. They are physically active for sustained periods of time whilst participating in competitive sports and activities. Children also learn about the importance of leading healthy and active lives. Learning in the curriculum explores 6 strands of physical literacy: applying physical skills, personal skills, social skills, cognitive development, creativity and health & fitness.
Foundation Stage places emphasis on gross motor skill development; particularly controlled movement and balance – a gateway to accessibility in all sport.
In Key Stage 1, children need to develop their fundamental movement skills, and are coached in this light, advancing their agility, balance and coordination. Development of fundament movement includes running technique, jumping, throwing & catching, and applying these skills to contexts such as team games. They also perform dances using simple patterns of movement.
Key Stage 2 pupils continue to develop and specialise in a broader range of skills, learning how to use them in different ways and apply to basic principles of attacking and defending. They learn to evaluate their own and others’ performances, identifying ways to improve.
All children at Alexander McLeod participate and/or compete in sport and other activities to build character and help to embed the school’s core values.
Curricular and extra-curricular activities include: cricket; football; basketball; athletics; tennis; hockey; netball; rounders; tag rugby; tennis and swimming. Alexander McLeod also strives to provide children with extra-curricular opportunities in less commonly available sports such as (but not limited to) archery, street dance, karate, Taek-Won-Do, and tri-golf).


Modified Pinboard Toy Lets You Create Music With Your Fingers [Video]
A new toy/musical instrument brings a tactile element to digital music.
With so many innovations being made in the field of digital music production, it can be easy to forget that the sounds many of us manipulate for fun still have a basis in real instruments, the learning of which immeasurably benefits thousands, maybe millions, of people around the world every day in unexpected ways. Sadly, funding for music education in public schools has been under attack for years, and even when kids do learn music in a band at school, they might have only limited opportunities to practice at home or just freely play with the concepts of tone and touch. Enter the Tingle, a small suspended pinboard that may look familiar but provides an unexpected effect when played with in the conventional way: each pin produces its own gradated tone, so pressing multiple ones at once (as a hand or a typical finger would do) creates a chord.
“A side problem is that musical instruments have stayed the same for decades,” the designers at the studio that produced Tingle, Nupky, note on their website. “Any explorations into new musical instruments either became run-offs on older instruments (piano-like instruments) or abstract art installations (footballs that create buzzy clicks when spun). With Tingle, the aim was to make a musical instrument of the 21st century that had a character to its own.” The original version of Tingle, which was displayed at Dutch Design Week ’12, worked with a webcam, but the instrument has been recently simplified to work without one. Hopefully a production model will soon bring joy to the masses. Check out the video below to see it in action.


Simple Science Experiments Video for Kids
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Simple Science Experiments Video Information
This video is about an experiment that can turn milk into a hard, stone-like plastic. You will find all the materials needed for this experiment in the video and the procedures you need to do. The video also gives facts about the experiment like the protein you will find in milk called Casein. When the experiment is successful, you will find that the milk you used will turn into a stone-like plastic that cannot be broken with just your hands. In the video, they show that the only way they could break it was by using a hammer. You will also find what this product was used for back in the early 1900s.
Watch this well provided Simple Science Experiments facts for kids video and better your young children’s scientific interest to find out science fun facts about Simple Science Experiments.
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¹ Red Latinoamericana de Acogimiento Familiar (Latin American Foster Care Network)
² Mexican Network for the Rights of Children
Our foundations program started with a weekly commitment of an Occupational Therapist, whose aim was the rehabilitation of children through the performance of activities required in daily life. We quickly determined that the children were eager to learn beyond the classroom. With the qualitative advancement of the children in reading and behavior, this inspired us to further investigate more intensive programs delivered by local professionals in Tijuana. In consultation with our educational partners, we committed to a laser-focused plan rooted in STEAM and delivered through Project Based Learning.
In 2015, Create Purpose launched the first phase of the Science curriculum, based on our commitment to the proven methodology of STEAM, with an Urban Agriculture pilot program in one orphanage. The program helps our children to learn the basics of today’s complex food systems and where they fit into the systems. We teach foundational skills of organic gardening and how to grow and harvest food that will come from their garden. Create Purpose is working collaboratively within the Tijuana community and the children are understanding the benefits of a network of support. There are several expansion opportunities that are planned based on the early success of the pilot.
Our technology program is a lean-in, practical approach to providing abandoned children with the tools for computer literacy and beyond. Using existing technology education platforms, local Tijuana experts in technology join forces with San Diego technology specialists to bring this one-of-a-kind learning experience to abandoned children.
We have made a commitment to provide abandoned children with a holistic learning experience. Programs that include Aquaponics, Financial Literacy and the Arts will be developed and announced when appropriate funding goals are met.
Expand our Urban Agriculture program & help launch our Aquaponics program.
Science, Engineering and Math
Hire 4 full time mentors & convert part-time mentors and volunteers to dedicated staff.


The aptly named Confusing Words is a website that contains more than 3,000 words that people tend to have trouble with, and it accepts suggestions for more.
Tom Barrett has created a series of Google Presentations that can provide valuable insight into a wealth of possible technology tools for the classroom.
SpellingCity presents a multitude of activities students can use to practice spelling. A teacher simply enters the spelling words, and SpellingCity presents several options for what to do with them, utilizing audio, context, and games.
When I attended school there was a big push for whole language instruction and very little emphasis was placed on phonics. Now in education the pendulum has swung the other way and we are seeing that phonics instruction is crucial, not … Continued
I have to shake my head every time I hear some Congressman arguing for cuts to the Corporation for Public Broadcasting because, “Cable TV provides plenty of early childhood educational programming.” Don’t get me wrong, my son learned a ton … Continued
Do your students struggle on spelling tests? For every easy word like “cat” or “dog” you have tricky ones like “perceive” or “through.” It’s as if the English language were designed to fool people. “I before E except after C?” … Continued
I have always depended on the kindness of talking cartoon animals. Whether I learned about hibernation from Yogi Bear, or was exposed to opera by Bugs Bunny, animated animals are dependable and oft-overlooked fonts of knowledge. Why should learning to … Continued
8 Letters in Search of a Word presents players with one scrambled 8-letter word to unscramble. If you can’t quite figure out what it is, make the most of the letters you’ve got and find as many words as you … Continued


April 17, 2012
Simple Change By Teachers Could Increase Reading Skills Later For Preschoolers
A new study has found that making a small change in how teachers read aloud to preschoolers is making a big leap in reading skills later in life. That change involves making specific references to print in books while reading to children.
The study is part of Project STAR (Sit Together And Read), a randomized clinical trial based at Ohio State University to test the short- and long-term impacts associated with reading regularly to preschool children in the classroom.The change involves pointing out letters and words on the pages to the child, showing capital letters, and showing how you read from left to right and top to bottom on the page. This is the first study to show causal links between referencing print and later literacy achievement.
Preschool teachers who used print references during storybook reading with preschoolers showed more advanced reading skills one and even two years later when compared to children whose teachers did not use such references.
“Using print references during reading was just a slight tweak to what teachers were already doing in the classroom, but it led to a sizeable improvement in reading for kids,” said Shayne Piasta, co-author of the study and assistant professor of teaching and learning at Ohio State University.
“This would be a very manageable change for most preschool teachers, who already are doing storybook reading in class.”
Piasta conducted the study with lead investigator Laura Justice, professor of teaching and learning at Ohio State, as well as co-investigators Anita McGinty of the University of Virginia and Joan Kaderavek of the University of Toledo.
In some of the classrooms, teachers talked about the print in the books and also nonverbally referred to the print. This allowed the children to see and learn certain letters, trace the print with their fingers, noted the directionality of the type (for example, how we read from left to right in the English language.
In other preschool classrooms, teachers read to the children using a more traditional style for reading aloud that typically doesn´t draw children´s attention to the print on the page.
The number of times the students were read to was also important. In some classrooms, children were read to four times a week, while in others, they were read to twice a week. Follow-up assessments were done in elementary school a year later and two years later.
“Our findings ultimately support the importance of encouraging young children to attend to and interact with print during the preschool years as a means of fostering long-term literacy development,” explained Piasta.
“By showing them what a letter is and what a letter means, and what a word is and what a word means, we´re helping them to crack the code of language and understand how to read.”
“The results can inform the development of early childhood programs and curricula that facilitate literacy skill acquisition for the large numbers of U.S. children living in poverty and attending targeted programs such as Head Start or state-sponsored prekindergarten.”
The results of the study appear in the April 2012 issue of the journal Child Development.


Latvian Song and Dance Festival role in Latvian Culture
During the years of Soviet domination, one of the pillars of survival for Latvia, as nation, was the choir singing. Today, free from the regime, inherited and maintained the value and structure of MUSIC EDUCATION through CHORAL MUSIC in schools. Thanks to this, today the country has the world’s highest rate of participation in choirs, where 3 out of 4 people participate in some coral activity. In general, schools (regular schools, not music ones) perform two rehearsals per week with students from pre-school up to the colleges. Result of this system, university choirs and semi-professional youth choirs of Latvia are among the best and most awarded in the world. An historical evidence of the value of choral music for this country, were the resistance movements against the Soviet regime, when thousands of people took to the streets and instead shouting of slogans, sang traditional songs to 4 voices, showing that the Soviets could not shut up a whole history and culture of a people. It is easy to understand how it is possible, every 5 years, promote the Latvian Song and Dance Festival, where choirs from all over the country gather in the Mezaparks arena with about 30,000 voices singing “a capella” and the pitch does not drop!
Post is provided by Cristiano Rizzotto


A CASANA Live Webinar:
RIF (Reading is Fundamental) in CAS: Making Literacy Skills Fundamental in the Treatment of Childhood Apraxia of Speech
Presented by Anne Van Zelst, MA, CCC-SLP
(ASHA CEUs are available for this educational event)
“Reading is Fundamental” in the treatment of Childhood Apraxia of Speech! So when working with children with CAS, as speech-language pathologists and families, how can we ensure that literacy skill development is an integral and consistent aspect of speech and language treatment?
As the child with CAS progresses along the continua of age and severity, aspects of literacy skill development should be fundamentally incorporated into CAS treatment.
This webinar will review the current research regarding CAS and the development of literacy skills. The focus of this webinar will be on integration of literacy skills into the treatment of school-age children with CAS. Treatment techniques that merge literacy skills while maintaining fidelity to the principles of motor-learning theory will be explored. Characteristics of formal reading programs that support CAS treatment and/or hinder the treatment of CAS will be discussed. Through case studies and video examples, learners will be provided with practical strategies that they can easily incorporate into their therapy sessions. Examples of treatment goals that combine literacy development and treatment of CAS will be provided.
Webinar Dates and Times:
REGISTRATION CLOSES AT THE END OF DAY FRIDAY, JANUARY 31, 2014


Ten-year old Jhon Romulo “Jhon-Jhon” Vasquez, a Grade 3 student at San Vicente Elementary School, recalls how their house was submerged in floodwater during the onslaught of Habagat, in August of last year. “The floodwater kept rising,” Jhon-Jhon says. “My family and I were forced to climb our rooftop, and were able to save only a few of our belongings.” Most of Jhon-Jhon’s schoolmates were also heavily affected by the Habagat flooding, especially since their town is located near Laguna de Bay.
The schoolchildren excitedly answered their activity books, while Rescue 5 recruits Manu Sandejas and Shawn Yao guided them. Rescue 5 host Paolo Bediones also conducted a disaster preparedness demo which includes making an improvised flotation device, and doing the “drop, cover, and hold on,” during an earthquake.
“We came up with the Rescue 5 activity book to motivate kids to learn about disaster preparedness,” says News5 Public Service Head Sherryl Yao. “By coloring and answering the different activities like puzzles and mazes, they can easily remember what to do during floods, fires, and earthquakes. It also makes the learning more fun and enjoyable.”
Ventriloquist WanLu and Marvin the Magician also performed to add more fun to the program.
The Rescue 5 activity book has passed the review of the Department of Education (DepEd). According to DepEd Bureau of Elementary Education Director Marilyn Dimaano, “this material (activity book) will help create awareness on disaster preparedness among our pupils.”


Online Professional Development in Preschool Settings: Music Education Training for Early Childhood Generalists
Dr. Terri Lenzo
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The title of this study is Online Professional Development in Preschool Settings: Music Education Training for Early Childhood Generalists. An online format showed promise for ameliorating specific training barriers faced by this population such as time and financial commitments, self-efficacy for leading musical activities, and cultural misconceptions regarding musical development and music teaching. The purpose of this research was to investigate the effectiveness of an online training program for increasing preschool generalist self-efficacy for leading musical activities. Principles of social learning theory (Bandura, 1977, 1986) provided the framework for the program design: symbolic modeling, conveying the practical nature of the information, and verbal persuasion. Three research questions were investigated: (1) What beliefs do preschool generalists hold about teaching music to young children? (2) What relationships exist between teacher beliefs, personal musical experiences, and self-efficacy for music teaching? (3) How will beliefs and self-efficacy for teaching music change after participation in online training? Participants (n = 26) were preschool teachers from all six regions of the United States who were working in child care or independent settings. Data were collected via Qualtrics online survey service and analyzed with IBM SPSS. Post-training increases in self-efficacy were significant for leading 14 distinct singing, instrumental, and movement activities and for overall self-efficacy for leading musical activities (p = .005). Significant results were also obtained for teaching musical concepts, facilitating creativity, and refuting beliefs about inherited musical talent. Salient relationships between previous musical experiences, beliefs about musical development, and self-efficacy were revealed. Given an appropriate design, results support use of an online delivery method for the music education training of preschool generalists with implications for training music specialists. Relationships between musical experiences, beliefs, and self-efficacy point to the design of a bioecological theory of music education based on the model of Bronfenbrenner (2005). References Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall, Inc. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall, Inc. Bronfenbrenner, U. (Ed.) (2005). Making human beings human: Bioecological perspectives on human development. Thousand Oaks, CA: Sage Publications.
Dr. Terri Brown Lenzo is an Assistant Professor of Music Education at Ohio Northern University. She earned a B.M. Degree in Music Education from The University of Cincinnati College-Conservatory of Music, an M.F.A Degree in Clarinet Performance from The University of Iowa, and a Ph.D. in Music Education from Kent State University. She has taught infants through adults as a band director, private clarinet teacher, and general music teacher, with additional experiences in musical entrepreneurship. Research interests include early childhood music education, music education history, and sociology of music education.


Making Art Together: How Collaborative Art-Making Can Transform Kids, Classrooms, and Communities (Paperback)
Artist Mark Cooper aims to change the way you think about making art with kids.
Working with schools around the country, Cooper has brought together scores of teachers and hundreds of children to make remarkable collaborative art that has enlivened classrooms and public spaces and been displayed in the nation's most prestigious museums.
In this inspiring, practical, idea-filled book, Cooper shows how any teacher—not just art teachers—can imagine and execute similar projects in their own classrooms.
But more than that, Cooper transforms our sense of possibilities, arguing for a new view of art in schools. Making Art Together is a book about art education structured around big ideas: that adults can flourish in the role of Master Artist, that the perspective of contemporary art offers liberating possibilities for rethinking art in schools, that art can and should be about the larger world, and thus naturally ties in to all areas of the curriculum.
Most of all, Cooper shows us the power of collaboration. From mammoth, freestanding sculptures to billboards against violence to maps of the world, the projects here are all planned, designed, and completed by children themselves. The resulting artwork is complex and ambitious on a scale that would be out of reach for any individual child. Working collaboratively, using a distinctly democratic model, kids actually think and work like adult artists throughout every stage of the project. Together the sky's the limit—the artistic and educational opportunities are boundless.
Making Art Together is a bold, beautifully illustrated book that could—at a time when art budgets are being slashed—revitalize our sense of what art in schools can accomplish.
Making Art Together is a book that is both practical and revolutionary. Using the latest knowledge on holistic learning, Cooper shows how an art project can educate on a multitude of levels and unify classrooms and whole communities. Among other things, the book is a kind of bible of differentiated instruction, guiding the reader through the process of making art that challenges and appeals to many different learning styles. We also see how collaborative art-making can teach the democratic importance of mutual understanding and respect and serve as a source of great pride for individuals and communities. Making Art Together should be required reading for all elementary and secondary school teachers.—John Laughton, composer, professor, and former dean, College of Visual and Performing Arts, University of Massachusetts, Dartmouth
"Every teacher, artist, or parent should have this book for their work with kids."—Henry Horenstein, professor of photography, Rhode Island School of Design, author of Beyond Basic Photography
"Brings an exciting new perspective to the dialogue on the role of art in education." —Education Review
"Students don't have to paint like da Vinci to make worthwhile art, and teachers who have never picked up a paintbrush can still use collaborative art projects to enrich their teaching and the world at large . . . that's the upbeat message of this humane book . . . illustrated with more than 90 photos of wonderful sculptures, murals, and billboards Cooper helped students and teachers across the country create . . . 'The thrill and aha! of thinking creatively, so central to any artistic endeavor, is also essential to education,' the authors proclaim. People need to hear this more than ever now." —Howard Good, Teacher Magazine
"What sets Cooper's ideas apart are his emphasis on democratic decision making throughout the collaborative art process and his ability to make that process accessible to teachers and students alike . . . From the looks of the results, it's worth the journey." —Gwenn Mayers, National Art Education Association News


With the majority of the audio industry already emigrating for the Web, younger generation are not any visitors to downloading their favourite songs. You may have to maintain discussing Musical Language to help you of reading notes from keyboard blankets with the process, and therefore enjoying an item. This release has offered tour you an summary of essential musical terminolgy, rests, studying a brief encounter of periods and chords, rhythm and checking of music along with notices from sheet music. In institution, music instructors got us by way of a litany of music record and styles (where square-dancing fit in, I am still uncertain). This tendency that is scary ignores the enormous importance of music training over a kid's advancement.
When you're examining notes from piano sheet music you're looking at the 'signs' published on the site and working-out what the notice title is eg N, F, what the note length is eg 4, 1 count and what the proper key is always to click to the violin. Play and you're also understanding how to examine records using the right hand whenever you records and see the treble clef with all the lefthand whenever you seethe bass clef. Brand Notices are notices prepared like the first note N in the plan that is above to the collections of the stave eg. House Notes are notices prepared between the eg like the next notice Y within the diagram's wrinkles.
Across America in the '70s, kids of backgrounds and spots introduced to a terminology greater: encouraged to take a guitar up and engaged with music of kinds prepared to express child emotions' massive array than school book composition. Youngsters who analyze audio consistently make higher grades and perform better on standardized assessments in both reading and q.
Desire to find out about notices and records tattoo, you may get the most recent models of tattoo audio records along with other tattoos by going to the following link where you could locate online tattoo. You can certainly study this lens to have an introduction of musical terminology that is standard, studying how-to read and remember the audio records and knowledge and reading sets.
You may have to keep talking about Audio Vocabulary to help you of reading notices from guitar blankets with the process and hence playing a chunk. This introduction has offered you a summary of musical terminolgy that was standard, rests, reading beat and checking, records from page music of music plus a brief experience of periods and notes. In institution, music educators got us via a litany of music record and genres (where square-dancing fit in, I'm still unclear). This tendency that is scary ignores the immense worth of music education on a kid's development.


Youth and adult literacy programs support young people preparing to enter the labour force, through to adults who have retired and want to maintain their skills. Literacy skills enable people to participate fully in their families, communities, and workplaces. In each situation, they need different forms of literacy, and different skills.
Youth and adults’ interests, needs and learning styles are different from those of children. As a result, we need to use different approaches to teaching and learning. The work we do in youth and adult literacy is community-based.
Youth literacy and adult education programs are vitally important in the NWT to support literacy development among people who may not have the skills they need for today’s world.
To support youth and adult literacy development, we:
- Develop a wide-range of learning materials for instructors and learners. (See our resources section.)
- Develop and deliver a range of workshops and training for youth and adult literacy development. These include: literacy and essential skills; youth literacy; financial literacy; digital literacy; health literacy; workplace literacy.
- Promote the value of literacy.
- Monitor government policy and funding for adult literacy.
Conduct research in the adult literacy field.
The NWT Literacy Council can help community-based organizations, including adult educators, to offer youth and adult literacy programs in their community, through our workshops, training and free resources.


Workshop participants were educators who have been designated as leaders in the OECS/USAID Early Learners Programme (ELP). This group consisted of literacy experts whose focus is on Grade K to Grade 3, teacher educators and education assessment specialists.
Led by a team of international and regional reading, assessment and linguistic professionals, educators were split into two specialised groups to better address the material to be covered during the five-day training session.
The first group of literacy experts focused on key topics such as:
- strategies for language acquisition;
- developing a balanced approach to the teaching of reading;
- effective coaching and mentoring methodologies;
- using classroom based assessment to support student growth; and
- effective use of the curriculum to support national learning outcomes.
A second group of twelve (12) educators specialised in the development and interpretation of classroom based assessment. This group worked together to develop meaningful reading passages that could be used to assess students’ reading at the Grade 2 level; a critical state in reading development when many students become disengaged.
The participants worked together to develop questions that would permit consistent interpretation and provide teachers with the information to differentiate their teaching based on the reading levels of their students.
Mr. Rafer Gordon, Reading Specialist for the ELP Division of the Education Development Management Unit of the OECS Commission, said the workshop provided participants with additional tools to continue their important work in literacy development.
“This workshop created a forum for leaders from the region to develop comprehensive strategies and processes to enable them to continue the enhancement of reading in the countries that they serve.”
“We are witnessing, through these leaders, a transformation in reading instruction in the six countries impacted by the ELP,” Mr. Gordon said.
The OECS/USAID Early Learners Program (ELP) is a reading development programme for young learners. It is administered by the OECS Commission with funding from the United States Agency for International Development (USAID).
The six beneficiary OECS Member States in which the ELP is being implemented are Antigua and Barbuda; Dominica; Grenada; St. Kitts and Nevis; St. Lucia; and St. Vincent and the Grenadines.


Word Families: -ot
In this word families worksheet, 1st graders learn words that contain the letters -ot. Students fill in the missing letters to the given letters and complete each word. Students draw a picture of one of the words in the box.
3 Views 22 Downloads
Phoneme Songs & Blending
Plan out your class's literacy program with the support of this professional development resource. Offering a clear explanation of phonemic awareness with supporting examples and suggested instructional approaches, this is a...
Pre-K - 1st English Language Arts CCSS: Adaptable
Phonics Floor Game: Short Vowels
Turn your phonics instruction into a game! First, hop on to word family foot prints to match the short vowel sound cards. Then, take the game to the next level; write a word on the foot print that has the same word family sound.
K - 2nd English Language Arts CCSS: Adaptable
Surprise!: English Language Development Lessons (Theme 2)
Surprise! is the theme of this series of ESL lessons. Cover an array of topics such as where we live, different times of day, shapes, the city and the country, what we do for fun, jobs, and games, all while practicing how to express...
1st English Language Arts CCSS: Adaptable
Fun Ways to Teach Word Family
Explore the English language by participating in a class game. For this word family lesson, students identify the most common word families and write them on Easter eggs. They utilize the Easter eggs to practice using their vocabulary...
1st - 5th Visual & Performing Arts


National School Program
The First Tee National School Program introduces the game of golf and The First Tee Nine Core Values and Nine Healthy Habits to elementary students during physical education classes. Currently introduced to more than 5,300 elementary schools, this school golf program creates an environment where young people are introduced to the lifelong sport while learning the basic golf motor skills and the inherent values of the game.
- Provide a complete golf program appropriate for today’s elementary school physical education students and teachers
- Enable physical educators to introduce golf consistent with national standards developed by NASPE
- Develop student appreciation for the positive personal and social values associated with the game with each lesson
- Engage students in daily lesson activities that lead to motor skill development
- Present golf to students as a lifelong recreation and physical fitness activity
A safe, effective school golf program requires modified equipment that fits movement and muscle coordination typical with that of beginners. Early success and fun are the keys to creating interest for the game along with maintaining the attention of new learners without causing high levels of frustration.
The equipment utilized as part of The First Tee National School Program is SNAG®, Starting New At Golf. SNAG is modified, developmentally appropriate golf equipment consisting of over-sized clubs, tennis-style balls, and a variety of targets. Each school set contains enough equipment to work with up to 48 students at a time.
The First Tee of Central Iowa has been successful in welcoming 15 area elementary schools into the National School Program:
|Des Moines||Central Campus|
|North Polk||North Polk West|
Bring It To Your School?
Become a vital part of The First Tee of Central Iowa’s mission by bringing the program to your school or even sponsoring an elementary. The First Tee National School Program provides participating schools with:
- Developmentally appropriate golf equipment
- The National School Program Curriculum
- Training for the physical educators implementing the program
The program not only teaches students about the game of golf, it teaches them about The First Tee Nine Core Values:


Parenting as a College Outcome
- December 9, 2015
- Rayane Alamuddin
Amidst the flurry of a vital and long-overdue national conversation surrounding college completion, affordability and debt, and post-graduate employment, it is easy to conceive of the outcomes and value of higher education as mostly economic. Do students learn skills and earn credentials that lead to fruitful labor force participation and economic self-sufficiency? However, as change and innovation sweep across higher education, it is important to keep in mind the broader range of valuable outcomes and goals we hold and ensure they are not only kept from eroding, but fostered and adequately studied.
One important and vastly understudied area is the impact of college on students as parents. Discussions abound about the “non-traditional” present-day college student, who is older and holds multiple social roles, and yet somehow their current and upcoming parenting role is mostly left out of those conversations. Although over a quarter of college students (and counting) are parents, and many more students will become parents not long after leaving college, data on students who are parents and the parenting or family outcomes of postsecondary education are greatly lacking.
Raising and rearing children is perhaps one of the largest social contributions the average adult makes in their lifetime. Adults’ college experiences influence their parenting and children’s subsequent developmental outcomes, including their social adjustment and their own educational achievement—and consequently the human and social capital of the next generation. Research finds that more highly educated parents engage in more positive parenting practices that benefit their children, and that some children benefit developmentally when their parents increase their education levels. Very little is known, however, about the influence of students’ college experiences more generally on their parenting.
When confronted with the finding that one in five community college students is experiencing hunger, an important, but unasked, follow-up question should be: How many young children’s healthy development is suffering as a result? At the other extreme, are there skills that students learn through coursework or navigating the complex postsecondary landscape, that translate into beneficial parenting? Students might learn about the benefits of early childhood learning in an elective psychology course and, as a result, enroll their child in preschool or engage them in educational activities at home. Or perhaps students learn firsthand the value of acquiring strong study skills before entering college and help their children develop them. I can envision a myriad of ways in which present-day college students’ experiences can both hinder and promote their children’s future outcomes.
Last week, a post on the Gates Foundation website highlighted how an incomplete and disconnected postsecondary data infrastructure in the US precludes us from adequately answering questions about postsecondary “outcomes and value.” While it offers the typical (and important) emphasis on completion, affordability, and employment, the post acknowledges outcomes such as increased civic engagement and better health among graduates, and poses the important question of what students contribute to society. I would like to add the following to the list of important questions to be answered: How can we ensure that we identify, preserve, and foster skills that contribute to socially valuable non-economic outcomes in students, and that we consider the repercussions of existing challenges in higher education and proposed solutions on such outcomes?
To fully recognize the challenges that our postsecondary students face—and the potential benefits of higher education to this and future generations—these types of questions should accompany broader discussions of data needs, innovation, and policy change surrounding higher education today.


The Government has introduced some important changes with regards to Special Educational Needs and Disability that will impact the early years sector.
The 1st of September, 2014 sees the commencement of the new Special Educational Needs code of practice spanning from birth to age 25. The code sets out the requirements for early years providers to support children with special educational needs and disabilities.
Local authorities must publish a Local Offer, setting out in one place information about provision for children and young people in their area who have SEN or are disabled, including those who do not have Education, Health and Care (EHC) plans.
The Local Offer has two key purposes:
- To provide clear, comprehensive and accessible information about the available provision and how to access it, and
- To make provision more responsive to local needs and aspirations by directly involving disabled children and those with SEN and their parents, and disabled young people and those with SEN, and service providers in its development and review.
Requirements for early years providers
The code of practice sets out that all early years providers must follow the safeguarding and welfare requirements of the EYFS Framework 2014 and the learning and development requirements. These arrangements should include a clear approach to identifying and responding to SEN. The benefits of early identification are widely recognised – identifying need at the earliest point, and then making effective provision, improves long-term outcomes for children.
- Our podcast with Ann Gross, Director of Special Needs and Children’s Servies Strategy at the Department of Education, discussing the SEND reforms is now available.
- Nasen has launched a new online SEND resource, the SEND Gateway, which aims to be a one-stop-shop resource for all your SEND requirements.
- A guide to the SEND reforms
- A guide to Key Working, an approach to working with children with special needs and disabilities and their families
- A guide for parents and carers
- CDC have developed the Early Support App for parents and carers of children with SEN to store, share and organise information about their child and the support and services they receive
- CDC resources explaining important changes to SEN and disability support system for children and young people
We will continue to bring you the latest news and resources relating to SEND on this website.
New SEND pathfinder champions
Groups of councils across the country have been announced as pathfinder champions for the government’s Special Educational Needs and Disability reforms.
The Early Support Developmental Journals are designed to help families, teachers and other practitioners better support development especially where children or young people have special educational needs and disabilities.
The journals are easy-to-use tools to help with observing, recording and celebrating progress, and to identify areas where extra help and support may be needed. All the journals aim to empower families and put them at the heart of decision-making, supported by a co-ordinated keyworking approach.
The School Years Journal has recently been released.
Access the series of developmental journals for all stages here.
Find out more… (click to open)
- Children with Special Educational Needs on DfE website
- Supporting Children with Speech, Language and Communication needs
- Supporting Children with Behaviour, Emotional and Social difficulties
- Early Communication, Language and Literacy Development: audit tool
- SEND Gateway


How to Talk Effectively with Students: Speak the Language That Makes Them Feel Supported and Engaged
You will receive the online recording as soon as you place your order. Check your in-box.
We can all remember how great we felt when our favorite teacher praised us for a job well done or a good instructor encouraged us during a tough assignment. We were eager to go the extra mile for these teachers because we knew they believed in us and supported our success.
Study after study shows that our relationships with our students are crucial to their well-being and their ability to learn. The language we use every day, however brief our interactions with students, shapes our relationships with them and determines the impact we will have on them.
Want to become more conscious of your language so that you are better able to nurture, motivate and guide your students?
Join Jenny Edwards for a 2-hour webinar on how to talk effectively with students. Appropriate for all grade levels, this fast-paced webinar will give you refined strategies for talking to students in an approachable and credible voice. Jenny will share her powerful language tips for building positive relationships with students, deepening learning and exerting a positive influence on their lives.
- Inviting language–what the research says about educator talk to students
- 7 principles for using inviting language
- How to use the two types of voices–credible and approachable
- How to use language to build relationships with students
- How to use language to teach students
- How to use language to influence students
- How to use inviting language in different contexts
About the Speaker
Jenny Edwards is the author of Inviting Students to Learn: 100 Tips for Talking Effectively with Your Students and Time to Teach: How Do I Get Organized and Work Smarter?” She has worked in education for more than 35 years, teaching at the elementary, middle school, and university levels. Jenny also worked in staff development in Jefferson County Schools in Denver, Colorado for four years and has mentored first- and second-year teachers.
From 1994-1997, she served as Project Director and Principal Investigator for the Pleasant View Project, a $1 million grant from the US Department of Education to use Cognitive Coaching, SM Michael Grinder’s Nonverbal Classroom Management and monthly dialogue groups to assist teachers in implementing content standards.
Jenny earned a Bachelor of Science degree in elementary education from the University of Tennessee at Knoxville (UTK), specializing in early childhood education, and a Master of Science degree in elementary education from UTK with a specialty in reading. She then earned a doctorate in human and organizational systems from Fielding Graduate University in Santa Barbara, CA. She has been studying the impact of words on thinking patterns since the early 1990s.
Jenny currently teaches doctoral students in the School of Educational Leadership for Change at Fielding Graduate University. She also leads seminars on Cognitive Coaching,SM Adaptive Schools, Callahan’s Thought Field Therapy, and other topics. She has presented seminars in French, Spanish, Italian, and English in 17 countries.
Frequently Asked Questions
How does a webinar work?
It’s simple. On the day of the event, you click on the link we provide. Enter your name and email address and you’re in! If your computer has good audio, the audio will be streamed to your computer along with the PowerPoint presentation. If your computer does not have audio, a phone number is provided so that you can access the audio by speaker phone.
How many can access the event per registration?
Registration is by site, not by individual, so there is no limit to the number of people who can participate at your site. We do request no more than one phone connection per site.
My school district only pays by purchase order. Do you accept POs?
Yes. You may fax the PO to 815-461-5647 or call us at 207-632-1954. Please include the full name and email address of the registrant.
What is the difference between the recording link and the CD-ROM?
Both include the synchronized audio and PowerPoint, but the link may only be accessed for 30 days. The CD-ROM provides a permanent record of the webinar.


Greene County Violin Program
||The Greene County Violin
Program is a program for students grades K-5 that allows children to
learn how to play the violin in individual and small group settings.
Students learn how to play songs by rote, gradually learning how to play
songs by reading music.
“This is not just music education. The long-term effects on the family
are positive and far-reaching”, says Pam Brasch, Executive Director of
the Suzuki Association of the Americas. “It teaches a child cooperation,
self-esteem…so many important qualities that children are not getting
to find out more about this exciting program


- Baby begins learning immediately after birth.
- Creates patterns.
Quickly after birth, babies start learning. This learning comes from seeing, hearing, touching, and feeling. When your baby is too young to understand or have the attention span to read with you, it is still important to make the time to talk, read, sing, and play with your baby. Your voice is your baby’s favorite sound; it is both comforting and familiar. When you speak, they are learning what sounds go together easily, which is the beginning of learning language. It is important to remember how big of a part you are playing in building your baby’s brain; 80% of the brain is created in the first five years of life.
To find more information, check out:
Reach Out & Read. (2014). Milestones of Early Literacy Development. Reach Out & Read. Retrieved from Milestones of Early Literacy Development
Vroom. (2016). Our Vroom Activities. Vroom. Retrieved from Vroom Activities
This and other exclusive tips from the Ohio Chapter, American Academy of Pediatrics are shared via Bloomz, the app connecting parents and educators everywhere. Want to get them on your phone? Invite your child’s teacher, coach or care provider to sign up for a free Bloomz account.


Arts Council England commissioned NFER to undertake a national evaluation of In Harmony from 2012/13 to 2014/15. In Harmony aims to inspire and transform the lives of children in deprived communities, through the power and disciplines of ensemble music-making. The programme is funded by the Department for Education and Arts Council England, and has been operating in six areas in England.
This final report presents findings from across a range of data sources. It includes the analysis of outcomes for children in 11 In Harmony schools and a matched sample of comparison schools.
- Quantitative and qualitative evidence suggests that children’s musical enjoyment and skills have improved through their involvement in In Harmony.
- In Harmony was popular amongst participants, who attested to its positive contribution to social and musical outcomes for children from disadvantaged backgrounds who may not otherwise have had the opportunity to learn an instrument.
- Attainment in both In Harmony and comparison schools improved significantly from 2013 to 2015, although there was no quantitative evidence that children who participated in In Harmony made greater progress than their counterparts.
- Features of In Harmony identified as integral to its success include: regular, intensive and immersive provision; whole-school commitment; high quality versatile music educators; ensemble and orchestral part-playing; and inclusive performance opportunities.
- There is scope for In Harmony to share best practice in relation to pedagogy and inclusion with wider education and cultural sectors, in the interest of achieving a higher standard of music education for all.
Sponsor(s): Arts Council England
How to cite this publication:
Lord, P., Sharp, C., Harland, J., Mehta, P. and White, R. (2016). Evaluation of In Harmony: Final Report. Slough: NFER.


Art Program is essential – Have you got a budding musician within the household? Does your child like color or to attract? Does he continually bother you for coloring craft supplies or books? In that case, inspire them to carry on what he/she does. These meaningless scribbles may be the beginning of a bright future. Your child mightn’t become Salvador Dali or another van Gogh but he/she will certainly take advantage of a great art education.
Because it helps kids acquire skills they have to be successful in life, unknown to a lot of, a powerful art training is essential. One of many advantages of art training are self directed learning, greater creative abilities and enhanced school work. New studies show that development and the imagination utilized in the creative approach are highly respected by companies.
But that isn’t all. Craft activities help children realize the human experience. It shows them to respect others’s’ ways of thinking and operating, helps build innovative problem solving abilities, and allows them to speak suggestions and their ideas in a variety of ways. However, the crisis have influenced just how people see art. Frequently, art applications would be the first to be diminished in applying cost cutting measures. Many colleges have limited class space and craft “galleries” are mainly present in a wagon that’s moved to space from room. This drastically limits the art training that students receive.
Creative arts programs and a large part perform in creating pupils’ self image and growing their abilities in technology math, geography and language. Early contact with music visual artwork or crisis is famous to advertise brain activity. It helps people realize other subjects quickly and promotes understanding. Art promotes originality and creativity and helps create self esteem, self discipline and self-determination.
How can we resolve this issue? Begin by encouraging children to draw. All you have to is just a bit of document along with a pen, however this easy procedure offers the foundation for other innovative activities, for example sculpture and painting. Drawing can be a direct connect to writing reading and math. Here is the most accessible talent available that’ll move quite a distance for making your youngster a much better person.


Subjects · History & The Arts · Free courses; Start writing fiction This free course, Start writing fiction, will give you an insight into how authors.
Look here for helpful websites offering free (or partially free) Bible curriculum, crafts, Language arts encompasses reading (phonics, literature), writing.
Don't miss these 40 helpful websites for young writers. Pomegranate Words - This site features free lessons in poetry and fiction, critiquing services and a magazine for teen authors. Every Child offers a list of publishers that accept stories, poems and works of art. .. What subject are you interested in?.
Praxis II Elementary Education Test Prep (Reading/Language Arts Section)
Subject of arts free writing sites - did
Look here for helpful websites offering free or partially free Bible curriculum, crafts, printables, and lesson plans. For retail curriculum products and non-free resources, see our visual arts curriculum section. For retail curriculum products and non-free resources, see our reading curriculum section. If you want to be able to track your progress, earn a free Statement of Participation, and access all course quizzes and activities, sign-up. You'll find websites appropriate for kids of all ages. For retail curriculum products and non-free resources, see our writing curriculum section. Learning about the writing process?
Subject of arts free writing sites - almost everyone
Reviews Our School Join Us! The Open University is authorised and regulated by the Financial Conduct Authority in relation to its secondary activity of credit broking. Create an account to get more Track your progress Review and track your learning through your My OpenLearn Profile. There are resources here that help parents, too. Here you will find links to websites designed to help children at all reading levels. For retail curriculum products and non-free resources, see our foreign language curriculum section. Free statement of participation on completion.


Dallastown Elementary K-3 Music
Ms. Natalie Smith
Music is a gift which lasts a lifetime.
Instilling a love of music in your child is my primary goal.
The music curriculum is very diverse. We will be singing, listening to music of various genres, creating rhythms and melodies and learning to read basic music notation.
Kindergarten and First Grade
In kindergarten & first grade we move!
We use movement to define expression in music,
determine pitch, and acquire a solid base knowledge of beat and rhythm.
We also sing a wide variety of songs, begin to define what music is and how we create it.
In second grade we begin to recognize inspirational stories of famous composers,
learn to work cooperatively in small groups, discover the language of notation,
the families of instruments and perform instrumental music.
In third grade we discover the joy of playing an instrument - the recorder!
We also study the instruments of the orchestra and band and take a closer
look at musical theater and what is needed to create a musical production.
National Music Education Standards
1. Singing, alone and with others; a varied repertoire of music
2. Performing on instruments, alone and with others,
a varied repertoire of music
3. Improvising melodies, variations and accompaniments
4. Composing and arranging music within specific guidelines
5. Reading and notating music
6. Listening to, analyzing and describing music
7. Evaluating music and music performances
8. Understanding relationships between music, the other arts, and disciplines outside the arts
9. Understanding music in relation to history and culture


Our fast-paced webcast series engages middle school students in Science, Technology, Engineering, and Math (STEM) topics in just 30 minutes. We bring in Museum curators, astronauts, and experts in the field to connect classrooms with real-world, relevant content. Shows combine animations, interviews with experts, and unique locations to show students that science extends beyond the walls of their school.
The shows are interactive. Students respond to polls and submit questions that are answered online or during the live broadcast. Educators are provided with additional content and follow-up activities to extend the experience beyond the live webcast. Each show meets Next Generation Science Standards.
Connect With Us
Meet the Hosts
Beth Wilson has been an educator at the National Air and Space Museum since 2004. She has more than 20 years of museum education experience and has worked at the National Museum of Women in the Arts, the Daughters of the American Revolution Museum, and the Capital Children's Museum in Washington, DC. Before entering informal education, Beth taught at The George Washington University.
Marty Kelsey is a lifelong educator. He holds a Bachelors in Elementary Education, two Masters in education, and is National Board Certified. He taught elementary school for nine years and middle school Science and Broadcasting for seven years in Liberty, Missouri, the district he graduated from
Have questions about how to use STEM in 30 in your classroom? Need technical advice? Have ideas for new topics? Don't hesitate to contact us.
Join Us On Set
STEM in 30 webcasts are online learning experiences, but are filmed in front of a live audience. If you are interested in bringing your school group to a live filming of STEM in 30, please contact us.


Writing is an important part of Literacy. The NEPS document explores how handwriting, spelling and meaningful writing are part of the writing process in Literacy development in Early Years. This is show in The Literacy Tree below.
I was guilty of focusing on the mechanics of writing and handwriting, while I agree it is important to teach the mechanics beginning with fine motor and pencil grip before letter structure. It is also important to provide the children with free writing activities and opportunities to engage in meaningful writing.
Children, even in the early days of Junior Infants, must be made aware of how marks on a page are forms of communication and messages. In my classroom I had a writing area which was a huge attraction to everyone. Children had access to markers, post-its, pens and a variety of other writing materials for everyone to use. If i ever needed to send a note to another class/teacher I would use the writing area too. In this way the children saw me use writing as meaningful communication.
I used a variety of strategies to encourage free writing, each child had a free writing copy on their desk, along with whiteboards and chalkboards for the children to use around the room. Some Aistear topics led to more meaningful writing activities than others. But I would encourage the children to label different things for me during Aistear. Especially in construction and small world, so when I visited that area during Aistear the children could explain to me what they had made/built that day. Children in socio-dramatic were always encourage to write forms or other notes too.
From early in Term 1 I would introduce play diaries to my Senior Infants. I used clipboards with record sheets but I also added a high frequency word list and a topic word list. The topic word list changed with the topic in Aistear. I found these topic word mats on Twinkl or Sparklebox. Sample word mats can be found here.
At the end of the session the children were encouraged to write about or draw what they had done in Aistear that day. The children loved these play diaries. In term 2 Junior Infants were given a blank copy which was their play diary and they were also encouraged to write about their play in Aistear. Senior Infants were then able to share their word mats and encourage and support the Junior Infants in their play group.
Play diaries encourage the children to use approximate spelling and it will also give the teacher an outline of what stage the children are at in relation to writing development and spelling. Play diaries also provide the class teacher with a level of assessment for Aistear and Literacy.
These are some examples to encourage meaningful writing through Aistear. If you have any questions please send me a PM.


Презентація "American education system"
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American education system
The American system of school education differs from the systems in other countries. There are state public schools, private elementary school and private secondary schools. Public schools are free and private schools are fee-paying. Each state has its own system of public schools.
Elementary education begins at the age of six or seven, when a child goes to the first grade.
In the American education system are:
preschool children 3-5 years old;
primary school (grade 1-5), 6-11 years old;
High School (grades 6-8) 11-13 years old;
High School (grades 9-12), 14-17 years old
At the age of sixteen schoolchildren leave the elementary school and may continue their education at one of the secondary schools or high schools.The programme of studies in the elementary school includes English, Arithmetic, Geography, History of the USA, Natural Sciences and, besides, Physical Training, Singing, Drawing, Wood or Metal Work, etc.
Sometimes they learn a foreign language and general history. Beside giving general education some high schools teach subjects useful to those who hope to find jobs in industry. After graduating from secondary schools a growing number of Americans go on to higher education.
The National Government gives no direct financial paid to the institutions of higher education. Students must pay a tuition fee. This creates a financial hardship for some people. Many of the students have to work to pay their expenses. The Americans place a high value on education.


Victoria’s reign (1827-1901) was an age of important reforms in the political and social fields.
The three Reform Acts:
* (1832) First Act abolished rotten boroughs, redistributed seats on a more equitable basis in the counties, and extended the right to vote to any man owning a household worth £10. For many conservatives, the effect of this act was revolutionary.
* (1867) Reform Act extended the right to vote to all settled male tenants (the electors were two millions in England and Wales).
* (1884) The Act and the 1885 Redistribution Act tripled the electorate again, giving the right to vote to most agricultural labourers.
Women weren’t granted voting rights until the Act of 1918, which enfranchised all men over 21 and women over 30. This discrimination was eliminated in 1928 by the Equal Franchise Act which granted the right to vote to all adult women.
The factory act
The Factory Act (1833) prevented children from being employed more than 48 hours a week and no person under eighteen could work more than 69 hours a week. Adult workers, however, continued to work long hours and remained unprotected by the State until 1847, when the Ten Hours’ Act limited the working hours to ten a day for all workers.
In 1862 the Mines Act banned women and children under 10 from working in mines.
Poor law amendement act
The Poor Law Amendment Act (1834) refused outdoor relief to those people who could not support themselves by admitting them to a workhouse. However the life there should be so unpleasant and inhuman to make the condition of industrial labour attractive. The machinery of the Poor Law Commission introduced an administrative revolution because it established a central body that wasn’t under parliamentary control; it had wide powers to establish local administrative units; supervise the work of locally elected guardians; make regulations for the general administration of relief.
Commissioners followed the principle of “less eligibility”(workhouse conditions should be made less preferable than those of the lowest paid labourer); the prohibition of relief outside the workhouse; the segregation of different classes of poor people including the separation of married couples.
Repeal of the corn laws
Britain’s protectionism and fiscal policy seemed out-of-date, and a strong movement for complete freedom of trade asked for the abolition both of tariffs on imports an exports and the repeal of the Corn Laws, which had been imposed after the Napoleonic wars in 1815 and had kept the price of corn higher than necessary in order to protect the interest of British farmers and landowners.
The step was taken in 1846 and, as a result, Peel had to resign.
The Sanitary Act (1866) obliged local authorities to improve local conditions by the provision of sewers, water and street cleaning. The Act enforced the connection of all houses to a new main sewer; it set definite limits for the use of cellars as living rooms, and established the definition of overcrowding. In 1870 the Elementary Education Act recognised the need for general primary schooling. In 1872 the Ballot Act secured secret vote at elections. The Emancipation of Religious Sects (1871) allowed Catholics to hold government jobs and to enter Oxford and Cambridge Universities.
The Trade Union Act (1882) recognised unions as legal bodies with the right to own property and funds and to conduct strikes. The Liberal Prime Minister William Gladstone (1809-1898) introduced sobriety as a character-reform. The Licensing Act (1872):
* gave to the magistrates the power to issue licenses to public houses and to close down some of them.
* public houses had to close in towns at midnight and at 11 p.m. in the countryside, so that agricultural labourers could walk home and arrive before midnight.
* the adulteration of beer was made illegal.


Summer is here, which means that kindergarten is fast approaching! It’s the perfect time to get outside and enjoy the weather while engaging in activities that will help your child get prepared for school in the fall. Take advantage of your summer surroundings by experimenting with these early learning activities, or make up your own. Above all, make it fun and follow your child’s interests!
Sand WordsWhen the weather is hot, it’s sometimes nice to take a trip down to the beach. Identify different animals and things that you see at the beach. Each time you find something new, help your child write the letters that make up that word in the sand. Sound out the word, and if you want to add something, have your child think of another beach-related word (e.g., pail goes with sand and shovel).
Summer VacationIf you plan on going anywhere this summer, whether it is a picnic at the park or a trip to see grandparents, have your child help you pack. Emphasize the sound of the first letter of each item being packed (e.g., “sss…Socks”). Following this, ask the child the name of the letter that makes that sound.
Window ArtDo your windows look like they need a cleaning? Why not have some fun with it! Gather some non-adhesive foam shapes, numbers or letters, a bowl of water and a paintbrush. When water is “painted” onto a mirror or window, the foam letters and numbers are able to stick to the glass, creating opportunity for children to make words or sequences of numbers. Having a variety of colours that the letters and numbers come in is also useful for children to sort into categories.
Alphabet HopscotchMake a hopscotch grid and add different upper case letters in the sections. You could even have your child draw the letters. Using a beanbag to toss onto one of the letters, ask your child to identify the letter and then count the number of hops it takes to get to it. You could make this more challenging by adding both upper and lower case letters so the child becomes familiar with the different letter forms.
On a sunny day why not go to pick some berries? Once you have collected them, set up a clean spot where you can dump them all out. In that space, encourage and assist your child to create letters by lining the berries up to letter formation. For example, start by spelling their name. Each time they take a berry away from the letter to eat it, have your child name an item that starts with that letter.
Animal Number SongsYou may encounter some frogs this summer. A great song that can be used to practice numeracy skills is ‘5 Green and Speckled Frogs’. This song is useful for working on numeracy skills by counting how many frogs are left after they start “jumping in the pool”. If you have internet access, check out the song on youtube - you will probably recognize the tune! www.youtube.com/watch?v=SVPmtaHmL4g
While this is the classic version of the song, you could do it with any variety of animals that you see during your summer activities.
For Example:“5 brown and fluffy dogs drink from a drinking well, wagging their tales back and forth, swish swish. One saw a frisbee fly, which made him follow by, now there are only 4 brown fluffy dogs.”
Coming up with different versions helps children identify different characteristics of the animals, in addition to enhancing their counting skills. Cut out the frogs below, or make your own to have a visual when you sing the song together.
“5 brown and fluffy dogs drink from a drinking well, wagging their tales back and forth, swish swish. One saw a frisbee fly, which made him follow by, now there are only 4 brown fluffy dogs.”Coming up with different versions helps children identify different characteristics of the animals, in addition to enhancing their counting skills. Cut out the frogs below, or make your own to have a visual when you sing the song together.


Existing estimates of the labor-market returns to human capital give a distorted picture of the role of skills across different economies. International comparisons of earnings analyses rely almost exclusively on school attainment measures of human capital, and evidence incorporating direct measures of cognitive skills is mostly restricted to early-career workers in the United States. Analysis of the new PIAAC survey of adult skills over the full lifecycle in 23 countries shows that the focus on early-career earnings leads to underestimating the lifetime returns to skills by about one quarter. On average, a one-standard-deviation increase in numeracy skills is associated with an 18 percent wage increase among prime-age workers. But this masks considerable heterogeneity across countries. Eight countries, including all Nordic countries, have returns between 12 and 15 percent, while six are above 21 percent with the largest return being 28 percent in the United States. Estimates are remarkably robust to different earnings and skill measures, additional controls, and various subgroups. Instrumental-variable models that use skill variation stemming from school attainment, parental education, or compulsory-schooling laws provide even higher estimates. Intriguingly, returns to skills are systematically lower in countries with higher union density, stricter employment protection, and larger public-sector shares.
NOTE: The follow-on study ("Coping with Change") utilizes an expanded group of 32 countries to show that the returns to skills are higher in countries with more rapid economic growth. This is consistent with the hypothesis that a significant value of higher skills is the ability to deal with disequilibria and change.


As the Olympics close, the Prime Minister has said that ‘promoting competitive team and individual sports will be at the heart of the new primary school curriculum’.
But it would be far better to promote non-competitive walking to children: enable and encourage them to walk to, from and around school; provide safe, traffic-free routes; inspire them to explore the local environment and to use the public paths; teach them how to protect those paths and who is responsible for maintaining them; encourage them in time to lobby their local councillors to put money in the path budget and to carry out their legal duty on the paths.
Most people can be good at walking, whereas many (like me) will never be good at competitive sport. Walking is truly inclusive, and probably healthier than competitive sport.
Public-path use and protection should be part of the national curriculum.


|Introductory-level metal frame microscope with convenient storage and carry case.|
|Explore the microscopic world and view objects too small to see with the naked eye.|
|Includes blank slides that allow you to make your own slides - view your own hair in microscopic detail!|
Australian Geographic presents an entry level microscope for the budding scientist.
Beginners will find this a very handy instrument with all the necessary accessories to get you started. It includes several prepared slides so you can start viewing straight away, and blank slides to prepare objects from your environment. There's also 3 different levels of magnification to optimise the viewing of each slide.
This is a great microscope for kids that comes in a handy plastic carry case to prevent pieces from getting lost. Young science students will enjoy this basic microscope and it makes a great gift for children interested in biology. Science for kids has never been so accessible with fun science kits and kids activities to help children develop a fundamental understanding of biology.


Science Land is an innovative educational service for kids to encourage supercharged science education. It encourages young users to explore a very interesting world of Ethera blooming on the planet. The main feature of the portal is an educational game for children whose world is embedded in the Wonderland of Two–phasers. Educational Websites for children usually do not contain adventure games that are very popular among students. In the Science Land you can also find the Virtual Laboratory in which the user can perform experiments selecting the appropriate objects and substances and combining them on the laboratory table. Thanks to interactive education service, portals for children are much more interesting than textbooks. Another part of the site is the Library of Old Electrizard or e-learning. From now on science for kids can be presented in an accessible and understandable way for them makes children learning pleasant, fun and easy.