EDU 271 School and Society
Chronicles the social, political, economic, and historical background of the contemporary American school system. Demonstrates how social forces have shaped the curriculum, organization, and purposes of formal education. ESOL infused course.
EDU 280 Diversity in American Education
Examines cultural pluralism in the classroom: multicultural education, diversity and teaching, bilingual education, racism, tracking, and teacher preparation. ESOL stand alone course.
EDU 310 Teaching in a 21st Century Classroom
This course offers the students a first hand study of the components of a 21st century classroom. They will learn about cutting edge techniques, software, hardware and learning styles of today's digital native.
EDU 324 Curriculum and Educational Assessment with Diverse Learners
Addresses organization and curriculum development in elementary and secondary schools including instructional goals and basic teaching strategies. ESOL stand alone course.
EDU 417 Teaching (Particular Subject) in Middle and Secondary Schools
Explores selection, evaluation, and use of instructional materials to adapt a college major to middle and secondary school. Corequisite:EDU 417L. Prerequisite: Secondary certification only. Corequisite: EDU 417L.
EDU 417L Teaching (Particular Subject) in Middle and Secondary School Lab
Requires preinternship field experience of at least four hours weekly in middle and secondary school. Corequisite: EDU 417.
EDU 470 Classroom Management
The survey course, taken during the student teaching semester, helps to prepare future teachers in the planning of instruction, organization of classrooms, and the management of student learning. Not only are day-to-day items facing the teachers explored, but also the course examines topics pertaining to teaching such as child abuse, assessments, and job-hunting skills. The ETEP portfolio based on the Florida Competencies must be completed at the performance beginning teacher level. Corequisite: EDU 491.
EDU 490 Student Teaching: Elementary
Provides full-time experience integrating and applying skills in approved local school under direction of master teacher. Prerequisite: All Education major requirements. Corequisite: EDU 470.
EDU 491 Student Teaching: Secondary
Provides full-time experience integrating and applying skills in an approved local school under direction of a master teacher. Corequisite: EDU 470.
EED 364 Science for Elementary Schools
Stresses major concepts and processes of science:process skills, inquiry strategies, problem solving, environmental and ecological issues, and science in today’s society. Prerequisite: two courses from among EDU 271, 272, 280 and 324.
EED 367 Health and Physical Education for Elementary Schools
Discusses methods for physical activities for children, concepts and materials of health education, and values underlying programs of personal fitness for children.
EED 368 Math for Elementary Teachers, Content, and Methods
Combines mathematical content and teaching methods based on NCTM Standards. Emphasizes problem solving while covering numeration, measurement, geometry, statistics and probability, and number operations. Prerequisite: Elementary Education major and one other methods course.
RED 309 Fundamentals of Reading
Examines the foundations of reading instruction from historical, linguistic, social, psychological, cognitive, and curricular perspectives. Theoretical base for reading and language arts methodology courses. Explores basic phonics instruction, reading programs in use, nature of reading and writing processes, and balanced approach to reading instruction. Prerequisite: Passing scores on the General Knowledge (GK) test of the Florida Teacher Certification Exam. Corequisite: RED 369
RED 369 Research-Based Practices in Literacy Instruction
Teacher candidates will scaffold student learning by applying comprehensive instructional practices integrating the six components of reading. Teacher candidates will review recent research with an emphasis on techniques used to implement literature and writing experiences across the elementary school curriculum. Corequisite: RED 309


Cardiac medical devices offer patients better quality of life—and the cardiac medical device industry offers many paths to career success
PrepMD trains cardiac medical device specialists who support the clinical and technical use of cardiac implantable electronic devices (CIEDs) such as pacemakers and implantable defibrillators. PrepMD also trains on the foundational skills required to support cardiac mapping and ablation catheters, or electrophysiology (EP) devices. Combined, cardiac rhythm management (CRM) devices made up the largest single segment of the overall cardiovascular medical device market in 2015.
Market research firms estimate that the global market for all cardiovascular medical devices (including CRM devices, prosthetics, and other devices) could grow from its 2014 levels of $52 billion to $67 billion by 2019.
What are CIEDs?
The CIED most people are familiar with is the pacemaker, which helps control irregular or slow heartbeats by means of electronic stimulation. Pacemakers first came to market in the late 1950s, with the approval of the external pacemaker. In 1960, the FDA approved the first implantable pacemaker. In the 1980’s this CIED group was joined by the introduction of the implantable cardiac defibrillator (ICD) which can shock a patient experiencing a sudden cardiac death (SCD) event. Together these devices have saved millions of patients’ lives and have improved the quality of life for millions more.
CIED and EP device manufacturers have continually refined the design and function of pacemakers, ICDs, mapping and ablation catheters over the years, making them safer and more effective for the patients who need them.
Emerging developments in the field include remote monitoring and optimization of CIED performance over the Internet, and miniaturization. Mapping and ablation catheters probe the frontiers of curative therapies for cardiac arrhythmias. Future generations of CIEDs are likely to be small enough to implant completely inside the heart. And EP devices continue to evolve at a rapid rate.
Who Needs a CIED or an EP Device?
CIEDs or EP devices can extend life and improve quality of life by regulating the heart’s pumping action, which is controlled by electrical impulses. Patients of all ages may need a pacemaker, an ICD, or an ablation to assist with slow, fast, or erratic heartbeat. Conditions which may benefit from pacemaker or ICD implantation, or a cardiac ablation include:
- Bradycardia (slow heartbeat);
- Tachycardia (fast heartbeat);
- Heart block (disruption of an electrical signal which controls the heart’s pumping action);
- Atrial fibrillation (irregular fast heartbeat in the atria);
- Ventricular fibrillation (irregular fast heartbeat in the ventricles);
- Long QT syndrome (when the heart takes dangerously long to recharge between beats).
CIEDs can also treat arrhythmias caused by acquired or congenital heart disease. They are implanted by cardiac electrophysiologists and regularly tested, monitored, and adjusted by medical device clinical specialists.
Who Are the Major Manufacturers of CIED and EP Devices?
Major global manufacturers of CIED and EP devices include:
- Abbott Laboratories
- Boston Scientific
- Johnson & Johnson
- Impulse Dynamics
There are other emerging companies that manufacture unique types of cardiac medical devices including diagnostic and imaging equipment. With the right training and support from PrepMD, you can be ready to pursue career opportunities among many of them.
Want a career that’s rewarding, exciting, and improves lives? Train for a medical device specialist career with the program that’s embedded in the industry—Apply to PrepMD!


Wacky Woven ‘Flying Carpets’
Developed by: Phyllis Brown, retired art educator, art education blogger at plbrown.blogspot.com (There’s a Dragon in my Art Room)
Lesson Plan Ideas
Students will create a simple but complicated looking woven carpet following simple steps. Through this hands-on experience, they will learn the basic concepts of weaving and understand the meaning of words like weaving, warp, weft, pattern, opposite and repeat.
Common Core Standards for Grades 2-5
Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.
Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself.
Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.
Recall information from experiences or gather information from provided sources to answer a question.
Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
To create the warp: Take one piece of 9”x12” Black Drawing Paper. Holding the paper vertically, mark 1” from the top on each side. Lay the ruler across the width of the paper connecting the dots and draw a line with pencil. Write your name above the line! This is the back of your paper. Fold the paper in half with the line and your name showing on the OUTSIDE of the folded paper.
On your pencil line, use a ruler to mark off 1” intervals going across the paper. When done, you should have made eight pencil marks. Use the ruler again to mark the same intervals on the folded edge of the paper.
Connect these pencil marks, and cut these eight lines, beginning at the fold and ending on the top pencil line. Unfold the cut paper and fold backwards a little to flatten out the fold. Place the paper with the pencil lines on the BACK. We will be decorating the FRONT.
Select two colors of Tru-Ray® Construction Paper. Cut into narrow 1/2” x 12” strips to decorate the carpet. Glue them vertically on to the paper as per the photo. Glue between the vertical cuts, do NOT glue over them!
Decorate the glued strips with repeating patterns, using gel pens and metallic markers.
For your weft, select another color of Tru-Ray® Construction Paper that is a different color from your warp paper. Cut four 1” x 12” strips from this color of construction paper and cut five 1” x 12” strips from the Pacon® Black Drawing Paper. Use an alternating pattern of black and colored construction paper to weave across the warp paper. Remember, when weaving, each strip is opposite the one before it; in other words, if the prior strip went over, the next strip must go under. If you make a mistake, pull it out and try again! It will fall apart if it isn’t weaved correctly! Students who grasp this process quickly can help guide students who are struggling. The weft strips should stick out more than an inch on each side.
Snuggle the strips close together when weaving, so there are no spaces. You should be able to fit in a total of nine pieces of weft paper.
When weaving is complete, glue underneath the strips that stick out at the ends. Do not fold them under; simply lift them up, and put a dot of glue underneath. Turn the paper over and glue the ends on the back, too. Use a scissors to cut fringe on the strips that stick out on either side.
Use the gel pens and metallic markers to decorate the weft strips where visible, with repeating patterns.
- What can you do with them when they’re done? Perhaps display on a bulletin board decorated with clouds and sky. Or, create something to ride on your flying carpet!
- Sakura® Gelly Roll Moonlight & Metallic Pens work excellent on our Black Art Papers.


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Editor’s Note: Today we welcome Matt Christenson to the AOE Writing Team! Matt is a high school art teacher from San Francisco, California with a passion for creating an engaging, relevant curriculum for his students. In addition to teaching visual arts, Matt also teaches mural design. Learn more about Matt on our About Page!
Have you ever considered bringing the study of graffiti art into your classroom? The word “graffiti” in school settings can bring up instant feelings of discomfort and danger. After all, the origins of graffiti art come from the illegal vandalism of public and private property. As art educators, we can analyze the differences between legal and illegal graffiti with students. We can use legal graffiti murals, commissioned pieces, and gallery works to enhance our curriculum.
Relevant and meaningful content increases student investment with the material. Graffiti-inspired studies can develop student knowledge of identity, interdisciplinary content, symbolism, metaphor, and artistic conventions. You don’t need spray paint and drippy markers to create graffiti-inspired content. Students can design dynamic graffiti-inspired work using markers, colored pencils, pastels, or paints.
Graffiti art is found everywhere. Art educators can use exemplars from student towns, cities, and neighborhoods to help captivate their classes. Popular visual culture is saturated with graffiti art. Commercials, movies, music videos, and documentaries have used this art form to attract young audiences. Students of all backgrounds have been exposed to graffiti art.
Graffiti is a combination of imagery and text. Usually, the text is a “code name,” or a unique aspect of the individual’s identity. Students can create and design their own code name to represent an aspect of their own identity. The compositions students create incorporate imagery demonstrating their understanding of symbolism, metaphor, and artistic conventions.
Graffiti-inspired art provides students a safe, academic way to help express and explore identity. Choosing a code name to display is personal, yet allows for a sense of secrecy. Seeing each individual’s work and questioning the meaning behind each piece creates a sense of collective intrigue.
Graffiti artists are often called “writers.” There is significant interdisciplinary content overlap between studies in graffiti and language arts. Concepts such as symbolism, metaphor, and irony are applied to both disciplines. Students can show their knowledge of these concepts through their text and imagery choices. Educators can develop integration opportunities throughout the process of choosing code names and incorporating imagery.
The three elements of graffiti are direct parallels to the first three elements of art. In graffiti, works evolve as tags, throws, and pieces. These are in direct correlation to line, shape, and form. The study of graffiti lettering can provide students access to artistic concepts. One-point perspective, overlap, and depth in space are natural conventions used in graffiti. Drawing techniques are used to design the imagery in each piece. Color theory is demonstrated through studying the color wheel and applying various color combinations. Gradation is another convention often studied and practiced by graffiti artists.
Graffiti art provides endless exemplars for students to study. Examples are abundant on local, state, national, and global levels. Students who have more exposure to graffiti culture can also become resident artists and experts. That kind of acknowledgment can provide the most struggling students with a positive, academic connection to school.
A powerful art program challenges students to think about what they believe and what they have to say to the world. Many students can disengage with the curriculum when art education only provides “high art” exemplars that are often disconnected from their lives. The study of graffiti validates the lives of young people who tend to favor this aesthetic and tradition. Our most struggling students, as well as our most advanced artists, can all benefit from engaging in graffiti-inspired curricula.
What possible challenges or struggles do you anticipate when introducing graffiti-inspired content?
What kinds of content requirements would you include for your students in graffiti-inspired assignments?


Musikgarten is the leader in early childhood music education - for children and teachers. We offer a program that helps infants, toddlers, and children develop a deep love of music and the ability to express it.
A centuries-old tradition of community singing and dancing has returned. It’s the European way of immersing a child and the family in music. Music should be taught as a second language – hearing it, singing it, becoming totally immersed in it, with the final step of reading it as musical notes on the page. It’s an aural and kinesthetic approach to music lessons, with the ear and the body being important components of the process.
Musikgarten was founded in 1994 by the same person who started Kindermusik in 1974, Lorna Heyge. Originally from Germany, Heyge drew from Montessori and from the ear specialist , Dr. Alfred Tomatis for essential concepts and her instructional approach. She added solfège training to the curriculum (do, re, mi, fa, sol, la, ti do). We, Edwin Gordon method of teaching rhythm, attaching easy-to-say syllables to the note values e.g. the beat. This curriculum introduces these methods around age 2 when the children begin to imitate what they hear.
“Tonal and rhythm patterns are the building blocks of music, just as words are the building blocks of language,” says director Susan Fonger. “After a child learns these patterns, reading music comes easily to them at about age 6.” Fonger believes that all children are born with musical ability. However, research has shown that there is a specific window of opportunity for this ability to be developed, and that is between birth and age 9. If a child receives music instruction early enough, he/she can learn to sing on pitch and the ear can be trained. However, if music instruction is neglected, those same neural pathways in the brain that are used for music are then allocated to other disciplines after age 8 or 9.
Musikgarten classes offer a path to music literacy from birth through beginning piano. Students learn melody, rhythm and music dynamics through traditional, content-rich folk songs - singing, dancing, listening, and playing simple instruments.
Through Musikgarten, children receive fun instruction that lays the foundation for singing, rhythm, musicality, and personal growth. The program is cumulative in its teaching approach; however, any portion can “stand alone.” It is age-appropriate to benefit any child.
Music is not learned as an isolated skill; we take a holistic (the whole child) approach to music. The primary goals are singing, movement, and ultimately playing an instrument. We have wonderful CDs of the songs sung in class, age-appropriate instruments, and parent guidebooks. These home materials reinforce lessons and involve the whole family in the fun.
Weekly classes range from 30 to 45 minutes, and usually, caregivers participate in these classes with their child.
Musikgarten’s founder, Dr. Lorna Heyge, comments: “While educational leaders turn to early childhood music because it promotes brain development, they will stay with music because of the joy and stimulation experienced in actual music-making.
Music learning requires total involvement – that is why it appeals so much to young children!”


Dyslexia is a learning and language disorder that can be experienced by children and adults, or in fact, in any stage of human development. While the root cause of the disease can be varied and far reaching, there is a consensus that treating dyslexia early is the way to go in ensuring that it does not become too serious and debilitating. It is classified as a learning disability that manifests itself as problems with written language, spelling, syntax and of course reading.
It is not classified as a nuerodevelopmental disorder; more to the point, dyslexia is a disorder that originated from neurological deficiencies in hearing and vision, and even from a lack of teaching and reading instruction from a very early age. Most people believe that this condition primarily comes about from these two major issues, although some doctors might point to genetics as a cause as well. Other brain experts also are looking into the theory on how the brain processes the spoken and written language in the cortex. You see, in normal people with no condition such as this, the brain processes written and spoken words in tandem with the speech centres of the brain and combines them with a very normal reaction to auditory and visual stimulus.
It is this chain reactions which leas us to understand what we see or what we read on paper, or even what we here on the radio. The brain has a catchment area of learning and understanding, taken from a pool of experiences and instruction and matching them to the stimulus being experienced. In dyslexic people, this chain has a few broken links and I will akin it best to a computer with a bad registry. Negative values and orphan keys within a registry (or blank spaces left behind by bad programmes) cause the computer to be confused when trying to launch a programme.
This is the same for dyslexic people. Somewhere in the train of thought, there are missing instructions of bad code that causes confusion and a lack of understanding. If your child has difficulty reading and writing, or if he or she constantly mispronounces words, is unable to understand you at some points and is struggling in school because of language problems, then he or she might have dyslexia.
Even if you suspect that he or she does, it is always good to bring him to a child psychologist or even a speech therapist to assess whether or not he or she has this problem. The best remedy for this situation is to treat it early and reduce it as a hindrance to the developmental and learning experiences as a child. It can also lead to many social problems, as children can be ostracized quite easily by their peers for seemingly unequal or abnormal characteristics. A good and highly distinct phonics instruction at an early age is a brilliant way to ensure that dyslexia does not progress and the child is cured. So treat it early!


ERIC Number: ED376975
Record Type: Non-Journal
Publication Date: 1994-Mar
Reference Count: N/A
Teaching in the Whole Garden.
Noting the importance of agriculture in a developing nation, this manual provides primary school teachers with ideas for lessons and activities that can be taught in the school garden setting to improve students' application of skills acquired in class. The guide provides examples of specific lesson plans in science, math, social studies, and English language. It includes lessons for three terms adapted to crops viable for each of those seasons. It covers planning, site selection, soil science, planting and cultivation, harvesting, preserving, and marketing. The first part of the guide presents six class syllabi, including main ideas, specific topics and related activities for each class stage. Activities include finding examples of specific plants in the village or at the market, learning about tools, and experimenting with growing conditions. The second part of the guide offers guidelines for planning and developing the curriculum and discipline for teaching in the garden. The third part includes several sample lesson plans with illustrations. A glossary of words frequently used in gardening is provided. (AP)
Descriptors: Agricultural Skills, Curriculum Design, Developing Nations, Elementary Education, Elementary School Curriculum, Elementary School Students, Gardening, Gardens, Integrated Curriculum, Plant Identification, Science Activities
Peace Corps, Information Collection and Exchange, 1990 K Street, N.W., 8th Floor, Washington, DC 20526.
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Authoring Institution: Peace Corps, Freetown (Sierra Leone).


ERIC Number: ED062242
Record Type: RIE
Publication Date: 1971-Dec
Reference Count: N/A
Independence and Community in Our Schools.
During the past few years a new trend in day to day schooling has developed, namely independent studies, that involves learning experience between people. This monograph presents the idea that there is a relation between independence in school programs and a desire for "community" (the coming-together of people) which is mutually nourishing. Independence and community are intertwined, inter-dependent, and compliment one another. Although at the present time the majority of programs are intended for senior high students, a number of schools incorporate the programs at an earlier age. For example, in Greenwich, Connecticut at the Whitby School, younger children are learning on their own in a social setup and, furthermore, learning what is of interest to them. Many teachers and students feel that the actual experience gained outweighs the outcome of the independence-community project. Student feedback to the schools indicates that the experience with people is vital regardless of whether the specific activity engaged in is like or not. Students working on independent projects within a community favorably report a gain of insightful knowledge and understanding and a growing awareness of the humanity of all people. (Author/SJM)
Descriptors: Community Study, Educational Change, Educational Innovation, Educational Objectives, Educational Philosophy, Elementary Education, Independent Study, Individualized Instruction, Individualized Programs, Relevance (Education), School Community Programs, Secondary Education, Social Change, Student Attitudes, Student Projects, Student School Relationship, Teaching Methods
National Association of Independent Schools, Four Liberty Square, Boston, Massachusetts 02109 ($1.00)
Publication Type: N/A
Education Level: N/A
Authoring Institution: National Association of Independent Schools, Philadelphia, PA.


Again, I had my preservice teachers collaborate to create visuals that portrayed emotional connections to “Eleven” by Sandra Cisneros–a short text about a young girl who experiences her eleventh birthday with hurt and pain as she is wrongly accused (by the teacher and a few classmates) of leaving a raggedy red sweater too long in the cloakroom. The short story is powerful–so much so that invariably a few of my students choose to use this short text with various strategic teaching lessons in their field classrooms.
Here are the visuals they created from “Eleven,” and the link below is to my post of last spring–amazing how art can reveal what words cannot.
When Visuals are Just Right…
The text, “Eleven,” can be found in the following collection of short stories by Sandra Cisneros..available on Amazon or BN, or your favorite online resource:
She also has a fabulous website http://www.sandracisneros.com
Interpreting text through sensory images provides a rich experience for readers. Last semester preservice teacher students worked in small groups to create a visual representation of the short, powerful text we were working through: “Salvador, Late or Early” by Sandra Cisneros. If you know this text about a young boy too soon with the responsibilities of an adult, too soon to leave childhood though yet a child, too late to be care and worry free, you can see how deeply my students connected through these visuals. The visuals reveal understanding of the reading comprehension strategies we focus on: inferring, determining what is important, making connections…..this semester’s group will create a team visual interpretation of “Eleven,” another Cisneros text. Expression through the arts is as critical as verbal-linguistic expression.
Below the visuals I’ll post images of my to go-to Cisneros books.
(Note: Be selective with Woman Hollering Creek and Vintage Cisneros. Some content too mature for middle graders)
Democracy through Art
Art is a language….and can help students to understand the abstractness of terms such as democracy. I love how this teacher allows the arts to be the medium of expression in this History lesson.
The Artist’s Toolkit is an interactive website that focuses on all elements of art, and fun along with learning. It features an artist’s palette and the rest is left to your imagination and play. All of the arts support writing—learning the basic elements of the visual arts can add wonderful layers to student writing work.
Check it out and play at: http://artsconnected.org/toolkit/index.html


Kindergarten is an exciting time for students and a really fun age to teach. In Kansas, there are about 1,400 kindergarten teachers (not including special education teachers), and the number will continue to grow. Here, we'll find out how you can become a kindergarten teacher in Kansas.
Requirements for Kansas Kindergarten Teachers
|Average Salary for Kindergarten Teachers in Kansas (2017)*||$49,120|
|Required Degree||Bachelor's degree|
|Required Field||Elementary Education|
|Testing Requirements|| Praxis Principles of Learning and Teaching: Grades K-6,
Praxis Elementary Education
Source: *U.S. Bureau of Labor Statistics
Step 1: Earn a Degree
Kindergarten is an interesting grade level because it overlaps between both early childhood education and elementary education. The typical educational route you'll want to take is a bachelor's degree program in elementary education. You'll learn a strong background in the basic subjects, like social studies and math. Along with these topics, you'll study human growth and development, learning assessment theory, literacy strategies, early literacy, and linguistics for elementary teachers. You may find courses about technology in the classroom helpful as well. You will cap off your education with student teaching internships, which will allow you to build a portfolio and learn how to manage a real classroom.
Find schools that offer these popular programs
- Teacher Education, Multiple Levels
- Teaching, Adults
- Teaching, Elementary
- Teaching, High School
- Teaching, Junior High
- Teaching, Kindergarten and Preschool
- Teaching, Waldorf and Steiner Education
- Teaching, Young Children
Step 2: Complete Testing Requirements
Kansas state uses the ETS Praxis exams to help with licensing. To become a kindergarten teacher, you'll need to take at least two exams. For the Principles of Learning and Teaching: Grades K-6 exam, you are given 70 multiple-choice questions and 4 constructed-response questions covering five content categories. You must complete the exam within two hours and earn a score of 160 to pass.
The Elementary Education: Curriculum, Instruction, and Assessment test is your content area exam. This exam covers the basic subjects for teaching: reading, math, science, social studies, and art/music/gym. You are given 130 minutes to complete 120 multiple-choice questions, and you must earn a score of 153 to pass.
Step 3: Apply for Initial Licensing
To apply, you'll need to set up an account on the Kansas CAN website. Here, you'll fill out your application and provide all required information and documentation. An additional requirement for gaining initial licensure is to be fingerprinted. You also need to pay a $50 fee for a KBI and FBI background check and clearance.
Certification Sources for Kansas Kindergarten Teachers
The Praxis exams can be a bit overwhelming at times. It is best to go into the exams as prepared as you possibly can be. For this reason, we've included a few resources to help you study for those tests.


ERIC Number: EJ1097952
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Reference Count: 14
Reading Is a BLAST! Inside an Innovative Literacy Collaboration between Public Schools and the Public Library
Genest, Maria T.
Reading Horizons, v53 n1 Article 11 p73-87 Spr 2014
Public libraries have long supported the literacy goals of public schools in their communities by providing access to printed and electronic resources that enhance learning and teaching. This article describes an ongoing collaboration between the Carnegie Library of Pittsburgh's BLAST outreach program and the Pittsburgh Public Schools that has positively impacted thousands of students by increasing access to library resources while also emphasizing vocabulary, text-based discussion, and writing using both fiction and informational texts. This program can serve as a model for similar community partnerships that have the potential to enrich the literacy lives of students.
Descriptors: Public Schools, Public Libraries, Outreach Programs, Library Materials, Vocabulary, Discussion, Writing (Composition), School Community Relationship, Partnerships in Education, Literacy Education, Grade 3, Learning Activities, Elementary School Students, Summer Programs, At Risk Students, Teacher Attitudes, Student Attitudes, Surveys
Western Michigan University, College of Education. 1903 West Michigan Avenue, Kalamazoo, MI 49008. Tel: 269-387-3498; Fax: 269-387-6272; Web site: http://scholarworks.wmich.edu/reading_horizons/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education
Authoring Institution: N/A
Identifiers - Location: Pennsylvania


By Ada Anbar
It has been famous because the Nineteen Eighties that literacy starts to boost decades prior to formal education starts off. In cutting-edge literate atmosphere, little ones commence studying to learn a lot as they learn how to converse, via playful print interactions with their mom and dad, older siblings, or different adults, starting in 12 months one. a pointy debate in regards to the most sensible method of constructing early formative years literacy is now brewing among interpreting guideline specialists, who are inclined to recommend direct guideline of talents, and preschool educators, who understand that preschoolers research most sensible via play. This ebook offers a version for motion that can aid to settle the debate.
Interactions that contain the published notice ensue spontaneously among youngsters and adults within the context of everyday life actions. this is often real, to a better or lesser measure, in primarily all socioeconomic and cultural environments. spotting the serious significance of the early years for the advance of literacy, the nationwide organization for the schooling of childrens (NAEYC) and the overseas analyzing organization (IRA) formulated, in 1998, a joint place assertion concerning early literacy. That assertion integrated a suite of normal innovations for educating perform. yet following the Bush administration's No baby Left at the back of laws of January 2002, and the institution of the studying First and Early interpreting First courses, early youth educators at the moment are below heavy strain to be extra particular and to factor criteria, or shared expectancies, for the literacy improvement of all teenagers under kindergarten age.
Utilizing the particular stories of six preschool little ones, The mystery of usual Readers records the method of analyzing improvement via tales in their early years. the writer discusses the results of normal interpreting improvement and its feasibility between preschoolers from various segments of the inhabitants. She additionally spells out, for fogeys and early formative years academics, serious info on how preschool youngsters should still learn how to read.
Read Online or Download The Secret of Natural Readers: How Preschool Children Learn to Read PDF
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The error kids make in arithmetic aren't simply ‘mistakes’ - they can be clever generalizations from prior studying. Following a number of many years of educational research of such errors, the word ‘errors and misconceptions’ has lately entered the vocabulary of arithmetic instructor schooling and has turn into in demand within the curriculum for preliminary instructor schooling.
Are you operating or education to paintings within the early years zone? do you want aid and information in knowing the main issues within the Early Years beginning level record? Are you searching for sensible assistance and techniques on tips to enforce EYFS on your environment? sure? Then this is often the basic advisor for you!
Designed to aid fundamental tuition lecturers construct a multicultural size into their educating of technological know-how, this ebook presents a wide selection of sensible rules to be used in either multi-ethnic and all-white school rooms. The members additionally study the underlying purpose for a multicultural method of technology schooling.
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How to Create a Positive Music Learning Environment At Home
As parents, you would agree that learning starts at home. Whatever you say or do become the very things that your children start to repeat. The process of learning in a child begins from the instant they step into this world and so it is very important for parents to become conscious of their language and actions in front of their kids.
Music is an integral part of every culture and parents are starting to realize the importance of music education in children's personality development. From their cognition, memory, language skills to emotional responses it helps develop and teach them essential skills that help them later on in life as well. However, enrolling your child in a music lesson is only half the deal. While your child will positively engage in learning actions in class, it is important to replicate the same environment to some extent as home as well. This ensures that class teachings aren’t lost on the student and that they retain it till the next class and coming years. Here is how to create a positive music learning environment at home to encourage your child's musical skills:
Create a Dedicated Physical Space
Having a dedicated music space for your child can help you give them some music time-out. The child will know that outside class, there is a space at home where they can practice and engage in music, which will instill positive feelings in them towards music learning. It will also help keep distractions at bay. Often when the instrument is placed in the living room, it impedes learning as it becomes difficult for the child to practice due to loud noise and commotion.
Have Music Sessions At Home
You should be encouraging your child to play their instrument at home. Whether it involves having them play at the inner party in front of your friends or having a musical night at home where you all listen to music and enjoy, it is worth it. Your child will equate the fun time with music and develop greater interest in learning and exploring more about music himself/herself. Any praise that he/she gets on their music progress will be added motivation for them to work harder.
Go To Concerts
As your budget permits, it is a good idea to take your child to musical concerts, which are appropriate and give insight to them about the world of music. It can be inspiring for a child to see what wonders leaning music can lead to and it might become the very reason they start taking their music seriously.
Always remember that as parents you should take interest in your child's progress in music lessons and encourage them to do better. Help them practice at home so that they can hone their skills and develop an attitude of learning. Forte School of Music can help you develop a positive learning environment at home. Our music programs for children start from as early as 6 months because that is the prime time of learning and enhancing a child's intellectual skills. For more information about our music classes, feel free to try a lesson, email us or call.
- Homeschooling music programs
- Benefits of Learning Music
- Learning Music Fosters Creativity
- Creating a Musical Home
- Music and Brain Development
- Music and Emotional Development in Children
- Learning Music and its Health BenefitS
- Musical Education for your Child


PHP Arrays and Control Structures
193-minute PHP CourseStart Course
About this Course
This course builds on the foundational skills covered in the PHP Basics course. We'll explore conditionals, loops and the compound variable -- arrays. All of which help your write more powerful and intelligent programs using less code.
What you'll learn
- Logical Operators
After starting out in fine art and moving into graphic design, Alena found her passion for programming over 15 years ago and has never looked back. Alena enjoys community and is excited to introduce people to the wonderful world of PHP and the Portland Tech Community.
When not at her computer, Alena enjoys exploring Portland with her friends and family, including her 3 young children. She also enjoys the Symphony, Cooking, Books, Yarn and Yoga.
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For anyone looking for practical advice or a peek at what good practice in EYFS should look like, there are some interesting thoughts and ideas here. Thanks to Jane Parker and Teachwire. http://www.teachwire.net/news/ill-hum-it-you-play-it-music-education-in-early-years Advertisements
If you don’t know about Super Simple Learning… then you should! These songs are great and kids love them. Also check out their lessons series – very informative and extremely useful particularly if you are new to EYFS teaching…. https://www.facebook.com/SuperSimpleLearning/?utm_source=Resource+Center&utm_campaign=6d0492fd0f-Lesson_1_Introduction&utm_medium=email&utm_term=0_d1f71a12f3-6d0492fd0f-300719649
Too many schools and educators are still treating music as background noise, says the executive director of a US music charity. Many don’t realise that even in the smallest doses, the impact of music is vast. via Stop treating music in schools as background noise — Music Education Works!


Help English Language Learner (ELL) students aged 6 to 8 build English vocabulary knowledge and support their literacy development using storybook reading, word-based games, and activities. Adult team lead volunteers support the program while youth volunteers read one-on-one with the learners and engage them in literacy activities. While the students participate in the program, parents/caregivers can join a discussion circle concerning language development, facilitated by staff.
Help newcomer children improve their English vocabulary.
Support children in developing a love of reading through exposure to exciting books and stories.
Build newcomer parents’ capacity to support their child’s education.
Position the Library as an essential language support for newcomers of all ages.
Fall / Winter / Spring / Summer
Dates and times vary depending on location
Strong reading and speaking skills in English
Positive attitude, reliable, patient, able to stay on task
Able to interact with patrons of diverse backgrounds and ages
Able to work in a team environment
Youth Volunteers currently in junior high or high school
Youth volunteers help learners one-on-one or in small groups through reading and literacy activities
Adult Team Lead Volunteers provide support to library staff, youth volunteers and learners during the program’s one-on-one and small groups activities
Support program goals
Complete an orientation and training session
Ensure a positive, comfortable and fun learning environment
Abide by the Volunteer Standards of Conduct
Be a good role model
A one-hour training and orientation session
Share your passion for literacy
Help students develop English literacy skills
Meet new people
Have fun and contribute to your community
Develop new skills: inter-personal skills, leadership, problem solving and communication
Country Hills Library (Youth & Adult Volunteers)
Forest Lawn Library (Youth & Adult Volunteers)
Saddletowne Library (Youth Volunteers)


1305500962 -The primary strength of BEGINNINGS AND BEYOND: FOUNDATIONS IN EARLY CHILDHOOD EDUCATION, 10th Edition, is its blend of simplicity and depth. In a clear and easy-to-understand style, the book lays out basic questions any student of early childhood education would want answered — and presents key concepts, the latest research, and practical examples so that questions are thoroughly answered. Coverage of the current Developmentally Appropriate Practices (DAP) is woven throughout the text, as is material on diversity and development, which enables readers to understand that issues of age, gender, race/ethnicity, ability, and family are part of every aspect of teaching and learning. Every chapter has a feature focused on how brain-based research is connected to development, and another that highlights intentional teaching. Through its tone, visuals, and pedagogy, the book is accessible to and respectful of readers with a range of abilities and learning styles.
Category: Elementary Education Books
Author: Ann Miles Gordon
Pub Date: 1/1/2016
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122 102 83 106
Technology integration in today’s classroom is an always evolving hot topic in education. Stephanie Smith Budhai and Laura McLaughlin Taddei, college professors and authors of Teaching the 4Cs with Technology: How do I use 21st-century tools to teach 21st-century skills? In Episode 71 of the Hack Learning Podcast, they explain how teachers can hack EdTech with the SAMR model and the 4Cs.
The Problem — Tons of technology with little training
Many districts/schools are implementing technology programs that offer opportunities for 24/7 learning, but teachers need more support and ideas when it comes to implementing the technology in a way that redefines and transforms teaching and learning.
The Hack — Start with SAMR and develop the 4Cs
Purposeful instructional technology, founded on the SAMR Model (substitution, augmentation, modification, and redefinition). When using SAMR as a guide for instruction, teachers can more easily enhance the 4Cs (critical thinking, collaboration, communication, creativity).
What You Can Do Tomorrow
- Use a framework (SAMR) to implement technology in a meaningful way.
- Write an action plan that includes at least one new technology tool you can easily integrate into teaching and learning.
- Encourage innovation by modeling.
Visit the Integrating the 4Cs With Technology website.
Look inside Teaching the 4Cs with Technology.
Stephanie Smith Budhai has 9 years PK-16 teaching experience, and is in her fourth year as an assistant professor at Neumann University, serving also as the director of graduate education in the Education division. Dr. Budhai holds a Ph.D. in Learning Technologies from Drexel University, a M.Ed in Counseling and Personnel Services from the University of Maryland College Park, and a B.S.Ed. in Elementary and Special Education from Temple University. She also holds teaching certifications through the Pennsylvania Department of Education in PK-12 Instructional Technology, PK-12 Special Education, and K-6 Elementary Education, as well as the Pennsylvania Quality Assurance System (PQAS) and Quality Matters Peer Reviewer Online Course certifications. Dr. Budhai became interested in educational technology integration while studying Learning Technologies at Drexel University and completing her internship at a PK-8 independent school for her Instructional Technology Specialist certification. Dr. Budhai is also on the Leadership Team of the Pennsylvania Association for Educational Communications and Technology.
Laura McLaughlin Taddei is Associate Professor of Education at Neumann University in Aston, PA, advising undergraduate students and adult learners in an accelerated BA degree program for early childhood professionals. Dr. Taddei was a career changer and began her second career as an early childhood teacher. Prior to this, she worked with adults providing training for an insurance company. While teaching young children, she was passionate about the importance of high-quality professional development and became a certified trainer and consultant through the Office of Child Development and Early Learning. She has been teaching in higher education for the past 8 years. Dr. Taddei completed her BA degree in Business as an adult learner in an accelerated degree program at Immaculata University in 2000. She went on to obtain a Master’s in Education with certification in K-6 Elementary Education from Cabrini College in 2007. She also holds certification as a Private Academic Pre-k-K Teacher, PQAS certified trainer, and Quality Matters Peer Reviewer. She received a Doctorate in Higher Education Leadership in 2012 from Widener University. Her research interests are in the area of teacher and faculty development, instructional coaching, culturally responsive teaching, collaboration, and educational technology. Follow Laura on Twitter: @drlaurataddei.
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Got something hacky to share? Learn how to be a guest on the Hack Learning Podcast.


Ever hover outside your kids' room, just to listen to their cheerful chatter? Watching your children discover the world via play is an often fascinating experience as a parent. As they navigate the world with uninhibited curiosity, sitting on the sidelines may inspire you to think more creatively too. But in addition to being a source of joy and a way to keep your kids entertained when you need to check off lines on your to-do list, specific toys and games provide scientific benefits to your child’s personal growth.
"Children explore their world and expand important developmental skills through play including language, communication, motor ability and emotional regulation. Play also provides opportunities for children to create, use active imagination and practice tolerating frustration and disappointment," explains clinical psychologist and parenting expert, Dr. Stephanie O’Leary.
Here's the surprisingly clinical side of Play-Doh, Legos, dress-up and more.
Amazed by your child’s endurance as they play the 100th session of tag with their sibling? It may wear you out just watching the twosome play, but O’Leary explains they’re building gross motor skills, like running and making swift changes in another direction. "These actions are fantastic for general health, but also serve to strengthen coordination, endurance and muscle strengths. Beyond motor skill development, games like tag require kids to think on their feet and learn from mistakes by adapting to use more successful strategies," she explains.
Sure, it might be a tad messy (and yep, you already have dried bits permanently buried in your favorite rug), but Play-Doh is a superstar toy for inspiring your little one’s imagination. O’Leary says this timeless molding pastime strengthens fine motor skills, which build motor endurance for the future. In other word, playing with Play-Doh encourages your child to write, paint or draw without getting fatigued or frustrated as they get older. "Play-Doh also allows for creative expression and helps children practice planning and sequencing skills if they choose to create more elaborate items," says O'Leary.
While O’Leary says Legos are beneficial in teaching kids to practice their fine motor skills since snapping each piece together is a workout for mini muscles and minds, the real psychological benefit of Legos extends far beyond the playroom. “Building Lego according to plan allows children to practice using a methodical, step-by-step approach to achieve a goal," she says. "And building with Lego in a less structured fashion helps develop creativity, practices planning skills by taking an idea and turning it into a tangible object and works toward mastery in terms of sorting skills."
As your kid grows older, she may want to skip out on the building blocks and tackle the challenge of a puzzle. These one-dimensional toys are superstars for a number of developmental benefits. Finding which pieces connect requires fine motor skills and visual-spatial planning ability, teaching your child’s mind to work double-time. Then, separating pieces by color encourages sorting skills, as your brainiac figures out how to design the portrait. An overlooked perk, according to O’Leary, is the attitude lesson that puzzles teach. "Puzzles require a high degree of perseverance, especially as the number of pieces grows, thus helping children learn to work toward long-term goals despite minor setbacks," she says.
Regardless of your child’s sex or gender, creating a land where Barbies or other dolls can exist helps enhance emotional awareness, explore concepts regarding interpersonal relationships and practice socially appropriate responses and interactions. Often, these dolls become some of your child’s favorite toys and they use them as a way to navigate ideas they may be trying to figure out. "Younger children will often personify inanimate objects, like making a family out of pretend fruits and vegetables, in order to explore topics of family interaction, caretaking, and responsibility," explains O’Leary. This healthy practice can be beneficial and — if you listen in — really entertaining for adults!
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A selection of fables depicting the relationship between children and adults old folks in aesop's fables aging and death in folklore an essay by d l ashliman , with supporting texts from proverbs, folktales, and myths from around the world air castles tales of type 1430 about daydreams of wealth and fame the broken. Myths and legends essays what are myths and legends myths and legends are stories that have been told in the past centuries, and have been very popular in the world for a very long time there are controversies of the stories that are told of myths and legends there are a number of similarities a. Bette bosma's 1992 book fairy tales, fables, legends an myths using folk literature in your classrooms, offers both back ground material and relevant teaching ideas that are adaptable to any classroom (1) [tags: elementary education, early childhood education], 1069 words (31 pages), strong essays, [ preview. Dan norder's mythology web contains a number of essays on varying aspects of myth, legend, and folklore - including urban folklore it appears that he intends to add a new collection of essays every month or so, but at last check it had been some time since the last update also at. No matter how unique we may consider our own era, i think that that these old tales – fairy, folk tales and myths – contain much of the paradox we face in these stormriven times and what's more they have no distinct author, are not wiggled from the penned agenda of one brain-boggled individual, but have passed through. Students compare and contrast the different genres of myths, folktales, and fairy tales.
Myths of volcanoes - myths and legends are everywhere there are legends of people from long ago, myths of ancient greeks there are myths and legends of almost everything, including volcanoes myths of their creation, of why they erupt myths and legends of various gods controlling their own volcanoes there is a. Conclusion myths and legends are the universal language of people we need to hear, to tell, to retell, and to create these stories they help us understand the unexplainable, to explain the unknowable, and to caution others about the unimaginable they help us understand the unexplainable: why does the earth. One jordanian artist devoted over two decades of study and exploration to this ancient landscape (suha shoman, legend of petra ii) works inspired by myth and folktale western asia is the source of many myths and legends, and each country has its favorites, stories that have become integral to the literary culture of each. Within this figurative spectrum, there will be similarities and analogies between myth and folktale or between myth and legend or between fairy tale and folktale in the section that follows, it is assumed that useful distinctions total is the key word of the essay the exchanges of archaic societies which he examines are.
Storytelling is common to every culture most people enjoy listening to stories storytellers have catered for the need for a 'good story' since the beginning of civilization most people have their own favourite story from childhood and, often, these tales are both fascinating and frightening these stories include legends, myths. This interest in stories, sayings and songs continued throughout the 19th century and aligned the fledgling discipline of folkloristics with literature and mythology by the turn into the 20th century the number and sophistication of folklore studies and folklorists had grown both in europe and north america whereas european. In this lesson, learn about fables, folktales, myths and legends, stories that entertain and serve instructive or educational purposes discover.
Essay on myths, folktales, legends and other rubbish - at first, i will try to differentiate the terms, although the borderlines are somewhat fluent one thing should be common: these stories are not about historical facts or true events if that would be different, they would not be myths, folktales or legends storytelling is a. If you use a version of the book that is different for your essay, submit a hard copy of the text you are citing with page references we will read examples of novels that are based on or largely involve myths, tales, rituals, magical realism, fieldwork, and storytelling narrative collections: myths, folktales, legends, etc. The view of stith thompson, writing in 1955, the then-current generation of scholars had not solved the basic problems presented by myths and folktales thompson gives this assessment in his essay “myth and folktales,” which stands at the end of the influential collection myth: a symposium, edited by thomas sebeok1.


School of Music
Master of Arts in Music and Worship (MA)
John L Benham
American Indian Music, Eastern Band of Cherokee, Ethnomusicology, Music Education Lessons, Native American Music, Powwow Music
Ethnomusicology | Music Education | Music Pedagogy | Music Theory | Other Languages, Societies, and Cultures
Motley, Glenda, "The Application of Eastern Band of Cherokee Powwow Music in Music Education" (2017). Masters Theses. 463.
The Virginia education curriculum for fourth grade social studies requires the study of American Indian history and culture. Motivated by research questions, this project proposes a music education curriculum that enhances these social studies lessons through the inclusion of American Indian music. The music of the Eastern Band of Cherokee Indians located in Cherokee, North Carolina is appropriate for teaching students about this culture. The literature reviewed covers early American Indian history followed by the history of the Eastern Band of Cherokee Indians. Resources on the role of women are also explored in society and music. Literature examined on the powwow and its music revealed a fitting introduction to students to American Indian music. Limited resources are available on a multicultural teaching method and those few valuable resources are referenced. Seven learning-focused lesson plans demonstrate how the music of the Eastern Band of Cherokee Indians can be used to emphasize fourth grade Virginia Studies lessons. These lessons meet both music and social studies standards for this grade and include engaging activities that support each lesson. Students will experience both song and dance that cover a range of topics in American Indian culture including the following topics: • An introduction to the culture where students learn powwow dance steps. • Fourth grade students will construct Cherokee instruments while understanding how American Indians used their environmental resources. • Gender roles are addressed in Eastern Band of Cherokee culture as students are taught the “Corn Dance.” • Students learn a Cherokee legend and song in the Cherokee language. • Hunting and gathering practices are emphasized through performing the “Bear Dance.” • The Cherokee worldview is explored in understanding the influence of English settlers by singing “Amazing Grace” in the Cherokee language. • Finally, Eastern Band of Cherokee clothing is taught and students come together to perform the “Friendship Dance.” The research presented is not an ethnographic report but a cross-cultural music education curriculum which may be used as a foundation by future music educators.


2 to 5 year olds can be a very challenging age group to manage for parents as well as teachers. In education, these age groups are considered preschoolers and in recent years, teachers can now be specialized in educating this particular age group. This article seeks to bring to the limelight growing trends in educating preschoolers.
It should be established first that ideally children between the ages of 0 and 5 should not be in a school setting with a curriculum and structured lessons. However, industrial revolution coupled with the increasing need for many mothers to work outside their homes has made it necessary to create space for preschoolers in the school environment.
It is however noteworthy that there are a lot of inadequacies and inappropriateness associated with preschool education in Nigeria. This is because according to educational psychology theories such as Jean Piaget’s Theory of Cognitive Development, development of human intelligence is in stages and cognitive development is a progressive reorganization of mental processes resulting from biological maturation and environmental experience.
According to Piaget, children aged 2-5 years are in a pre-operational developmental stage. It is at the beginning of this stage that children start to learn to speak. They do not yet understand concrete logic and cannot mentally manipulate information. Defying these theories, a lot of preschoolers are exposed to many overwhelming experiences which are incommensurate with their mental maturity and psychological readiness.
It is therefore very essential for preschool teachers to put into consideration the mental capacity and capabilities of preschoolers when planning learning experiences.
A lot of times, preschoolers are made to sit long hours in a chair repeating rhymes or letters after their teachers when they clearly carry an invisible sign that says “I’m three. I can’t stay put”. Children aged 2-5 years have an amazing amount of energy in their little bodies which sometimes make adults think they are just being hyperactive. They need to put these energies into constructive use and this is where unstructured play comes in.
Unstructured play is a type of play in which children engage in open-ended play that has no specific learning objective. It is simply letting kids be who they are – kids. Building a shapeless sand castle is unstructured play while following directions to build a Lego city is not. Singing silly, meaningless songs out loud is unstructured while singing the days of the weeks after a teacher is not.
Many experts believe that unstructured play is an essential part of childhood because it gives children a sense of freedom and that they are in control. It allows them to learn about themselves and other children and make mistakes under no pressure of failure. It allows them to build their motor skills and be creative. It also helps kids to develop executive function, problem-solving and social skills. Very observant parents and teachers can even begin to tell if a child is domineering or has leadership skills just by watching them play unstructured.
Learning by Discovery
The theory of learning by discovery assumes that children learn best through experimentation and discovery of facts and relationships on their own. The underlying principle in discovery learning is “what if?”. Children simply find out what would happen if they do things in a certain way. For instance, kids can find out that a scale would tip over when they place heavier material on one of its sides or that it is easier to fill a bottle using funnel rather than an open-mouthed bowl. Preschool teachers have a wide range of activities to choose from to implement discovery learning in classroom situations.
Discovery learning serves as a good start to learning science for kids as it encourages them to establish facts on their own. It encourages experimentation and perseverance, pulling kids out of their comfort zones to achieve results. It encourages children to ask questions and imagine possibilities. It builds the little scientists in them by getting them in the habit of making educated guesses. It also creates a learning environment that is fun and progressive.
Basically, the point of this article is to drive the motion that preschoolers be put through only age-appropriate learning experiences as this is the only way to get them to be the best they can be. It is also very important to emphasize that a good preschool education would go a long way in shaping useful, innovative and independent adults that would be pluses to the human resources of our ever-growing nation. What are your thoughts about this?


Hames, Carolyn [faculty advisor, College of Nursing]
grief; loss; child bereavement; elementary students; feelings; elementary curriculum
“It is only natural that we and our children find many things that are hard to talk about. But anything human is mentionable and anything mentionable is manageable.The mentioning can be difficult, and the managing too, but both can be done if we’re surrounded by love and trust.” ~Fred Rogers This quote could be talking about many different things that parents find difficult to talk to their children about, such as smoking, drinking, drugs, divorce, and sex. I was introduced to this quote as a one about parents talking to their children about death. Death is a part of life, and something that, unfortunately, many children have to deal with. Whether it be a goldfish, dog, friend, sibling, parent, or grandparent, children are likely to deal with some sort of death at a young age. So how do we help these children understand death? Through my experiences as an elementary education major, I have found that teachers do not know how to deal with children in his/her classroom who may have experienced a significant loss. Many teachers expect support to come from school psychologists and other staff outside of the classroom, but it is a child’s everyday life that is most affected by death. Therefore, teachers need something to help them explain death to children and continually support them though this difficult time. Using the experiences that I have had as a volunteer group facilitator at Friends Way child bereavement center in Warwick, Rhode Island, as well as the research that I have done on grieving children, I have created a program for teachers that can introduce death to elementary children. The program is titled Students Sharing Feelings of Grief: An Elementary Curriculum on Loss. The program is designed for all elementary students, not just those who have experienced a significant loss. All students can relate to losing something or someone, and they can use those experiences to contribute to this program. Students Sharing Feelings of Grief is a six-week program run by the classroom teacher for one hour per week. Each week, students will be read books that deal with issues such as sharing feelings, understanding death, remembering someone or something special, helping a friend who has had a loss, and other issues concerning death. They will also be doing activities that relate to the books and having discussions about their own experiences with loss. I hope that this will be something that elementary teachers can use to understand their grieving students and give all of their students to share their feelings and understand death.


This past week, we had a professional development session during which our third grade teachers shared their experience with Benchmark Education. They have been piloting this curriculum throughout the year. Before we commit to the curriculum, it is important to be well informed about this decision and ensure that it will benefit all learners on campus. This week’s post will summarize the information shared by our third grade team and the Benchmark Education representative.
What is Benchmark?
The Benchmark program has six components:
- Whole Group Reading
- Guided Reading
The program includes 10 units that are all CCSS aligned by grade level. Units 1-7 work to introduce and spiral the standards, 8-10 are review lessons. Daily, teachers have access to two reading lessons, guided reading resources, ELD lessons, and one writing lesson.
Third grade shared that they have started incorporating GLAD strategies during their shared reading time. They use input charts to support reading comprehension strategies and to make connections to vocabulary words.
The program is organized by weeks:
- Week 1: concepts and standards are introduced
- Week 2: practice with differentiated texts and resources
- Week 3; apply the skill
Whole Group Reading
The reading section includes ten units that are 50% fiction and 50% nonfiction. The nonfiction expository section alternates between science and social studies. Both digital and consumable resources are provided with the program. All themes are consistent across grade levels which will lend itself to cross grade level collaborative opportunities.
All guided reading resources are leveled, include audio and digital components, DOK questions, and have a readers theater component.
This section is differentiated for all EL levels. It includes a rubric for formative assessments. Scaffolds are included to support students in achieving success in reaching grade level CCSS.
The curriculum includes weekly writing tasks. There is a task for the teacher and for the student. The writing section of Benchmark Education integrates with our current writers workshop model. Examples are included for each grade level, which could be used as mentor texts. Lessons on revising and editing and included as well.
All assessments are pre-made and aligned to CCSS. Weekly quizzes are also included to help teachers provide intervention to students who need additional support.
Mini lessons are included to support students with scaffolded instruction. The extra practice can also be connected to Achieve3000 by assigning readings about similar topics.
The DI section is not a direct translation of the english component. Instead, it works to maintain the meaning of the text while providing students with a grade level appropriate text.
Prior to choosing a curriculum to purchase, we should all take time to hear from others who are using the curriculum, explore the resources, ask questions, and reflect on whether or not this will benefit all students in our school.


If you have been to a music library, you probably know how difficult it is to locate a musical book or sound recording on your own. Music librarians are professionals who possess a broad musical knowledge, which they use to catalog and maintain musical collections, so they are easily accessible. With a passion for music and aptitude for libraries, you can find great fulfillment in becoming a music librarian.
What Do Music Librarians Do?
Although the basic responsibilities of music librarians vary from workplace to workplace, they generally:
- Organize and catalog musical collections – in large libraries, this may involve creating a computer-based catalog
- Coordinate the acquisition of musical records, books, journals, magazines and other library materials
- Answer questions from researchers, students and other library users
- Manage the rented-music inventory
- Ensure the library space is used efficiently and aesthetically.
Music librarians in supervisory positions also:
- Train and supervise library technicians and other staff members
- Formulate policies governing the acquisition and use of library materials
- Serve as music editors in libraries with in-house publications.
Music librarians typically work from 9am to 5pm, Monday through Friday. Those who work in education institutions may start their day at 8am and work half-day on Saturdays.
These professionals are based in libraries, where they may have small offices. Regular travel may be part of the day-to-day lives of librarians who are employed by bands and orchestras.
How much do music librarians earn in a year? Find out below:
$40,000 or more
It often takes a broad education in both liberal arts and music education to become a music librarian. You can begin by earning a bachelor’s degree in any of the following fields:
- Music History
- Music Education.
The degree will enhance your musical knowledge and can land you a music librarianship job in small libraries.
To work in large libraries, you will need to earn a master’s degree in library science or archives management. The Indiana University’s School of Informatics and Computing offers a graduate degree in Library Science with specialization in Music Librarianship, which you can obtain to make yourself the best candidate for the job.
It is also advisable to learn at least one foreign language.
To be a competent music librarianship practitioner, you need:
- Strong basic library skills
- An interest in music, recordings and books
- Excellent communication and people skills
- Superior cataloging, organizational and records management skills
- The ability to understand printed music formats
- Skills in publishing and marketing
- Good research skills
- Good skills in information acquisition
- Good skills in personnel management.
To advance in this career, you will need to improve your library management skills, broaden your musical knowledge and stay abreast of developments in the music industry.
To achieve this:
- Gain vast work experience
- Join the Music Library Association – the MLA offers music librarianship workshops, which are an important professional development resource.
The employers of music librarians include:
- Colleges and universities that offer musical programs
- Public libraries
- The Library of Congress
- Music publishing companies
- Radio and television station libraries
- Bands and orchestras
- Musical foundations and societies.
In time, librarians who work in small libraries can find jobs in large libraries with higher remuneration packages. Others can advance to become music library managers.
According to the Bureau of Labor Statistics, the employment of all librarians will grow by 7 per cent through 2022, slower than the 11 per cent average for all occupations. The best opportunities will be available to master’s degree holders.
So if you really love music and books in equal measure, then maybe you should become a music librarian.
Image: HVML News!


Improving careers education and guidance (CEG) – Self Evaluation
(Based on the Ofsted self evaluation framework – adapted by Andrew Walkling)
A The characteristics of CEG
- What are the main characteristics of CEG, particularly those that distinguish it from other departments?
- What features have changed since the last inspection?
- What levels of attainment do pupils have when they join your department?
B Monitoring and evaluation processes
- What steps do you take to monitor the performance of CEG?
- What steps do you take to evaluate the quality of teaching?
C The overall effectiveness of the department
- Is there any assessment and other performance data that tells you about the strengths and weaknesses of CEG?
- Considering this analysis, any other aspects of pupils’ achievements you consider important, and comparisons with other departments, what can you say about the overall effectiveness of CEG?
D Improvement since the last inspection
Taking into account the key issues and other headline judgements from the last inspection, and the internal and external evaluations you have undertaken since-
- What are the main improvements that have taken place?
- what has contributed to them?
- What remains to be done?
E Priorities for development
- What are the most significant educational priorities and targets for CEG?
- How are they decided and acted upon?
- How are their outcomes evaluated?
F Pupils’ personal development
- How do you keep track of pupils’ personal development in career learning?
- How well do you think their attitudes, values and personal development reflect the aims of CEG and the school?
G Teaching and learning
- How do you go about improving the quality of teaching and learning in CEG?
- How do you judge the impact of the CEG programme?
- Of which areas of teaching and learning are you most proud?
- In which areas does work still need to be done?
H What CEG offers its pupils
- How does CEG make sure that its curricular and other provision, in the broadest sense, matches the interests, aptitudes and special needs of pupils?
- What specific provision do you make for particular groups of pupils?
I Equality of opportunity
- How do you set about ensuring that CEG provides equal opportunities for all?
J Guidance and support
- What contributions do your procedures for caring for and supporting pupils make to their development of new knowledge, understanding and skills, and their personal development?
- How do you judge the effectiveness of these procedures?
K Partnership with parents
- How do you evaluate the effectiveness of the relationships CEG has with the parents of your pupils?
- How do you make use of the resulting information?
L Leadership and management
- What formal and informal methods do you have to help you understand how effective you and the other staff are in raising standards?
- How have these improved the way CEG is led and managed?
M The senior management and governing body
- How well informed is the Senior management and governing body about the work of CEG, including the outcomes of monitoring and evaluation?
- How well does the senior management and governing body use this information to shape and support the direction and provision for CEG?
How well are pupils taught? Impact on learning
Impact on learning and what makes it successful.
e.g. Are pupils interested, on task, bored, keen?
How well are literacy and numeracy taught?
e.g. Does dept. contribute to literacy/numeracy skills?
How well does teaching meet the needs of pupils?
e.g. Gifted, special needs, gender, etc.
How well do pupils make progress?
e.g. Present knowledge and discuss subject with students
e.g. Effective, clear objectives
Challenge, inspire pupils, expectations
e.g. Deepen knowledge/understanding
e.g. Range of strategies used in classroom
Management of pupils
Use of time, others, resources, ICT
e.g. Effective support
e.g. Use to assess pupils’ work, inform planning, progress, set targets
Use of homework
e.g. To support, extend learning


Targeted Instructional Support for Struggling Learners
Catapult Learning’s research-based Achieve™ intervention program in reading and math supports struggling learners with the foundational skills they need to be successful, given the higher level of rigor demanded by college- and career-readiness standards. The program’s systematic and explicit instruction reinforces essential skills and quickly brings students up to speed, positioning them for success when they return to school in the fall.
Math Instructional Intervention
Built on sound research conducted by the National Council of Teachers of Mathematics and the National Mathematics Advisory Panel, our AchieveMath™ instructional intervention program for K–12 students helps struggling learners build confidence and improve their math skills—from basic concepts and computation to problem solving, data collection, geometry, and algebra. Teachers use structured lessons that are carefully scaffolded to include intensive, systematic, and explicit direct instruction in concept development through modeling, guided practice, and independent practice and application activities. The program also features a variety of manipulatives across instructional levels, including two-color counters, fraction tiles, geometric solids, geoboards, and base ten blocks.
Reading Instructional Intervention
Designed to build foundational reading and writing skills for learners who have difficulty achieving at grade level, our AchieveReading Flex™ and AchieveReading High School programs strengthen overall aptitude through skill-based instruction. Using the gradual release of responsibility model, teachers lead students through carefully scaffolded lessons that include direct instruction, modeling, and guided practice, as well as independent practice and application activities. The programs feature structured lessons, a student anthology with a variety of age-appropriate fiction and nonfiction texts, and student resource books.
Ask Us About …
Catapult Learning offers the following program options for your summer school program.
ReadUp™ for Grades 2−5
Support your state’s early-grade reading initiative during Summer Journey. Catapult Learning’s ReadUp™ provides intensive skill instruction that helps students in grades 2−5 transition from learning to read to reading to learn.
Make Summer Journey even more effective by adding a blended learning component. Catapult Learning’s blended learning programs incorporate technology-based learning programs to facilitate differentiated and personalized learning while providing data to help inform instruction.
Summer Learning Resources
Engage your students in additional learning at home during the summer months. Catapult Learning’s Summer Learning Bags provide students and their families with a set of valuable tools and resources designed to offer hours of summer


ERIC Number: ED187588
Record Type: Non-Journal
Publication Date: 1973
Reference Count: N/A
The Arithmetic Project Course for Teachers - 7. Topic: Lower Brackets. Supplement: Using Centimeter Blocks to Introduce Prime Numbers to a Third Grade.
Education Development Center, Inc., Newton, MA.; Illinois Univ., Urbana.
This is one of a series of 20 booklets designed for participants in an in-service course for teachers of elementary mathematics. The course, developed by the University of Illinois Arithmetic Project, is designed to be conducted by local school personnel. In addition to these booklets, a course package includes films showing mathematics being taught to classes of children, extensive discussion notes, and detailed guides for correcting written lessons. This booklet contains exercises on the use of lower brackets, a summery of the problems in the film "Lower and Upper Brackets," and the supplement. (MK)
Descriptors: Algorithms, Elementary Education, Elementary School Mathematics, Elementary School Teachers, Films, Grade 3, Grade 4, Inservice Education, Inservice Teacher Education, Manipulative Materials, Mathematics Curriculum, Mathematics Instruction, Mathematics Teachers, Number Concepts, Prime Numbers, Problem Sets, Teacher Education
Publication Type: Guides - Classroom - Learner
Education Level: N/A
Sponsor: National Science Foundation, Washington, DC.; Carnegie Corp. of New York, NY.
Authoring Institution: Education Development Center, Inc., Newton, MA.; Illinois Univ., Urbana.


Combining the funniest stories, craziest creatures and zaniest rhymes, Dr. Seuss makes reading FUN!
Whilst everyone has heard of Dr. Seuss, here are some facts and figures that may surprise you!
- For example, did you know that Theodor Seuss Geisel, aka Dr. Seuss, is the world’s best-selling children’s author, having sold over 650 million books worldwide?
- The Cat in the Hat was the result of a bet! His editor challenged him to write a book using only 250 words. In the end he only needed 236!
- He won three Academy Awards and coined the term NERD, which first appeared in his book If I Ran the Zoo.
Not only do they make reading fun, below are 5 more reasons to love Dr. Seuss books!
1) THEY HELP DEVELOP READING SKILLS
Children learn to read through repetition – books such as Green Eggs and Ham with its limited vocabulary are perfect for this! The books feature playful rhymes and the use of words that both sound and look similar help reinforce learning.
2) THEY ARE PERFECT FOR RELUCTANT READERS
The Cat in the Hat contains 236 words, Green Eggs and Ham only 50. For children struggling to read, discovering a fun and engaging book where they know perhaps 80-90% of the words is a brilliant confidence booster.
3) THEY ARE GREAT TO READ ALOUD
The words, rhythms and rhymes have a musical sound and importantly are as satisfying to read as they are to listen to. Adults often naturally emphasize rhyming words or patterns and this can help children’s emergent literacy development.
4) THEY TEACH LIFE LESSONS
– Whether it’s taking responsibility for our planet:
‘Unless someone like you cares a whole awful lot, nothing is going to get better. It’s not.’
– Treating people with respect:
A person’s a person, no matter how small.’
– To being yourself:
‘Today you are you! That is truer than true! There is no one alive who is you-er than you!’
5) THEY MAKE GREAT GIFTS!
Whether it’s Dr. Seuss: A Classic Treasury for a christening, Green Eggs and Ham for a child learning to read, or Oh, the Places You’ll Go! as a graduation present, the books make great gifts, so whatever the occasion, celebrate with Dr. Seuss!
Theodor Seuss Geisel – better known to millions of his fans as Dr. Seuss – was born the son of a brewer and park superintendent in Springfield, Massachusetts, in 1904. After studying at Dartmouth College, in New Hampshire, and later at Oxford University in England (where he met his first wife Helen Palmer), he became a magazine humorist and cartoonist, and an advertising man. He soon turned his many talents to writing children`s books, and his first book ‘And to Think That I Saw It on Mulberry Street‘ was published in 1937.
His greatest claim to fame was the one and only ‘The Cat in the Hat’, published in 1957, the first of a hugely successful range of early learning books collectively known as Beginner Books. In all Dr. Seuss wrote more than 40 children’s books during a career that spanned over 50 years, picking up numerous awards, including two Emmy awards for television and a Pulitzer Prize Special Citation along the way.


The National Art Education Association (NAEA) Museum Division and the Association of Art Museum Directors have partnered to plan and implement a large-scale study examining the impact of K-12 single-visit field trips. The goal of the study is to explore how engaging directly with original works of art, within the distinctive physical and social setting of art museums and through constructivist pedagogies, might lead to or heighten a range of student outcomes. It is meant to begin to address the acknowledged lack of extensive, scientific research on learning outcomes in museums.
The Samuel H. Kress Foundation has provided a generous grant to support the planning year for this impact study, which began on August 1, 2014. NAEA and AAMD are now working closely with Randi Korn & Associates, Inc. (RK&A) to design the study during this planning year.
The planning year (2014-15) focuses on gathering information toward the development of a plan for conducting a multi-site research study. As part of this process, RK&A conducted a national survey of the field to identify the most representative characteristics of single-visit K-12 field-trip practices in art museums across the United States. Read the Executive Summary of this survey here.
For more detailed information on the NAEA-AAMD Research Study please visit the NAEA Museum Education Division website.
Image: The Museum of Latin American Art in Long Beach, CA purchased a school bus in order to expand access to field trips. Learn more in the story on AAMD's website and 89.3 KPCC. Image courtesy of the Museum of Latin American Art.


ERIC Number: ED473955
Record Type: Non-Journal
Publication Date: 2003
Reference Count: N/A
Teaching Strategic Processes in Reading. Solving Problems in the Teaching of Literacy.
Almasi, Janice F.
This book focuses on a key component of literacy instruction: helping children become thoughtful, independent readers who are able to use a flexible repertoire of reading strategies for comprehension and word recognition. The book presents research-based explanations and guidelines that culminate in a comprehensive strategy instruction model. It offers teachers in Grades K-8 classroom-tested ways to create an effective environment for motivated strategy use, combine explicit comprehension instruction with scaffolded support, and provide opportunities for students to verbalize their cognitive processes. The book is illustrated throughout with case studies. Also featured are samples of actual lessons, lists of recommended student texts, and excerpts from teacher journals and portfolios, as well as reproducible learning activities, graphic organizers, and assessment tools. Chapters in the book are: (1) What Does It Mean to Be Strategic?; (2) Assessing Strategic Processing; (3) Designing Effective Environments for Strategy Instruction: The Strategy Instruction Model; (4) Why Do Students Struggle with Comprehension?; (5) Strategy Instruction That Enhances Comprehension; (6) Strategy Instruction That Enhances Word Recognition; and (7) Teaching Strategic Processing Isn't Easy: Strategy Teachers' Development. Each chapter contains references. (NKA)
Descriptors: Case Studies, Classroom Techniques, Elementary Education, Graphic Organizers, Guidelines, Learning Activities, Literacy, Middle Schools, Reading Comprehension, Reading Instruction, Reading Processes, Reading Strategies, Teaching Models, Word Recognition
Guilford Publications, Inc., Dept. 3R, 72 Spring St., New York, NY 10012 ($28). Tel: 800-365-7006 (Toll Free); Fax: 212-966-6708; e-mail: firstname.lastname@example.org; Web site: http://www.guilford.com.
Publication Type: Books; Guides - Classroom - Teacher
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A


ERIC Number: EJ1126841
Record Type: Journal
Publication Date: 2017-Jan
Reference Count: 2
What's Lurking in Our Lake?
Peters, Mackenzie; Scott, Catherine
Science and Children, v54 n5 p66-72 Jan 2017
Computers, laptops, interactive whiteboards, and iPads make regular appearances in our daily lessons, but are they being used to their fullest potential? In an effort to use technology with students in a meaningful way, the authors incorporated a free app and online graphing resource into a second-grade lesson on the characteristics of a lake environment. The focus of the lesson was twofold: First, the authors wanted students to understand that many variables determine the characteristics of a lake; second, they wanted them to realize that the lake provides a home for many different organisms that they do not find on land. For the lesson, the authors used the Do it Yourself (DIY) Lake Science app, a free app created by The Lawrence Hall of Science. This kid-friendly app is designed for both iPads and iPhones and has three parts. In the first portion of the app, "Under the Lake," students manipulate different variables of the lake, such as the depth, the temperature of the water, and the temperature of the air around the lake. Students are able to see the impacts these variables have on each other and the environment as a whole. Students can then read about the scenarios they created in two ways. While students are manipulating the variables of the lake, descriptions pop up to explain what processes are taking place. If students want to investigate scenarios that they did not see, they can go to the "Learn" tab and read about the scenarios that way. Students can then go back and explore to see these scenarios play out. It should be noted that the text under the "Learn" tab is sophisticated, and students would require support from more advanced readers or from the teacher if they are in early elementary grades. For our lesson, we chose to have students focus on the "Explore" tab, where they would see physical representations of the lake that they could manipulate; however, older grades may choose to explore the more sophisticated vocabulary and concepts in greater depth. The second part of the DIY Lake Science app is the activities section. In this section, the app user is able to see 12 different activities that pertain to lake science, such as testing the clarity of water, measuring how many organisms are in a given area, making a lake and testing runoff, and testing the effects of pollution on aquatic bugs. Six of these activities are indoor activities and six are outdoor activities. Finally, the third section of the app is full of videos from various sources that cover specific topics of lake science, the interaction between lakes and people, and information regarding lakes around the world. The authors considered whether or not this lesson could be completed without the aid of technology, and they do think teachers could have success with less technology available. For example, in the event that the teacher has only one iPad or only computer access, the materials could be brought up on a large screen so that the class as a group can create a model of the lake, rather than in small groups like they did. Students could easily make graphs using grid paper to record their findings in the event that they did not have access to the graphing website. The authors present their lesson in this article, including assessment and challenges.
Descriptors: Technology Uses in Education, Grade 2, Computer Software, Elementary School Students, Science Instruction, Earth Science, Telecommunications, Handheld Devices, Climate, Teaching Methods, Vignettes, Vocabulary Development, Scientific Concepts, Lesson Plans, Access to Computers, Video Technology
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: email@example.com; Web site: http://www.nsta.org
Publication Type: Journal Articles; Reports - Descriptive; Guides - Classroom - Teacher
Education Level: Grade 2; Primary Education; Elementary Education; Early Childhood Education
Authoring Institution: N/A


On my ever-continuous journey to support my dear students to feel like they are all artists and all have the capacity to create something meaningful/beautiful/special/purposeful to them – and to ensure they never leave my room saying “I’m no good at art” – because as we know, there is so much more to art education than what is behind that statement! For my Grade 5 cohort (80+ kiddos) I created a pre-assessment in the form of an art-challenge that goes a little something like this:
1. Working alone or with a partner?
2. Choose a theme from this list (or use your own idea**): Being under pressure – It’s ok to be different – Connections – My personal history – What I wish people knew about me – My hope for the future is… – I want a world without… – What I wish adults knew about being a 5th grader…
**On a side note; some nifty themes the students came up with were: “My future, present and past”, “love”, “my personality”
3. Design and plan an artwork to show your thoughts / feelings / opinions on the theme
4. Let us know what materials you would like to work with
We used this planning sheet to guide the process: G5 art challenge planning sheet
Once planning sheets where signed off this is where I stood back, observed, took notes of strengths and areas where some may need support. It is during this “art challenge” where I saw self-management skills in action, where I see their ability to really flourish with making meaning enter into their artwork – it was like a rocket launching, I could not have slowed them down even if I had tried. I made so many new discoveries about my students, fascinating to witness. I saw where support will be needed in searching for ideas/inspiration, where specific art technique/application of materials will be required and which students may need additional help to find something meaningful, to drive their creative process.
Once the challenge was over, on the 4th lesson the students entered the classroom and completed a gallery walk writing one kind/positive comment on each of their classmates artwork. Then again, quite hands off, I encouraged them to write an artist statement to go alongside their artwork, with the simple prompt “Tell me about your artwork” (thanks @Naomifeil!). After the artist statements were written these became their scripts for their flipgrid videos.
Here are some examples followed by the matching artist statement:
Now, with the knowledge we have, we can enter into the longer inquiry of creating a WOW piece for our art exhibition under the Central Idea of “The creative process allows us to think like an artist by using the studio habits of mind”. Starting with individual goal setting using the Studio Habits of Mind. (More on this in another post).