The latest study in brain research gives greater understanding to how the brain responds to reading instruction. Stanford University Professor Bruce McCandliss and other colleagues from Texas and New York, used two different approaches to teach subjects a pretend language, simulating how a beginning reader would encounter novel words. The first instructional approach tried in this study was similar to the Structured Literacy method of instruction based on sound-letter patterns, the second was memorization, similar to the Whole Language approach to reading. The initial findings on how teaching methods impact the brain are:
Optimal activation in the brain occurs when instruction focused on the word’s structure/ reading the word phonetically (similar to Structured Literacy Approach).
Learning to decode through explicit instruction in sound-letter patterns activates areas the left hemisphere of the brain. The left side of the brain, is the center for language which is wired for reading and an area that shows high activity in proficient/skilled readers.
Whole word memorization, showed inefficient/less optimal brain activation, when used as a strategy to learn a new word (similar to Whole Language Approach).
Reading words through memorization, shows more activity in the brain’s right hemisphere. This pattern is consistent with struggling readers. Learning to read words by memorization did not show optimal brain activity.
Learning to read by sound-letter associations, positively impacts future reading of novel words.
Breaking down a word into individual phonemes (sounds), not only helps a child to figure out the word initially, but is shown to impact the future reading success of the word as well. Having tools to decode words is a transferable skill.
The method and delivery of phonics instruction should be intentional.
Not all phonics instruction is equal! The research shows the importance of intentionally directing the learner’s attention to the sound-letter pattern.
The Structured Literacy approach addresses all of the components that research shows is most effective in learning how to read! Working with professionals who have experience and are trained in Structured Literacy approach, can help your child become a proficient reader. Learn how Lexercise uses Structured Literacy to strengthen the brain and give your child a free dyslexia screener HERE!
Higgins, J. (2015, June 5). New brain study sheds light on how best to teach reading. Retrieved July 15, 2015, from http://www.seattletimes.com/education-lab/how-students-are-taught-affects-reading-efficiency-new-brain-study-finds/?utm_source=email&utm_medium=email&utm_campaign=article_title
Wong, M. (2015, May 28). Stanford study on brain waves shows how different teaching methods affect reading development. Retrieved July 15, 2015, from http://news.stanford.edu/news/2015/may/reading-brain-phonics-052815.html
In 2004, Jennifer joined Teach for America as a special educator where she taught kindergarten through fifth grade. Her passion for reading instruction led her to be trained in a program based on the Orton-Gillingham method. After achieving significant results with her students, she began conducting trainings to help strengthen other teachers’ reading instruction. “My motivation as a teacher is to share my love of learning, and my gift has been working with struggling readers. There is no better feeling than to help someone become a strong reader and independent learner.” Jennifer earned a B.A. in Global studies University of California Santa Barbara and M.S. in Special Education from Lehman College.


These are exciting times in the world of Aboriginal education. As calls escalate for profound changes to the current Aboriginal education model for on reserve students, the question is whether the federal government and Aboriginal people will seize the opportunity to raise the bar high and lead the rest of Canada in adopting 21st Century models of learning for band school students.
The most recent calls for change are found in the following three reports. First, in June 2011 the Auditor General of Canada Sheila Fraser issued her findings on the progress made in Aboriginal education since her 2006 report. Fraser states: “We found that, based on 2001 and 2006 census data, the education gap has not been reduced and Indian and Northern Affairs Canada (INAC) has only begun to implement a strategy for closing it.”
In December 2011 the Report of the Senate’s Standing Committee on Aboriginal People was released. Entitled Reforming First Nations Education: From Crisis to Hope the report called on the federal government to: 1) develop a First Nations Education Act; 2) improve the current funding model; 3) work in collaboration with the Assembly of First Nations to create a Canada-First Nations Action Plan for education reform; and 4) create a Task Force to oversee the work to be undertaken.
The National Panel on First Nation Elementary and Secondary Education for Students on Reserve, jointly created by the Harper government and the Assembly of First Nations, issued its report in February 2012. Nurturing the Learning Spirit of First Nation Students echoed the Senate Committee’s call for new legislation (National Aboriginal Education Act). It also called on the federal government to close the per-student funding gap between on reserve Aboriginal students and public education students, estimated by the Panel to be about 20%.
As support for change escalates, the federal government and Aboriginal people have an opportunity to create a state of the art education plan for on reserve students. This is the knowledge and digital age, and the growing numbers of Aboriginal students in Canada deserve to have access to modern learning and teaching practices, tools, and resources if they are to be positioned for success. Global research supports that 21st Century models of learning better engage students and lead to overall improvements in student achievement, including in literacy, numeracy and science.
In order to set the stage, the education plan needs to include a firm commitment by the federal government to invest in providing high quality connectivity to all Aboriginal communities in Canada. Second, the new legislation and education plan need to be founded on the principles of 21st Century models of learning. These principles include the teaching of 21st Century competencies and ensuring teachers adopt modern instructional practices, including the integration of technology with pedagogy. The education plan also needs to commit to creating ICT rich learning environments in band schools and providing both students and teachers with computers and other digital resources. The combination of providing connectivity to the Aboriginal communities and connecting students and teachers to the internet and other digital resources will transform the learning opportunities for Aboriginal students, especially those living in remote areas of Canada.
A 21st Century inspired education plan could position Aboriginal students at the head of the national education curve. The overall vision needs to be about positioning Aboriginal students to be successful in the knowledge and digital reality of the 21st Century while celebrating and integrating Aboriginal culture, language and traditional values into the education plan.
A recent announcement by the Harper government may be signalling a move in the right direction. $300 million is to be invested in improving connectivity to 68 Aboriginal communities in Saskatchewan. A February 10th announcement states: “The primary beneficiaries of this initiative are the over 15,000 students in 89 on-reserve schools…Innovation in schools, including reliable access to the Internet, is an important tool to help First Nation students reach their full academic potential and acquire the knowledge and skills required to compete in today’s labour market”….
These are indeed exciting times, and it is critical that the opportunity for meaningful reform and new investments in Aboriginal education be supported by all Canadians.


Monday, July 29, 2013
No Law Student Left Behind by Deanell Tacha.
Abstract: Dean Tacha examines legal education through the lens of the "no child left behind" discourse. Inspired by the controversy generated by this federal legislation focusing on elementary education standards, Dean Tacha evaluates legal education borrowing themes from the debate. She begins her analysis by acknowledging the critical role that lawyers play in modern society. Lawyers preserve the legacy of freedom and justice for all. A good legal education is an important component of protecting the rule of law for generations to come. Dean Tacha challenges legal professionals to come together in common cause to address the current models of legal education to better serve the profession, the nation, and the world for the future. As part of her analysis, Dean Tacha assesses the economic value of a legal education, the "teaching to the test" aspect of legal education, the need for legal education to prepare new lawyers for a rapidly changing legal environment while also instilling some of the age-old skills of the generalist lawyer, the role of the legal profession in shaping legal education, the role of lawyers in our nation and in the world, and how legal education can and should evolve to meet these challenges.


The Foundations program is a dynamic adaptive movement program for those participants facing the challenges of special needs. Based on the fundamental movement patterns of Gymnastics, this program can provide tremendous benefits for children with special needs. The Foundations program promotes and enhances gross motor skill development and physical fitness, and helps to increase a child's self-image and social skills. The physical activity and social interaction offered by the Foundations program can be very beneficial to the children and their families. Presented in a safe, fun, supportive manner the program allows each participant to move forward at their own pace. The Foundations program offers small class sizes and structures the class around the individual child's needs.
The benefits offered by the Foundations program can include:
Children suffering from physical impairments often have problems with motor skills in areas such as hopping, skipping and jumping. Involvement in gymnastics can help individuals develop and increase fundamental motor and physical fitness skills.
Developing a sense of self-esteem and confidence is an important part of childhood. Children need to be involved in environments where they feel that they are contributing successfully to a group. As a result of increased confidence and positive self-image, the child's abilities in other skill areas will also improve.
The hands-on aspect of gymnastics leads to cognitive skill improvement in children with special needs and allows them to discover and access strengths that cannot be challenged in a classroom or clinical setting. Gymnastics can be used as a tool for introducing and practicing self regulation and decision making, as well as allowing children the opportunity to verbally communicate and interact with peers through involvement in gymnastics.
The Foundations program offers classes to accommodate a wide variety of Special Needs including:
-Autism Spectrum Disorder
-Sensory Integration Disorders
-And many other
-55 minute classes
-Aid/parent participation required for each athlete during the class
-First class will be a 30 minute orientation (Parents, aids and athletes must be present at this orientation)
Children who are part of our Foundations program are welcome to join in any of our other programs such as camps and Drop-In, however they must be accompanied by a parent or aid.
If you are interested in enrolling in the Foundations program or would like more information please contact our Foundations Coordinator, Brandon Macdonald, at: firstname.lastname@example.org


Feeding our monkey friends…
How much fun we had!
The little ones were happy to feed the hungry monkeys and play monkey move games with friends . How awesome was it to know more about the world they live in as well as exercising of their physical bodies.
Tracing phonic /i/ on shaving creme.
Messy sensory play at its best.Shaving creme is great for exploration and provides endless opportunities for children to play and discover.
Space travelers today made a wowing galaxy in milky way. They were happy to sprinkle glitters on globe like circle and this eventually started to shine with glittering stars.
The kids were so happy to see something like stars shining before them. They were also excited to use their fine motor skills to sprinkle the glitters Well done kids!
Zoo animals cage craft was another way of showing their expressive art skills.
Kids colored their animals and later they put them safely in a cage .Good way to learn about the world they live in.
Our day started with Gym hour.
Physical activity, whether individual or team-based are great for the little ones as they help build children’s self-esteem, social skills, confidence and motivate them to excel in life.
Children always love to go in the ZOO.
But today instead of going in the real one, they made their own ZOO.
This sensory play was fascinating for them.
They used a paper plate and ribbon to make a perfect cage where they can place their favorite ZOO animals.
Little ones were so excited to put the ribbon in each hole in order to make a cage very safe for the animals.
There was wonder and amazement on their faces when they saw the result.
Such a great activity for developing their motor skills.
We love Arabic hour!
Today the little ones named ZOO animals on Arabic.
It was a great learning experience!
Kangaroo game was very good for their physical development as they had a baby kangaroo in pouch racing from one end to another trying to avoid all obstacles on their way.
Such a great activity for building their little bodies and muscles.
They learned that good physical skills are developing when they are less fearful and more active.
Kids numeracy skills are developing every day.
Today they were led to do some coloring.
They used their favorite color to make number 9 very colorful.
Creativity at it’s best!
Harness their energy!
Kids love to run and as they run, they learn to make the world a more active place. They had an activity today to harness their little energy. They disguised as little monkeys and were off to get some bananas from the tree. Yes!! I am a monkey and I got two bananas. What about you? Kids listen to instructions in order to get the tips for success which they got.
Play, create and explore!
Kids were given the opportunity to show us their skills in designing. They were directed to build a zoo with Popsicle sticks and a foam board. They were so much involved to have a beautiful outcome.
They love shaving cream Marbling. It is especially fun when they add colors to it. Kids added black paint to it to give the color of a zebra. It was black and white. Lovely art were made. They are passionate about art and creativity.
They ended the day with revision of letter /H/.


I was debating Computer-Based Maths education (CBM) with a sceptic before the summer and he brought up the analogy of music education to support various claims he was making of maths.
As I understood his central point it was that practising hand calculations is akin to practising music pieces--it's simply the way to learn to play. Also there was some attempt to draw the analogy between listening to music and CBM, whereas playing was like traditional hand-calculating maths.
I think music education can teach us quite a bit but believe his analysis and conclusions were wrong.
We need to start from outcomes. What do we hope to achieve from people learning maths and music?
For most people, music is enriching. And for some, generating that music adds enrichment. For a few, it may even be financially enriching too, if they become professional. But I don't think that latter case is why most people study music.
The objective of learning an instrument is to play music. And practising playing music is a direct requirement to achieve that. It usually starts very early--as soon as you can string notes together, you're off trying to practice simple pieces. You are also supposed to practice scales and arpeggios. In my case I wasn't very punctilious at scales, primarily because I didn't see the point. If it had been explained that getting really good at the Eb major scale would aid my playing of an Eb major Haydn piano sonata, I would have been much more interested. In fact no association was made between the scale being practiced and the key of the piece I was trying to play.
Back to maths. My argument for CBM is that practising hand-calculating doesn't relate to the real-world outcomes in any direct way. It's not akin to practising a piece of music because the real-world outcome is disconnected. In fact my adversary in the debate agreed completely with my analysis of real-world maths: that it's computer-based. He just believed practising hand-calculating was the way to get there. I don't. In fact for all the reasons I've gone into before, I think it's detrimental for a start because it de-prioritises much more important, much more real-world outcome-connected material.
Far from just learning that practice is important, we should learn from music education that repeated practice or experience of the actual outcomes (in maths--real-world problem-solving) is vital. CBM aims to do just that.
We shouldn't forget that one big difference between music and maths is compulsion. For the most part you only learn an instrument if you (and/or your parents) want to. Everyone is made to learn maths. In music if you want to play pieces, you need to practice them; that motivates you. In maths, if you have no idea why you'd learn it, can't see an outcome you're interested in, why would you practice? And in fact the practice prescribed is largely dissociated from outcomes you'll face; so you'd have a point!
There's something else music can teach us--about how assessment works. (Lord) Jim Knight pointed this out to me. At least in the UK, you take a "Grade" exam when you're ready, not along with everyone else whatever your level. The exams are closely tied to the outcomes, mainly playing pieces live to examiners. There's some sight-reading (you'll need that if you want to learn new things), some scales and some questions on listening to music. Most people do well in the exams because they're ready, yet they are still highly-regarded, not dumbed down.
Why not adopt this sort of model in maths?


My son has learning disabilities and an IQ of 56. He will be in the 6th grade and is reading at a 1.6 level. He should be reading at a 3rd grade level. I’ve requested help and all the school will say is that he is making progress. How can I get the school to teach him to read?
You are on the right track, but you do not have enough information and I am not the person the ask.
First: You need to be sure that the IQ test used was an appropriate one.
Some rely more on verbal abilities than others and sometimes that makes a big difference in the score achieved. You need to rule out that the 56 is not a measurement of the learning disability, rather than cognitive ability. A language disability or an auditory processing problem may need to be ruled out. Second…
Second: The full scale IQ score is not helpful in the case of a learning disability. You need to have the subtest scores, and thorough recommendations.
Third: It is extremely helpful to have a private sector evaluator state findings, and make recommendations for educational programming.
How to Find a Good Evaluator
Your state branch of the International Dyslexia Association may be able to give you the names of good evaluators in your area. Talk to someone on the board of the state branch.
There is a list of evaluators online, but all evaluators are NOT created equal.
Then call special education attorneys who represent parents, and advocates, in your state and ask them for the names of good evaluators. You will find lists here: http://www.yellowpagesforkids.com/ and here http://copaa.org/find/index.php.
Call the private special ed schools in your area that take students with learning disabilities and ask them for the names of good evaluators.
You will start to hear the same few names repeated. Choose from these. The best evaluator for the job may not be one that takes insurance.
Appropriate Reading Programs
The appropriate reading program for one student with a learning disabilities can be a poor choice for another student with learning disabilities. Ask the evaluator to name some appropriate programs. The evaluator is the best person to recommend programming and to comment on particular approaches that would not be appropriate for a particular child. The school is not required to use programs named by an evaluator, but if you hire a known expert, they would be foolish not to consider the expert’s recommendations for programming.
Understanding Your Child’s Test Scores
Also read this to be sure you understand the tests that have already been done http://wrightslaw.com/advoc/articles/tests_measurements.html .
The Legal Definition of Reading
Your son’s reading instruction so far may not have been complete. This is the legal definition of essential component of reading instruction:
The term ‘essential components of reading instruction’ means explicit and systematic instruction in-
(A) phonemic awareness;
(C) vocabulary development;
(D) reading fluency, including oral reading skills; and
(E) reading comprehension strategies.
It is also important to know if the IQ has dropped over time. This sometimes happens with inadequate instruction. The private sector evaluator should ask you for copies of all previous testing so that he/she can analyze and report on increases or decreases in skills over time.


Learning Teams were created based on a need identified in the Comprehensive School Improvement Plan (CSIP) developed in 2003-2004. Targeted goals were identified in the CSIP in the areas of reading comprehension, math, science, and technology. The question was how to address these goals in a way that would sustain growth over time.
The answer was to establish a Learning Community approach incorporating learning teams. A learning team is a group of teachers who teach a common grade or subject. They meet and collaborate throughout the year focused on ways to increase student achievement. Learning teams analyze classroom assessments and district test data, talk about instructional strategies, implement reading comprehension strategies across the curriculum, observe each other, and design professional development opportunities addressing individual needs. Learning teams are provided early dismissal time each month to work.
The Learning Community approach is a proven, research-based idea that promotes collaboration and a team effort to increasing student achievement. The results of implementing a Learning Community are impressive, but it takes a district and individual commitment to excellence. Our teachers have made this commitment to our students. Reading comprehension strategies are being used to increase and build skills in students. Our K-12 curriculum is continually reviewed and revised to be sure our students have the necessary foundation for whatever they choose to do after high school.
With the support of parents, teachers, and students, this Learning Community continues to thrive in the Independence Community School District!


About the Book
This book is a journey of discovery of the plant and animal communities that live along our coast from the sandy dunes to the clear blue green water. Many creatures live in that vital place where the bountiful ocean meets the land. The shallow waters provide the perfect environment for seagrass meadows and leafy algae gardens. These plants are the sheltering nurseries for larvae of countless marine species many of which become food for larger hungry fish, crustaceans, birds and land creatures. Our Australian shores are unsurpassed for their beauty and vast abundance of different creatures. Summer time swimmers at the edge of the water often have no idea of the life teeming in the water around their feet.
People too, are part of the complex interrelationship of all living things and the environment. Our survival depends on how well we conserve the system of life on Earth: the biosphere. In the last chapter we look at human ingenuity and some technologies and behaviours that are damaging the biosphere. We consider ways each of us can rethink our patterns of consumption to address these problems.
During 2013 and 2014 the author has worked with the River Rangers, Years Six and Seven Students at Ellenbrook Christian College and their inspired coordinator Cate McCullough, to observe and document the natural wonders of the coast. You are invited to learn about the animals and plants, that share the coast with us and rely on our life choices for their continued existence. This book covers: The Essential Biological Science Concepts, Science as Human Endeavour and Science Enquiry Skills within the Australian primary school curriculum. The Cross Curriculum Priority of Sustainabily is the underpinning theme of this book. Ocean and Coast is also available in eBook format for AU$5.36 Link: http://store-au.blurb.com/ebooks/489423-ocean-and-coast
Angela Rossen is an artist with over thirty years professional practice painting and exhibiting in Australia and overseas. Her main theme is the the beauty and fragility of the Ocean which she communicates through her works in a range of media. She also presents workshops in schools, creating biodiversity paintings as a way of involving children with the environment and conservation issues in a fun and educational way. Have a look at her website www.angelarossen.com


Welcome to Sounding the Somme, the education and outreach strand of the Somme100 FILM project.
Sounding the Somme is a music education project for secondary schools across the UK and beyond based on the iconic 1916 film The Battle of the Somme and its accompanying score by Laura Rossi. On this website you will find a series of creative composition projects and resources to use in the classroom. Check out the Showcase page to see the project in action
Watch our promotional film to find out more:
Throughout the 2016/17 academic year there will be 100 performances of the film The Battle of the Somme with live orchestra, including specific open rehearsals for schools. Click here to find out if there is a screening near you.
Sounding the Somme is our chance to keep the story of WW1 alive and to remember and reflect through music created by young people a hundred years on.
The Animate Orchestra took part in the project recently. Check out the video to hear their story. (don’t forget to check out the showcase page for more!)
If you need any further advice or guidance on any aspect of Sounding the Somme please email us at: firstname.lastname@example.org
This project is in partnership with the Imperial War Museums and funded by the Heritage Lottery Fund and the Arts Council of England.
Copyright belongs to Sounding the Somme and Somme100 FILM unless otherwise stated.
All materials and resources have been written by Ellen Thomson and Laura Rossi unless otherwise stated.
The materials may be downloaded, photocopied and reproduced for educational purposes.
All details are correct at the time of release.


Phonics Trees 50+ Practice Pages That Help Kids Master Key Phonics Skills and Become Better Readers, Writers, And Spellers, by Rhodes, Immacula
Note: Supplemental materials are not guaranteed with Rental or Used book purchases.
- ISBN: 9780545541350 | 0545541352
- Cover: Paperback
- Copyright: 6/1/2013
Give children playful opportunities to master must-know phonics skills with this innovative collection of "phonics trees!" These systematic reproducibles give kids plenty of practice with short vowels, long vowels, blends, digraphs, diphthongs, and more. This book is an easy way to improve every student's reading, writing, and spelling skills. A great way to get kids on target to meet the Foundational Skills for Reading outlined in the Common Core Standards!


Beyond Universal Access to Elementary Education in India: Is it Achievable at Affordable Costs?
Investment in secondary schooling in India has been neglected for many years. Since the 1990s most emphasis has been on universalising access to elementary schooling, a task that remains far from complete. Under the 11th National Plan Rastriya Madhyamic Shiksha Abhiyan (RMSA) has been launched to increase access to grade nine and above. This research monograph explores some of the key issues in managing the growth of secondary schooling. These include the constraints on expansion that arise from current levels of elementary school graduation, the costs and affordability of secondary schooling, the infrastructure needs, and increased teacher supply. Policy dialogue around secondary school expansion is a central concern if India is to close the gap between itself and China and other rapidly developing countries in educating most of its population beyond the elementary level.
K. M. Lewin. Beyond Universal Access to Elementary Education in India: Is it Achievable at Affordable Costs? In: CREATE Pathways to Access Series, Research Monograph Number 53. (2011) 1-44. ISBN 0-901881-60-0


UGC NET Education Exam Scheme & Syllabus is being described below as per which the candidates can prepare for the exam well. UGC NET Code 09 Syllabus details for both Paper 2 & 3 will include several topics which are to be prepared at the level of UGC Level. UGC NET | CBSE NET Education Exam is the important competitive paper for which the study is really important part.
Check below and schedule accordingly the study for UGC NET exam so that no inch of miss occurs from your side in the exam.
UGC NET Education (Code 09) Exam pattern:
|Objective Type Paper
||10 Short Essay Questions
Exam Syllabus: For Paper II-
Sociological Foundations of Education: Relationship of Sociology & Education, Meaning and nature of educational sociology, education and relation with everything, socialization of child
Psychological Foundation of Education: Relationship of Education and Psychology, Process of Growth and Development, theories of intelligence, learning & motivation, theories of learning, personality, guidance
Philosophical Foundation of Education: Relationship of education & philosophy, western schools, Indian schools, contributions of Tagore, Gandhi, Modern concept of philosophy
Methodology of Educational Research: Nature & Scope of educational research, need, meaning, purpose, scientific inquiry, identify problem, data collection, sampling methods, characteristics of good research tool, questionnaire, tests & scales, descriptive research, laboratory experiment, field studies, historical research, analysis of data
For Paper III, the syllabus covers-
Unit I: Indian schools of Philosophy, Western schools of Philosophy, Contributions of Indian Thinkers
Unit II: Meaning, nature, education, education of socially & economically disadvantaged section, social change, social equity
Unit III: Process of Growth & development
Unit IV: Intelligence, Learning, motivation, theories of learning, Gagne’s hierarchy of learning, learning factors, learning transfer
Unit V: Personality type, process of adjustment, mental health
Unit VI: Concept & principles of guidance & counseling, Guidance of tools & techniques, organizing guidance services
Unit VII: Concept of population & sample, assumptions, differences
Unit VIII: Descriptive research, qualitative research, experimental research
Unit IX: Universalization of elementary education in India, vocationalisation, educational administration, distance education
Unit X: Construction & Development of Curriculum, Curriculum evaluation including formative, interpretation and summative
In other part of Paper III, elective subjects are asked in the exam for which the syllabus is mentioned in the given below PDF.
UGC NET Education (Code 10) Syllabus DOWNLOAD


While coaching we regularly observe a child that will “W” sit. For those of you that are not familiar with this term it is when an individual sits on their knees with their bottom in the center and their calves planted outwards creating the effect of a W. It is a position in which the hips are placed at the extreme limits of internal rotation, predisposing the child to future orthopedic problems.
As a gymnastics coach this position is of concern as it complicates some of the basic foundational skills that we teach. For a child that is a habitual “W” sitter a simple straddle sit is very difficult. The legs will not widen and the knees and hips roll inward making this a very challenging position and often painful when attempted. It is obvious at this point the muscles have tightened and will now require daily stretching to correct. There are numerous skills affected too many to list.
As a child develops there are several future concerns if they continue to sit in the “W”.
1) The risk of hip dislocation.
2) Major muscle groups that are placed in this position begin to shorten and tighten especially the hamstrings, adductors and Achilles tendon.
3) Compromises balance development as the trunk muscles are not challenged and balance reactions are not needed.
4) Midline orientation is avoided. Children naturally begin to bring their hands together at the midline to manipulate objects but a child who regularly “W” sits is discouraged from engaging in this important milestone. Instead they will chose the right or left sided of their body and hands, which disrupts the development of more advanced motor skills.
Suggestions to those of you that observe a child sitting in “W” position encourage them to sit butterfly this will get the hip flexors stretching in the right direction.


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The Spalding Method
Transcript of The Spalding Method
The Spalding Method was created by a teacher who taught in Mississippi, California, and New York public and private schools. This teachers name was Romalda Spalding.
Mrs. Spalding studied under Dr. Samuel Orton (neurologist) and later adopted his whole class instruction to her own ways.
She then used her multisensory method teaching children at Harvard Children's Hospital in Boston, MA.
Later on she published the first edition of "The Writing Road to Reading" in 1957. This is the main tool for the Spalding Method.
This method uses explicit, integrated instruction and multisensory techniques to teach spelling, writing, and reading.
She finally went to certify 14 teachers in the Spalding Method in the 70's-80's.
Usage in the Classroom
Designed for grades kindergarten through sixth grade.
Students work on spelling, writing, and reading for 90-120 minutes a day.
Spelling: the students are taught to use a basic marking system to connect speech sounds to print. In order to do this they must first separate words into syllables and mark in notebooks which will eventually form a personal glossary of marked words. The spelling section also teaches students to read and write 70 common phonograms and how to blend them into high-frequency words.
Usage in the Classroom
Writing: the students practice using high-frequency words. The goal of this section is to work from composing sentences and paragraphs to writing stories, plays, poems, and research reports. The students will work in a focus of writing types, attributes, and structure.
Reading: The emphasis in this section is text structure, listening, and reading comprehension strategies. The students use what they learn about other words to read new words. The selections provided come from classical literature, biographies, poetry, and science.
This method uses trade books instead of Basal readers.
Learning with a child-centered approach.
Using multisensory instruction.
Encouraging higher-level thinking.
Achieving quality work.
Recognizing the value and importance of tasks.
Integrating language arts into all curriculum areas.
Savage, John F. "Approaches to Teaching Phonics: Embedded and Direct Instruction Pg. 133." Sound It Out!: Phonics in a Comprehensive Reading Program. 3rd ed. Boston: McGraw Hill, 2007. Print.
Spalding method is based on both small and whole group instruction.
Research shows that this method is successful with diverse students including learning disabilities, and ELL students. Daily observation and assessment helps determine how to meet needs.
The Spalding Method is scientifically based content and methodology.
Tools used: 32 weeks of lesson plans, lesson plan templates, recommended literature lists, Spalding phonogram rules and cues, Spalding checklists, Spalding Spelling assessment, home educator kit, and an online course.
MILA Part 1: provides knowledge and skills necessary to implement WRTR in a variety of settings.
MILA Part 2: expands knowledge of scientifically-based language arts content and methodology.
Coaching Course 1: designed for individuals currently coaching Spalding teachers or those who may wish to do so in the future. It is designed to help you meet the challenges involved in mentoring your peers.
Parent Course: designed to explain the program to parents in simple terms.
Professional Development: this is for teachers that complete course 1.
Spalding Authorized Tutor: Must have a high school diploma or GED. Must complete WRTR 1 or MILA 1 with a grade A. Then you must send in an application and pay the fee.
Spalding Certified Teacher: Must have a bachelor's degree from an accredited college or university. Must complete WRTR 1 or MILA 1 with a grade A. Must have a minimum of 1 year of implementing the WRTR. Must complete WRTR 2 or MILA 2 with a grade A. Send in an application and the fee.
Spalding School Accreditation


The National Policy on Education was framed in 1986 and modified in 1992. Since then, several changes have taken place that calls for a revision of the Policy. The Government of India would now, like to bring out a National Education Policy to meet the changing dynamics of the quality education, innovation and research, aiming to make India a knowledge superpower by equipping its students with the necessary skills and knowledge and to eliminate the crunch manpower in the field of science, technology, academics and industry.
The Ministry of Human Resource and Development website talks about ‘Themes and Questions for Policy Consultation on School Education. The entire document highlights the changes in elementary education, improving the drop out ratio in the school, strengthening of vocational education, reforming school examination systems, revamping teacher education for quality teachers, accelerating rural literacy with special emphasis on women, SCs, STs and Minorities through adult education and National Open Schooling system to ensure proper education system in the country.
Ensuring learning outcomes
As per the document, despite improvements in access and retention in elementary education, the learning outcomes for a majority of children continue to be an area of serious concern. According to a research, children are not learning the basic skills during their schooling. Many children who reach grade V cannot even read and do simple arithmetic calculations. The states are implementing reforms such as early grade reading, writing, comprehension and maths programmes in conjunction with defining and measuring learning outcomes. The NCERT has completed three rounds of National Level Achievements Survey for Classes –III, V, & VII/VIII. States have been given funds to conduct state-level achievements surveys.
With Universal Elementary education becoming a reality, near universalisation of secondary education is the next logical step. Further, universalisation of quality secondary education implies creating secondary schooling provisions of a defined standard irrespective of the location and management of the institution to accomodate all those eligible grade VIII and grade X students, who are willing to participate in the secondary and higher secondary education.
A wide range of centrally sponsored schemes are being run by different secondary school institutions and bodies so as to ensure greater geographical coverage, social and gender inclusion and use of ICT for quality enhancement.
Emphasising vocational learning
A knowledgable and skilled workforce is seen as the most important human capital required for the development of a country. Both vocational education and skill development are known to increase productivity of the individuals, profitability of employers and national growth. Vocational education aims to develop skilled manpower through diversified courses to meet the requirement, primarily in the unorganised sector and to inculcate self-employment skills in children through a large number of diversified vocational courses. Only 7 to 10 per cent of population is engaged in formal sector of economy. The development of vocational education will provide skilled labour force in the informal sector which would further enhance the productivity.
Examination reform that focus on problem solving, critical thinking and reasoning skills are critical to improving quality at the elementary and secondary levels. Such reforms will change the teaching and learning processes. CBSE has introduced a wide ranging examination reforms in schools affiliated to it, like for eg the class X board exams has been made optional, a system of grading in place of marks has been introduced. Comprehensive Evaluation has been strengthened so that the students are accessed on an ongoing basis for their holistic development. State Boards have also made efforts to update curriculum and impose examination systems.
Quality of teachers has been a major cause of worry in the education system and one of the basic pre-requisites to improve quality. Competence of teachers and their motivation is crucial for enhancing it. Several initiatives are being taken for addressing the shortage in number of teachers, shortages of secondary school teachers in mathematics, science and languages, improving the pre-service teachers and in-service teachers professional development, enhancing the status of teaching as a profession.


The Chall-Popp Phonics program was created because more than 70 years of research has shown that children who learn phonics achieve better scores on tests of word identification, accuracy of oral reading, silent reading comprehension, and fluency than those who do not learn phonics.
The instructional design of Chall-Popp Phonics was guided by research on prerequisites to reading: phonemic awareness and visual discrimination, phonic generalizations and word patterns, syllabication, the study of affixes, and automaticity. Teachers are alerted to the prerequisite skills, outlined by Helen Popp, that may slow down the student's progress in acquiring reading skills. Those explicitly addressed in Level A (kindergarten) include instructional vocabulary; concepts about letters, words, sentences, and stories; the concept that print represents sound in a left to right, top to bottom sequence; and motor skills (letter tracing).
Research also guided the creation of the pages in the Chall-Popp Phonics student books. Formats for pages were tested informally with students and teachers in selected Cambridge, Massachusetts, schools; teachers who have used the program also provided feedback and were helpful in making decisions for the latest edition. Research has also shown that a teacher is critical to the success that students achieve in learning to read. John B. Carroll concluded that teachers who understand the fundamentals of the relationship of print to speech will be better equipped to help all their students. The teacher's editions of Chall-Popp Phonics have been designed and written to provide specific background phonics information on every page for teachers who may not have had the advantage of formal study in teaching phonics .
The Chall-Popp Phonics student edition takes a systematic approach to direct phonics instruction and has been a teacher favorite for years. A student-friendly book design and a variety of stories and characters keep students in third grade engaged and ready to learn. Instruction and practice develop skills in phonics and word structures. Magazine-like articles give students a chance to apply phonics to nonfiction reading. Students build vocabulary with lessons in synonyms, antonyms, and homonyms, and they learn to use the dictionary. Every unit ends with a two-page Progress Check. Use them for additional activities or to assess each students gains in phonics knowledge and reading ability. Take-home Booklets in this book introduce students to folktales from around the world.
Continental Press has expanded its product offerings to support students in key curriculum areas and at many levels of learning. We offer exceptional materials for students, parents, teachers, and administrators at fair and affordable prices.
We publish programs in a variety of subject areas, including:
-Content Reading in Geography, Mathematics, Science, & Social Studies
A teachers guide or answer key is sold separately. Visit continentalpress.com for details.
"synopsis" may belong to another edition of this title.
Book Description Continental Press, 2007. Paperback. Book Condition: New. book. Bookseller Inventory # M0845434829
Book Description Continental Press, 2007. Paperback. Book Condition: New. Never used!. Bookseller Inventory # P110845434829
Book Description Continental Press, 2007. Paperback. Book Condition: Brand New. 160 pages. 10.60x8.40x1.00 inches. In Stock. Bookseller Inventory # 0845434829


M.A. in Elementary School Teaching
Interdisciplinary and Inclusive Education
College of Education
Education--Data processing; Universities and colleges--Curricula
Elementary Education and Teaching
One of the most relevant issues facing schools today is the incorporation of technology into classroom instruction. The literature reveals that knowledge is the most critical factor which determines the degree to which teachers integrate technology into their instruction. Teachers with high levels of anxiety are less likely to integrate technology into their curricula. Elementary school teachers are not generally comfortable and skilled in the use of instructional technology and are therefore unable to exploit its potential. It was the purpose of this study to define whether or not there is a need for undergraduate teacher education programs to further evaluate their programs to see if they are preparing teachers with the technology understandings they need. This study consists of an investigation of the technology-related courses and experiences in five undergraduate teacher education programs. A Likert-type scale was used to rate the level of technology included in the required education courses, as well as in the general and electives courses. An overall rating system was developed to measure the strength of technology within the educational framework of the program as well as the strength of technology within the overall program. The investigation results indicate that there is a strong need to further evaluate the level of technology involvement in undergraduate teacher education programs.
Mandes, Julie R., "An investigation of the technology-related courses and experiences in five university undergraduate teacher education programs" (1997). Theses and Dissertations. 2078.


MA Reading Education
Language, Literacy, and Sociocultural Education
College of Education
Reading (Elementary); Developmental reading; Reading comprehension
Elementary Education and Teaching
The research case study was conducted to explore how Close Reading Strategies support 3rd grade Basic Skills students' comprehension. The purposes of the study were to first determine if utilizing the rereading and text questioning strategies would support students' comprehension while reading complex texts. Secondly, to determine if annotating in the margins of the text would support comprehension as the students reflected on their thinking. The students were of varying abilities of below grade level readers and one student was an ELL below grade level and challenged by language meaning difficulty. The students were reading on an end first grade level with comprehension difficulty. The study revealed that rereading was of a significant support to comprehension as the strategy enabled students to gain additional meaning of the text and vocabulary each time the texts were read. The text questions enabled students to determine a starting point for rereading and used the questions to navigate the texts to provide evidence for responses. Finally, annotations posed a challenge as the students demonstrated significant metacognitive deficits hindering their ability to utilize the strategy. This strategy was determined to be developmental and to be used when appropriate to cognitive ability. Implications for teaching Close Reading strategies to elementary students are discussed.
Houck, Loretta Cecilia, "An exploration of close reading strategies and 3rd grade comprehension" (2017). Theses and Dissertations. 2350.


The Royal Wolverhampton Primary School follows and enhances the National Curriculum laying firm foundations in the core subjects of English, Mathematics, Science and Computing.
We mainly use the Letters and Sounds phonics scheme, supplemented with Jolly Phonics as an additional learning resource. Similarly, we use a combination of two reading schemes – primarily, the Oxford Reading Scheme and PM Reading Scheme.
At the heart of all our teaching sits a more diverse and enriching wider curriculum for both Key Stage 1 and Key Stage 2 resourced through Cornerstones – a dynamic and interactive approach to learning that deepens understanding and harnesses the children’s enthusiasm for what is being taught.
Cornerstones is a specific approach to learning applied across all subjects and Primary year groups and summarised in four key stages as follows:
Engage – Providing a context the learning; asking questions to provoke thought and interest; linking what is being taught to the children’s own personal experiences.
Develop – Teaching knowledge whilst demonstrating new skills and allowing time for consolidation and mastery; providing opportunity for making and doing; embedding reading, writing and communication across the curriculum.
Innovate – Presenting imaginative scenarios that inspire children’s creative thinking; encouraging creative responses and independent thinking; allowing time for children to absorb knowledge, understanding and skills.
Express – Supporting self-evaluation through talking thinking; encouraging reflection and celebrating success.
Our Reception class follows the EYFS curriculum covering:
During their year in Reception each child is assessed against the Early Learning Goals (ELGs) and as the year progresses class teachers talk to parents about how children are developing in relation to these goals. These are then reported against at the end of the year.
Much of the school day in Reception class centres around play; though it is carefully designed to facilitate learning along the way. We aim to capture their imaginations and inspire them from very early on. Wherever possible we will follow their interests and passions while still making sure that the full breadth of curriculum objectives are delivered. Children at this age are naturally inquisitive and want to explore and we are there to help them become confident and resilient learners.
All National Curriculum subjects are taught throughout the school in both KS1 and KS2 with the core subjects being given appropriate emphasis. We operate many different types of teaching strategies allowing for class, group and individual activity but are always mindful of the needs of each individual.
French and swimming is introduced from Reception onwards and music is taught by music specialists from the earliest stage so it is no surprise that music is an integral part of School life with many children playing at least one instrument and musical productions featuring prominently in our termly calendar of events.
In Years 1 and 2, the children work on the National Curriculum, with particular focus English, Maths and Science. The Foundation Subjects of ICT, history, geography, music, PE, art, and design technology are also studied as well as RE and PSHCE (Religious Education and Personal, Social, Health and Citizenship Education). This phase of their education is called Key Stage 1 and the children are formally assessed at the end of Year 2 with their levels of attainment reported to parents.
In Years 3-6, the children continue to work on a broad and balanced curriculum, with an increasing emphasis on teaching the Foundation subjects as topics in their own right, though a thematic approach is frequently used where, for example, a factual history topic could also involve creative writing, use of technology and art.
At the end of Year 6 the children take SATs (Standardised Attainment Tests) in English, Maths and Science and these results are communicated to parents along with the annual reports in the appropriate year.
The member of staff to contact for more information on our Primary School Curriculum is Mrs Kathy Jefferson. Email Mrs Jefferson


There are strengths and weaknesses in relying on learning styles or learning preferences for educators, parents, mentors and learners. A careful evaluation of the underlying purposes to understand one’s learning preference should be considered while gaining a knowledge of the learning style. Many educators may use the learning styles to help aid in their teaching while some researchers debate on the effectiveness of this dependency on a methodology.
Relying too heavily on a learning style can cause dilemmas for students as they may refuse to reach for additional opportunities to learn which may be outside of their comfort zone. Study skills become a crutch and an excuse instead of an asset. This approach can even create pre-conceived ideas when it comes to learning, boxing individuals into a stereotype or a label which shackles the learner. Students have even been noted to blame failure for learning a concept or within the confines of a learning experience on how the information was presented, differing from their preferred learning style, using it as a type of self-fulfilling prophecy.
Educators also contribute to the weaknesses in learning styles as they may or may not favor one style over another. Teachers may have a tendency to cater to the educational needs of students who favor the same learning preferences as the educator. Sadly, there can even be favoritism while instructors continually indulge a favorite student’s learning style. Lastly, educators, with generally good intentions, determine to strengthen the weaknesses of students.
In contrast the strengths balance the scale for the use of learning preferences as the methodology aids individuals in an understanding of themselves as learners and increases self-awareness. Learning styles, additionally, increase self-esteem, learning effectiveness, motivation and even retention, giving learners a locus of control in educational environments. Using these styles, students may even morph an inactive learning situation to a more active and engaging opportunity (Wood, 2017).
For educators, using learning styles or preferences provides a foundation for conversations with students with a common vernacular. Students and teachers bridge generational gaps to arrive at a mutual understanding. Instructors may use this language to assist students in comprehending their learning capabilities and even promoting a continued effort to assume responsibility for their learning.
Teaching strategies may be built upon the understanding of learning styles, promoting a variety of experiences to learn which in turn avoids a point of boredom from repeated instructional usage. The classroom, in turn, changes into a hands-on laboratory, encouraging learners to expand their preferences, test new hypothesis and even link prior knowledge to new knowledge through scaffolding. Through this usage, students feel empowered in their learning process.
For other learning styles: MBTI Learning Styles – A Practical Approach Available in paperback; Kindle; and pdf versions
Wood, D. (2017). Reasons to Incorporate Learning Styles in Teaching. Retrieved from http://study.com/academy/lesson/reasons-to-incorporate-learning-styles-in-teaching.html.
By Tracy Atkinson
Tracy Atkinson, mother of six, lives in the Midwest with her husband. She is a teacher, having taught elementary school to higher education, holding degrees in elementary education and a master’s in higher education. Her passion is researching, studying and investigating the attributes related to self-directed learners. She has published several titles, including The Art of Learning Journals, Calais: The Annals of the Hidden, Lemosa: The Annals of the Hidden, Book Two, Rachel’s 8 and Securing Your Tent. She is currently working on a non-fiction text exploring the attributes of self-directed learners: The Five Characteristics of Self-directed Learners.


- Led by LGMA
The Irish Folktales demonstrator aims to promote the richness of Ireland’s storytelling tradition in an online educational context and, within the broader context of the EuropeanaSpace Project, to demonstrate the potential that cultural heritage and creative industry partnerships can have.
The folktales are presented in a digital application, a relevant and accessible format to connect ancient folktales with a modern, digitally literate audience. Valued-added elements, such as audio, historical context, lesson plans, interactives and user upload, enhance the primary content and enrich the user experience. Interactive elements allow the user to create a personal story.
Poetry and folktales used in the demonstrator:
- The Stolen Child, by W.B. Yeats
- The Fairies, by William Allingham
- The Children of Lir
- The Cattle Raid of Cooley
Newly created illustrations were designed for the demonstrator and audio and video recordings by storyteller complement the resources.
The Local Government Management Agency of Ireland, which leads the Demonstrator, is working in partnership locally with teachers, historians, artists and multimedia professionals to develop these elements. The Irish Folktales application enables educators, in the broad sense of the term, to engage with digital technologies and facilitate their use within the learning environment, increasing digital literacy development generally. At the same time, it demonstrates the potential use of digital cultural content and Europeana to creative industries.


Seville, the capital of Andalusia, is the fourth largest city of Spain with 703,000 inhabitants. Its most famous music festival, the Bienal de Flamenco, showcases a musical genre that was recognized as UNESCO Intangible Cultural Heritage in 2010.
The history of Seville dates back more than two millennia. The remains left by various civilizations have given Seville a distinct character and a large and well-preserved historical centre with its most significant buildings declared as UNESCO World Heritage Sites. Seville also has three universities with over 80,000 students.
Seville plays a leading role as an administrative and economic centre of southern Spain. In addition to its longstanding tradition in the aerospace industry, the economic activity of Seville is now dominated by the service and tourism sector which represents a significant share of the local economy. Other highly developed sectors in the city are specialized technical services such as architecture, engineering, and the creative and cultural industries, which have demonstrated their great potential.
Indeed, the city is a highly recognized centre of creativity and musical activity. Seville reflects centuries of musical tradition and influence on a global scale. Music is everywhere in the city and engages everyone. From symphonies, operas and public open spaces dedicated to music, to foundations, youth organizations, schools and conservatories: the city offers all of its citizens a way to become involved in creating and appreciating music. The city continues to support and boost this industry with great pride.
As a Creative City of Music, Seville envisages:
- organizing activities throughout the city to reach a wide range of population groups;
- collaborating with local institutions and supporting initiatives from the local music scene;
- promoting musical exchanges with the other Cities of Music in order to create opportunities and possibilities for the international promotion of musicians;
- fostering cultural tourism as a factor of sustainable development;
- exchanging know-how, best practices and expertise between cities on music education;
- establishing an international cooperation network in order to develop programmes encouraging mobility for artists; and
- stimulating broad cooperation between musical actors from the public and private sectors of all Cities of Music.


Music Makes the Brain Grow Stronger
A recent study found that musical aptitude seems to have a relationship with reading ability. This study directly relates literacy with inherent musical aptitude that the researchers are able to measure, which is something that you’re born with and that does not magically appear by listening to classical music on repeat. While they do examine the inherent musical aptitude, the study suggests that we might be able to prescribe some sort of musical curriculum that could potentially improve literacy in children. So, yes, all those weird to-be-moms holding heavy duty headphones up to their baby bumps blasting Mozart may be on to something.
This study prodded at the likely relationship by examining 42 normal hearing children. Each child was tested on their reading ability as well as their musical aptitude (specifically whether they can distinguish different melodies and/or rhythms). During the musical aptitude tests, brain stem activity was measured as well. After collecting all this data and completing a few statistical measures, the researchers discovered a significant relationship between musical aptitude and reading abilities.
How did the researchers end up at this finding? Well, when presented with rhythmic sounds or a melody, children with poor reading skills had less brain activity compared to those with higher reading ability. In the study, it appears that both rhythm and tone have a correlation with reading. The results show that there are “common neural and cognitive mechanisms for reading and music abilities that may operate, at least in part, via corticofugal shaping of sensory function.” They were even able to conclude that musical aptitude is estimated to predict about forty percent of the difference in reading ability between children.
Impressive, no? If researchers, educators and parents take this information to heart, we may have some super species of musical and well-versed children on our hands. But in all seriousness, this study does conclude that if we can pinpoint the parts of the brain that connect music and reading skills, we could definitively show the strong relationship between musical aptitude and reading ability.
If the relationship is concrete, maybe more arts and music education would be worked into public and private schools to improve literacy in children. And what a fine world that would be.


Major reviews of reading not only agree on the key components of reading programs – the five ‘keys’ to reading – but also the most effective way of teaching them. They find that explicit or ‘direct’ instruction is the most effective teaching method, especially for the fundamental code-based components ―phonemic awareness and phonics.
According to Professor Keith Stanovich, “That direct instruction in alphabetic coding facilitates early reading acquisition is one of the most well established conclusions in all of behavioural science.”
Explicit instruction is a teaching model, rather than a specific teaching program. Explicit instruction has the following characteristics:
Explicit instruction in phonics
A specific form of explicit instruction has been found to be most effective for the teaching of phonics — a systematic synthetic phonics (SSP) approach, in which letter–sound correspondences are taught in a clearly defined sequence, and the skills of blending and segmenting phonemes are assigned high priority. This approach contrasts with the less effective analytic phonics, in which the phonemes associated with particular graphemes are not taught in isolation (i.e., outside of whole words). In the analytic phonics approach, students are asked to analyse the common phoneme in a set of words in which each word contains the phoneme being introduced. Even less effective is implicit or incidental phonics instruction, in which letter-sounds are taught only in the context of guided text-reading.
The links below provide information about the evidence base for explicit instruction in general and for phonics in particular.


College Entrance Exams
In 8th grade, students will take the Pre-ACT Explore. "Taking EXPLORE® in 8th grade tells you things you need to know—to plan your high school courses, prepare for the ACT, or choose a career direction."
Students will take the Explore assessment in the the Spring semester of their 8th grade year. They are assessed in English, math, science and reading. Upon getting results back from ACT, students are given information regarding how they performed in each subject area, a rating on their current college readiness, and recommendations for career aptitudes as determined by how students did on each section of the assessment.
Below, you will find an image that the students will also see when they get their results back.
In 10th grade, students will take the Pre-SAT. "The Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT) is a program cosponsored by the College Board and National Merit Scholarship Corporation (NMSC). It's a standardized test that provides firsthand practice for the SAT®. It also gives you a chance to enter NMSC scholarship programs and gain access to college and career planning tools. The PSAT/NMSQT measures:
- Critical reading skills
- Math problem-solving skills
- Writing skills
You have developed these skills over many years, both in and out of school. This test doesn't require you to recall specific facts from your classes.
The most common reasons for taking the PSAT/NMSQT are to:
- Receive feedback on your strengths and weaknesses on skills necessary for college study. You can then focus your preparation on those areas that could most benefit from additional study or practice.
- See how your performance on an admissions test might compare with that of others applying to college.
- Enter the competition for scholarships from NMSC (grade 11).
- Help prepare for the SAT. You can become familiar with the kinds of questions and the exact directions you will see on the SAT.
- Receive information from colleges when you check "yes" to Student Search Service."
ACT & SAT
In 11th and 12th grade, students will take the SAT and/or ACT exams as well as any subject area exams for Advanced Placement courses they are taking.
Key differences between the ACT and SAT
(as taken from StudyPoints)
ACT vs SAT: which test is a better fit for your student? Students may take whichever test they prefer (assuming there are available testing locations for both tests). If you’re not sure which test your child would prefer, consider the key differences between the ACT and SAT. Some students find that the ACT caters to their strengths more so than the SAT, and vice versa.
Need a quick side-by-side comparison of the tests? Check out our ACT vs SAT Comparison Chart.
Advanced Placement Exams
As we grow into a complete high school over the next three years, all students will take at least one AP class, or more if they choose. Please click on the image below to learn more about Advanced Placement Courses & Exams.


relevant institution directly for course information.
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2013 BUDGET CONNECTS THE DOTS BETWEEN EDUCATION AND JOBS
South Africa has taken somewhat of a financial and economic hammering over the last year. Strikes in the mining sector, a rising current account deficit and a downgrade in sovereign rating have only served to hamper economic improvement post the global financial crisis of 2008. Following President Jacob Zuma’s State of the Nation Address, South Africans were eager to know how the country would design a path to recovery for the next financial year as Finance Minister Pravin Gordhan presented Treasury’s 2013 Budget Speech.
Summarising the key points of the budget, Gordhan acknowledged that, while there has been improvement in the world economy, there were still signs of trouble. The National Development Programme (NDP) will be one of government’s key priorities. The initiative hopes to create millions of new jobs, reduce the current account deficit, ensure continued infrastructure development in the long term, and create special economic zones throughout the country.
Senior Lecturer in the Department of Economics at the College of Economic and Management Sciences, Amanda Fitschen, points out that while the budget makes all the right noises as a planning document, the real proof will be those plans materialising. “One only has to open a newspaper and read about failed projects, monies wasted or spent inefficiently to realise there is a potential gap between plans and reality. We need funding for infrastructure and services but that funding must be underpinned by watertight spending precepts to guarantee value for money and service delivery by the infrastructure in question,” she says.
A budget that exceeds a trillion rand is envisaged to assist with infrastructure development and employment, and spur economic growth. As far as special economic zones go, Fitschen said the policy is not a new one. Government previously earmarked Coega in the Eastern Cape and Saldanha in the Western Cape but never completed the proposal. Special economic zones work on the principle of selling low-cost mass produced goods, thereby creating employment and aiding the economy. She says for this to work, changes must be made in education. “The South African education sector needs attention to ensure the people going through the system, be they school-leavers or university graduates, are really equipped for the real world, with the skills necessary to obtain meaningful jobs and work productively in tough economic times,” Fitschen says.
The Youth Wage Subsidy was a huge talking point before the budget speech, with a number of economists debating how it would work. The Finance Minister explained that the subsidy would complement existing programmes with a tax incentive aimed at encouraging firms to employ young work seekers and would be tabled for consideration by Parliament. This would help young people enter the labour market, gain valuable experience and access career opportunities.
Moving to the higher education environment, Gordhan revealed that student enrolment is set to rise from 910 thousand to 990 thousand by 2015. With this increase will come a greater demand for work, and Fitschen says matching skills with employment will be crucial to creating more jobs. “Science and maths skills are low compared to international standards and the Department of Basic Education needs to ensure teaching in these subjects is promoted and skills enhanced. If scholars leave school with deficient numeracy skills, it is difficult for higher education institutions to build on faulty foundations.
“I definitely believe right now with literacy and numeracy at low levels and the sheer number of people wanting to enter the job market, we should be focusing on FET and on-the-job training. Given earning potential coupled to skills acquisition, we can boost economic activity and grow the economy to accommodate the workforce,” she says.
In terms of funding higher education institutions, the construction of two new universities in the Northern Cape and Mpumalanga will begin this year. Fitschen laments the fact that many existing university students leave and do not finish their degrees and believes to solve this problem the university should target specific skills and knowledge. She acknowledges that a degree can greatly enhance the viability of a person’s employment prospects but is adamant that a degree should not just be a piece of paper. “We don’t need hundreds of thousands of people with wishy-washy degrees just because everyone wants to be part of the tertiary sector because it is seen as inferior not to attend a university. We should not erode the value of a degree just because it is a status symbol to have one even if it doesn’t mean you can find a job,” says Fitschen.
Article source: UNISA


1. Melting Colored Ice in Warm Water – Although it is winter, I want A.J. to experience some water play outside of the bathtub. The Mommysaver blog shared this neat colored ice idea. However, instead of adding the ice to bath water as the site recommends, I decided to put the cubes in a large bowl. I added warm water so that A.J. could watch and feel the ice cubes melt. The bright colors (which quickly turned dark), texture of the ice, and warm water all fascinated him.
I was so enthralled by his reaction that I didn’t point out the colors. Next time I most definitely will. This activity reinforces color recognition.
2. Scooping Ice – helps toddlers perfect their three-finger (pincer) grasp which is important for writing. This is a fine motor skill development activity that will help toddlers gain better control over their arm and hand movements. I dumped the melted ice and added the colored ice without water.
3. Pouring – is another fine motor skill act. However, it encompasses the whole hand and in Montessori education, this would be considered a Whole hand Grasping activity.
Since A.J. is watering a plant, Montessori educators would also categorize this activity as practicing Care of the Environment. Other activities that fall under this category are:
- Sweeping the floor
- Mopping the floor
- Cleaning spills
- Wiping a table
- Washing a dish
- Drying a dish
- Washing a cup
- Drying a cup
4. Wringing a Washcloth or Sponge – This is when things went a little awry. A.J. flung the sponge and water went flying every where. He thought this was funny. Wringing a washcloth for a pre-toddler is challenging because it requires a circular wrist motion, a skill that needs practicing in order to be strengthenend.
After a few minutes of playing with the sponge, A.J. turned the water bowls upside down and began drumming on them. Anything with a flat bottom is at risk of becoming a drum!
5. Cleaning Spills – is an important part of caring for your environment and teaching this skill so that it becomes a habit for kids is crucial.
6. Spray & Play – I leave a spray bottle with water on the shelf so that A.J. can give it to me anytime he wants me to chase and spray him. I enjoy listening to him squeal with laughter as I chase him around the house. The water is gentle and comes out in a light mist. I especially like to spray him so that he can get accustomed to water unexpectedly getting onto his face. Being comfortable with water in your face is important when learning how to swim. The running also helps him with his Gross Motor Skills.
7. Carrying a Bucket of Water – Actually, this could be carrying a bucket of anything. I haven’t done this with A.J. yet, but I plan to do it soon. Carrying a bucket develops Control of Movement, another area of development in Montessori education.
While the water play activities mentioned here all have latent skill building components, having fun is the surest way to get your toddler doing these activities again and again.
What fun indoor water play have you had with your tot lately?
Pray, Persist & Prosper!


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Aesthetic Vs. Utilitarian Music Education
Transcript of Aesthetic Vs. Utilitarian Music Education
1. Music is worth knowing. Period.
2. Music represents higher order thinking.
3. Music is an expression of the private self.
4. Music participation demands
integrity of thought.
Aesthetics prove Necessity
1. Schools exist to prepare an individual for society. Music exists in society.
2. Since education is a microcosm of society, it should include every facet of society.
3. Students should be able to enjoy a lifelong appreciation for the arts; this can only be achieved through education.
An Expression of Humanity
1. Music education is modeled after the Greek seven liberal arts (
2. Music allows for relational thinking.
3. Art is the product of a philosophy of life and therefore essential.
4. Music energizes its audience and informs experience.
5. Music improves the human spiritual condition.
1. Music improves health and promotes good citizenship.
2. Studying music promotes self-disciplined habits.
3. Studying music helps people to identify patterns of sounds (like language).
4. The presence of music all around is evidence enough of its necessity.
In Defense of Utility
1. Music is inherently non-verbal; therefore, we are teaching students a non-verbal language and set of symbols.
2. Utilitarian justification is easy for the layman to understand; aesthetics requires a deeper understanding of the thing itself.
3. "Values are what men decide they are" (Leonhard, p. 58). Therefore, we must make the value of music useful and relevant to the society at hand.
1. Music represents a "collective mind:" i.e. culture.
2. Music provides an opportunity and necessity to share it, since it is a form of communication.
3. Music is already present everywhere: therefore it should be intentionally placed and performed everywhere--in hospitals, nursing homes, schools, etc.
Philosophies of Music Education
“The problem of developing a philosophy of music education necessarily involves structuring a theory on the meaning of music, the valuation of music and the role of music in human living” (Leonhard, p. 58).
Aesthetic versus Utilitarian Music Education
3 main points of focus:
1. Music as an expression of humanity.
2. Music for music's sake?
3. The effects of an aesthetic education.
(Touted particularly 1960-1980)
3 main points of focus:
1. Defense of utilitarian philosophy.
2. Affects of music upon individuals.
3. Affects of music upon society.


The popularity and success of the Kodaly approach to teaching music in schools has resulted in a widespread practice of using songs and chants comprised of a minor third when beginning formal music education with young children. There is much to recommend this practice, including the ease with which a small interval can be sung, and the frequency with which one can observe children spontaneously singing minor thirds while at play. Beyond these two notes, so and mi in tonal sofa, how to proceed should be dictated by the characteristics of the musical culture to which the children belong. Because Kodaly was a musicologist and collector of folksongs, he knew that Hungarian folk music culture contained many pentatonic songs. For him, proceeding on to la next made sense, followed by do, and then re, completing the pentatonic scale. With no leading tone or subdominant, there is no consideration of tonal harmony. Instead, canons are introduced early on, to which the pentatonic scale is well suited, because the dissonant leading tone and subdominant tone of a major or minor scale are absent. All of this well represented the Hungarian Folk Song literature and so made perfect sense for use with Hungarian children. But what of teaching children whose folk song literature is predominantly major-minor, and not pentatonic? This is the case with American folk songs, and it demands an altered approach.
For major based folksong literature, harmonic considerations prevail over melodic ones. After teaching so-mi, the next logical tone is not la, but do. La is a relatively weak tone in the major tonality, whereas do, the tonic, is essential. It is also necessary to establish the relationship between so, mi, and do as the tonic harmony. Notice that harmonic function and not melodic consideration is the deciding factor. Establishing tonality with a tonic is more important in major-based literature than building off of melodic intervals. Do may not be melodically easier to sing than la, but it is easier harmonically to audiate as part of the tonic chord. There are plenty of American folk songs for teaching the tonic chord. Examples are Johnny on the Woodpile, Lucy Rabbit, Did You Feed My Cow?, Pitter Patter, Frog in the Meadow, Frog in the Meadow, Peep Squirrel, Grandma Grunts,Circle Round The Zero, Wake Up You Lazy Bones, All ‘Round the Brickyard, and I Have Lost The Closet Key.
By the same reasoning, there is no need to introduce la until the subdominant harmony is taught. With the tonic chord in place, next we introduce re, which makes the dominant harmony possible with re-so. American folk songs for teaching this include Do, Do Pity My Case, Here We Go ‘Round the Mulberry Bush, Bling, Blang, Risseldy Rosseldy and Old Bald Eagle. In a Hungarian approach, this would be unthinkable, because it introduces the interval of a perfect fourth, which is rare in Hungarian folk music. However, as part of a dominant harmony, it is a familiar chord function to American children, and can quickly be learned. After re, fa is added, making the dominant seventh chord possible. Songs like Cobbler, Cobbler, Little Bird, Go Through My Window, and A Tisket A Tasket are good for teaching the dominant seventh harmony. Patterns and songs using tonic-dominant chord changes are the focus, until both harmonies are securely learned. Then la is introduced, and in combination with fa and then do, forms the subdominant chord. Many American folk songs contain subdominant harmonies, so this combination of notes is more natural to American children than to those in Hungary. Examples include Aiken Drum, Baa, Baa, Black Sheep, and Crabe dans Calalou. Take note that Kodaly song guides will list more songs as containing the fa element, but many of those use fa as the seventh in the dominant harmony, not as the root of the subdominant harmony. That is one more difference between the melody based Kodaly approach and the tonality approach. Basing teaching sequences and song selection on audiating tonality is more natural for children whose folksong culture is major-minor based. Although I have not discussed minor chords or songs, the same principles apply.
As regular readers of this blog know, I am a staunch supporter of using fixed do with my students. At this stage, before notation is introduced, I do use moveable do. It is an effective tool in teaching tonal functions of notes. I begin to use fixed do when I introduce notation, and begin in C major so there is a smooth transition.


- EdD in Curriculum and Early Childhood, Loyola University of Chicago
- MS in Counseling and Behavioral Disabilities, University of Wisconsin
- BS in Elementary Education, University of Kansas
T&L 407 Preprimary Programs: Curriculum and Strategies
- T&L 408 Curriculum and Instruction in Primary Grades
- T&L 411 Assessment in Early Childhood Inclusive Settings
- ECE 724 Seminar in Curricular Approaches in Early Childhood Education
- ECE 734 Seminar in Early Childhood Program Design and Evaluation
- A&S 811 Assessment and Accountability
Assessment, Social Studies for Young Children
Mindes, G. (Ed.) (2018) Teaching children with challenging behaviors. New York: Routledge.
Mindes, G. & Jung, L.A. (2015) Assessing young children. 5th ed. Upper Saddle River, NJ: Pearson.
Mindes, G. (2014) Social studies for young children: Preschool and primary curriculum anchor, 2nd edition. Lanham, MD: Rowman & Littlefield Publishers, Inc.
Mindes, G. Social studies from early childhood to the world. (2016) In Bohart, H., Collick, H. B. & Charner, K. Spotlight on young children: Teaching and learning in the primary grades. Washington, DC: National Association for the Education of Young Children.
Mindes, G. Standards Based Curriculum and Assessment (2016) Invited entry for Couchenour, D. and Chrisman, K. Sage Encyclopedia of Contemporary Early Childhood Education. Thousand Oaks, CA: Sage Publishing.
Mindes, G. Can I play too? (2015) Invited chapter in Play from Birth to Twelve. 3rd ed. New York: Routledge.
Teaching Young Children with Challenging Behavior: Curricular Solutions. National Association for the Education of Young Children Professional Learning Institute. June, 2017. San Francisco.


Inclusive Special Ed Foundations: Legal, Characteristics, Collaboration, Assessment, and Management (4) Legal issues, learner characteristics, collaboration skills, assessment, and behavior management related to educating students with disability in inclusive settings.
SPLED 400 Teaching Exceptional Students in General Education Settings (4)
This course is delivered via a model of blended instruction and addresses foundational skills (assessment and management) and knowledge (laws, etiologies, collaboration) for those working with students with special education needs in general education classrooms. Almost 30% of the content includes student understanding of the history and current relevance of special education law; roles and responsibilities of general education teachers in providing services to students with special education needs; characteristics and etiologies relevant to providing effective instruction to students with mild and severe disabilities; and developing and maintaining effective education teams. Roughly 35% of content is relevant to assessment in inclusive settings and is centered on sound instructional decision making as well as linking instruction to standards based curricula. Coverage includes understanding formative and summative assessment; creating and administering curriculum-based assessments in reading, mathematics, and writing; designing systems to collect behavioral data; interpreting a variety of norm-referenced test scores; using brief experimental analyses is adequate for a given purpose. Roughly 35% of content is relevant to applying principles of Applied Behavior Analysis (ABA) to managing and motivating learners with special needs placed in inclusive settings. Broad objectives include student acquisition of knowledge and skills related to ABA principles and interventions such as: identifying the nature (positive and negative) of consequences maintaining or decreasing specific behaviors; operationally defining behavior; establishing a classroom and school environment conducive to learning for all students; creating class-wide, school-wide; and individual motivation systems; intervening to decrease specific behavior; and using functional behavioral assessments (FBAs) and positive behavior supports.
Note : Class size, frequency of offering, and evaluation methods will vary by location and instructor. For these details check the specific course syllabus.


Our letter of the week was Pp. We talked about the sound Pp makes (like in pig, polar, and penguin). We practiced our hand symbol, practiced the hand writing sheet, and made our hand print book page (penguin), and we decorated the letter Pp with popcorn. The students are doing really well with our alphabet letters. I am so proud of their progress with the sign language symbol, the sound symbol, the letter and even our handwriting sheets are improving!
We continued our theme of Polar Animals.
We started the week by making a walrus. Students cut their paper plate (it is a thicker material so more difficult to cut), painted a large paper plate, a small paper plate, and the two halves of the small paper plates. Painting was using our fine motor skills, but also endurance in using this skill as there was so much to paint. Students then had to follow directions and put two eyes on and two tusks on in the proper location on the head.
We also wrapped up our polar animal unit with making a snow globe. Students cut out the animals and their globes using their fine motor skills--cutting on straight and curved lines. Students then opened up a ziplock bag and put their animal pieces in--using their fine motor skills and pinching. They then scooped 2 scoops of hole punched snow and added 10 shakes of the snow glitter. Once their globes were assembled, students wrote the the sounds they hear when they say "polar" and "animals" writing the P and the A.
This and many
"There was an Old Lady"
books for many seasons
and themes are available
Reading with the stars went well! It was nice to see new families there! We read some There Was an Old Lady stories. These stories continue reinforcing rhymes. Again, this is a game you can play at home, in the car, or anywhere! Say a word and have them rhyme to it, have them give you some words they know that rhyme. Made up words are fine, we just encouraging the actual rhyming.
Literacy bags started coming home. We are going to be doing a 10 child rotation. PM's 10 students have the bags this week. Next week, the 10 AM students who go home on the bus or by car will get them. The following week, the 10 students from the AM that stay for the Extended Day program will get them. This will then be the rotation. Please try to get your bags in on the Tuesday after you get them so we are able to re-stuff the folders, and get them out to the next group! I encourage you to do the activities in the folder not only once, but a couple times. The bonding between you and your child is precious. The memories you will create laughing and playing together while learning will stick to the both of you while creating foundational skills for your child.
Book orders will be submitted Saturday morning so get them in by midnight Friday (today). Again, please consider ordering books from our school book order (or going to the library or reading the books you already have!) Reading is a wonderful bonding opportunity between you and your child. It also helps build their vocabulary and reading skills. When reading with them, have them show you where to start the book, where to go next, what letter some words start with. They are doing great with this in school and bridging the school curriculum to home helps build authentic learning and is fun for the students!
Theme: Community Helpers
AM Snack: Wheaton Family
PM Snack: Sawinski Family


Wednesday, August 01, 2012
Preventing the “summer slump” in reading: silent reading time AND support for libraries
Posted at http://www.nytimes.com/schoolbook/2012/07/31/using-summer-to-narrow-achievement-gap/
As the NY Times notes, children from lower-income families tend to fall behind in reading over the summer, and a major reason is that they don’t read very much (“Using summer to narrow achievement gaps,” NY Times, July 31, School Book). The Summer Quest program, described in the Times, is one of the few summer programs I have read about that deals with this situation directly, including 30 minutes a day of silent reading.
Silent reading of self-selected books has been repeatedly shown to be very effective in increasing literacy, as long as there is access to a wide range of reading material, and students are not tested on what they read.
Those who live in poverty read little primarily because they have little access to books: Studies show that children of poverty have few books at home, live in neighborhoods with few book stores and poorly supported public libraries, and attend schools that have poorly supported classroom and school libraries. Studies also confirm that those with more access to reading material do indeed read more.
Providing more support for libraries will help ensure that Summer Quest participants will continue to improve long after the program ends.
Sources and notes
The origin of interest in the summer slump is Barbara Heyns’ book, Summer Learning and the Effects of School, published in 1975. She not only documented the difference between children from high and low-income families, but also reported that the number of books children said they read over the summer was a significant predictor of their gains and losses over the summer in literacy. Her results were replicated 30 years later by Jimmy Kim (Kim, J. 2003. “Summer reading and the ethnic achievement gap,” Journal of Education for Students Placed at Risk 9, no. 2:169-188). Both studies controlled for other factors that could affect changes in reading ability over the summer. These results are consistent with the massive evidence relating free voluntary reading to literacy development.
Effectiveness of silent reading: Krashen, S. 2004. The Power of Reading. Libraries Unlimited and Heinemann Publishing Company.
Characteristics of effective silent reading programs: Krashen, S. 2012. Non-Engagement in Sustained Silent Reading: How extensive is it? What can it teach us? In Cho, KS, Krashen, S., Lee, SY, Mason, B. and Smith, K. SSR in Asia: Empirical studies of sustained silent reading in English as a foreign language
Poverty and access to books: Krashen, op. cit.
at 11:21 AM


Which of the following words has the closest meaning to "explicit"?
D) clearly stated.
Here's another. If one box of stationery weighs 3.2 kilograms, how much would 100 boxes weigh?
If you can't answer these questions correctly, a teaching career probably isn't for you.
The good news is that nine out of 10 participants in a national pilot of the test conducted earlier this year passed the exam.
Of the 5000 education students who sat the pilot test across the country in August and September, 92 per cent passed the literacy section and 90 per cent passed the numeracy section.
The bad news is that almost 2000 new teachers each year appear to have been graduating with substandard basic literacy and numeracy skills.
If the trial results were replicated nationally, 10 per cent of teaching students – around 1800 people – would have failed this year's test.
Federal Education Minister Simon Birmingham said: "It is great to see the overwhelming majority of students passed the literacy and numeracy test.
"However, while the majority of initial teacher education students who sat the test passed, it is concerning that up to one in ten did not.
"We need to ensure those students graduating from teaching courses can cope with the demands of teaching and have strong literacy and numeracy skills."
Senator Birmingham said the aim of the test, which will become mandatory next year for teaching graduates, is to encourage universities to only accept students who are capable of ranking within the top 30 per cent of the population for literacy and numeracy.
If students fail the test, they will be offered targeted support from their university before re-taking the exam.
John Hattie, chair of the Australian Institute for Teaching and School Leadership, described the results as a "mixed bag".
He said he was concerned one in ten students had failed and said the results next year could be worse because the pilot test used volunteers.
The mandatory test is one part of a suite of measures - including tougher accreditation standards for university courses - he hopes will boost teaching quality.
"We need to get away from the idea of teaching as a profession as last resort," he said.
The federal government adopted the national literacy and numeracy exam following a review of teacher training that recommended against minimum entry requirements for teaching students.
Australian Catholic University vice-chancellor Greg Craven, who headed the review, said: "You can't select quality teachers by looking at a mark branded on their forehead when they are 17. What matters is how teachers come out of university, not how they go in."
Data released earlier this year by the federal Department of Education showed only one in five teaching students had a tertiary entrance rank of 80 or above.