STANDARDS-BASED LITERACY AND MATH
- Aligning Curriculum to the Common Core, Grades K-12 â Course No. 169
- CCSS Mathematical Socratic Seminars Grades K-5 â No. 193
- Classroom Literacy Strategies for Reading, Writing, Speaking and Listening: Grades K-5 â No. 149
- Classroom Strategies for Reading, Writing, Speaking and Listening: Grades 6-12 â No. 157
- Classroom Strategies for Speaking and Listening: Grades 6-12 â No. 183
- Common Core Implementation: From Theory to Practice: Grades K-5 â No. 143
- Common Core Questioning Strategies, Grades K-12 â No. 181
- Common Core Reading Standards and Strategies That Support Them Grades K-12 â No. 147
- Common Core Reading Standards and Strategies That Support Them: Grades K-12 â No. 113
- Common Core Writing Standards and Strategies That Support Them: Grades 6-12 â No. 146
- Common Core Writing Strategies for History and Social Studies, Grades 6-12 â No. 150
- Instructional Strategies: Citing Evidence for Grades 6-8 â No. 168
- Instructional Strategies: Citing Evidence, Grades 9-12 â No. 170
- Instructional Strategies: Teaching Students How to Use and Cite Evidence 3-12 â No. 190
- Literacy Strategies for Science and Technical Subjects: Grades 6-12 â No. 151B
- Math and Literacy: Beyond Right Answers, Grades K-12 â No. 195
- Modification Strategies for a Common Core-Aligned Curriculum in the Reading and Writing Strands, K-12 â No. 243a
- Teaching to Text Complexity, Grades 3-8 â No. 188
- Tiering Tasks Not Text, Grades 3-8 â No. 260
Math and Literacy: Beyond Right Answers, Grades K-12 â No. 195
K through 12th grade math classroom that supports literacy development is one in which students and teachers demonstrate understanding of the learning and thinking process. Teachers can model metacognition skills and evaluate how students think through think-alouds, problem-solving, role-playing and hands-on exercises that teach students how to articulate their process verbally and in writing. The Common Core process shifts will be examined closely in this e-course to help participants fully understand the new K-12 applications behind them. Participants will finish the course with a repertoire of strategies with which to move forward in teaching students how to articulate the process that brought them to their end product.
- Understanding of the new K-12 Common Core shifts in math as they work into new teaching applications.
- Learn and apply the steps and strategies involved in teaching students how to articulate mathematical processes.
- Learn and practice with grouping scenarios that lend themselves to real life skills applications and mathematical solutions.
- Enhance mathematical understanding of process and product in how students think about math through the close examination of the models used to effectively problem solve.


The charity Youth Music has published an extensive report on the issues facing disabled music students in the UK.
The report, Reshape Music, was published on 14 October and is the first ever national survey into disabled peopleâs experiences of accessing music education and working in music. Developed with the Take It Away group of music charities, the research team included eight disabled musicians and was curated from the responses of hundreds of music makers, teachers and retailers.
The principal findings showed that disabled people are deterred from entering the world of music by lack of suitable teachers, adapted instruments and routes to funding.
According to the report, 52% of disabled people surveyed were unable to find a teacher who understood their learning needs and the support they required. This was exacerbated by only 27% of music education hubs providing adapted equipment as part of their instrument loan service. Most music equipment retailers were unaware that such instruments were even available.
Youth Music believes the timing of the publication could not be more appropriate. As the entire music world is having to rethink its ways of working, it believes the time is ripe to address long-standing issues that obstruct inclusivity. By prioritising this into the re-structuring of music education, thousands of people will no longer be prevented from expressing themselves through music.
Discriminatory and particularly alarming
The report sets out the urgent need for music education and the music world in general to improve access and choice to disabled musicians, to open their access to a musical career and to upgrade the skills of music teachers.
Matt Griffiths, CEO of Youth Music, says the idea that Britainâs 13.3 million disabled are being excluded from music is unacceptable. âWhile there has been some progress, particularly over the last five years, Reshape Music illustrates in very stark terms that the views, lived experience and expertise of Disabled people are still absent in the planning and delivery of music education and music-making.
âAs a result,â he says, âpolicies, programmes and infrastructure are often developed in a way that excludes their involvement and participation. This is discriminatory and particularly alarming.â
Read the full report here.


Teaching Guitar: Assessment Time
By NAfME member Shelley Brobst
âShow me what you knowâ
Iâve spent 4 weeks showing students where to put their fingers on the guitar and how to make sounds on this 6 string instrument. They learned to play the Em, G7 and C chords, single notes on the first 2 strings, reading on the staff and strumming patterns. Theyâve even learned a little about the history of the guitar and how guitars and strings are made. Iâve been assessing them all along but, now itâs time to collect real data in a â FORMATIVE ASSESSMENT â I need them to show me what they really know. Proof that we learn âreal stuffâ in music class!
The class went something like this. Everyone came in and got seated with their guitars. I quickly went through each slide in the unit reminding them of what we learned. We reviewed chords and notes by playing through some of the songs from previous lessons. I drilled them on notes by singing note names and having them play back to me. I gave them a minute to drill their neighbor. We even had a review slide almost exactly like the test (get the pdf). Are there any questions? Of course, no one has any questions so, we pass out clipboards and pencils and begin.
This test was created using SmartNotebook; the answers will be ârevealedâ next week after I have graded the tests and return them so the students can discover the correct answers for themselves. You can see that I provided a word bank for students to use when identifying the guitar and chords. Also, I gave extra credit for students who can correctly identify the string names. Note, we havenât discussed this yet. Next week they will get a few sentences to help them remember the string names. Once students turned in their completed test they were then asked to get in groups and start to learn âOde to Joyâ on page 20. How did they do?
80% of the class earned 100% on the test. The most common mistake was students who answered G7 in the F space when I asked them to write the note names. Another common mistake was students who mixed up D and G. All but one student correctly identified the chords and all but 2 correctly identified ALL parts of the guitar. Two girls criedâ¦ By the end of the period most students were able to play the first line of âOde to Joyâ together. They were ecstatic! We are participating in âFlat Beethovenâ selfie campaign for MIOSM at our school and they have made this connection. I hope we can feature this song at the concert with guitars! Only one boy knew the names of strings 3, 2, and 1 â no one got the extra credit. Next time for sure!
Iâve included some other photos and slides and things that may help you get a better idea of what goes on in my classroom! Next week â string 3!
This bulletin board displays the work students completed before we started the guitar unit.
Unfortunately, we donât have guitar racks. Fortunately, we have a case for each guitar! Most guitars are 3/4 size instruments â a few are 1/2 size.
Guitar Unit Left Hand finger numbers (get the pdf). I make them actually hold their hand like the picture then wiggle each finger as we learn the number. Remind piano students that the numbers are NOT the same.
Students can move the letter names of chords into measures to compose (get the pdf).
Videos Iâve used in class so far:
History: Acoustic Guitar
How Itâs Made: Acoustic Guitar
How Itâs Made: Strings
- Teaching Guitar â A Classroom Diary â Week 1
- Teaching Guitar â A Classroom Diary â Week 2
- Teaching Guitar to Elementary Students
- Teaching Guitar â A Classroom Diary â Week 4
Still donât think you can do it? Then attend a Teaching Guitar Workshop next summer. Register now for the early bird rate! Youâll gain the skills and the confidence you need to teach a successful classroom guitar programâ¦.for Elementary School, Middle School, High School or even University level! Enroll by January 1, 2018, to save $100! Use promo code EB2018 at checkout.
Check out this video of Shelley Brobst teaching rest strokes and chords at NAfME headquarters.
The National Association for Music Education (NAfME) provides a number of forums for the sharing of information and opinion, including blogs and postings on our website, articles and columns in our magazines and journals, and postings to our Amplify member portal. Unless specifically noted, the views expressed in these media do not necessarily represent the policy or views of the Association, its officers, or its employees.


Using Puppets in the Classroom
Early years advisors Sheila Sage and Sue Durant share their enjoyment of working with puppets. They explain how puppets can be used in a variety of ways, beginning with introducing puppets to the class.
Sheila emphasises how important it is for practitioners to feel comfortable with the puppets they use, practicing with a colleague or in front of the mirror before working with children. We see initial reactions to Bernard, whom Sheila brings along to St John's First School. Later we meet a hand puppet who lacks numeracy skills and needs the children's help to learn to count.
Puppets can encourage PSHE skills in an unthreatening way, such as using a handkerchief, not interrupting or being a bully, as well as developing empathy, imagination and communication. Sue and Sheila explain how sometimes the quietest child will begin to talk to a puppet.
-Encourage the quietest pupils to start talking
-Use a male puppet to avoid confusion with dolls
-Look at a variety of ways puppets can be effective in the classroom


Earlier this year, The Education Hub released a report titled, 'Now I don't know my ABC â the perilous state of literacy in Aotearoa New Zealand'. Their research raised concerns about literacy levels among New Zealand school children and suggested that nearly one in five 15-year-olds are not meeting the lowest reading benchmark.
At ACG Parnell College, we believe that the importance of teaching literacy and numeracy cannot be overstated, and we strive to ensure all our students perform to the highest standard in these crucial areas. Accordingly, our youngest primary learners are introduced to Mathematics and English lessons from their very first day with us.
Early literacy and numeracy are the building blocks of all future learning, and our primary students enjoy a broad academic programme with a strong emphasis on reading, writing and mathematics. Establishing these abilities from each student's earliest years is vital because, without this underlying educational core, they will be unable to achieve in the high-stakes examinations they face during secondary school.
As a result, our structured approach to teaching enables our students to build a strong foundation of essential numeracy and literacy skills, which they continue to develop as they advance through school. Our specialist teachers also regularly review and assess every student's progress to ensure they are fully equipped with the disciplinary knowledge and learning competencies they need to flourish.
ACG Parnell Assistant Principal Vee Beeton explainsâ¦
"Literacy and numeracy are fundamental foundational skills that prepare children for future success in school and beyond. These skills enable them to access the wider curriculum and become confident communicators and active participants in society."
The Cambridge curriculum underpins all learning at ACG Parnell, promoting an enquiry-based approach and developing students' self-assurance, creativity and intellectual engagement.
"Being a content-driven, structured curriculum, the Cambridge pathway delivers explicit teaching of foundational literacy and numeracy skills, providing students with the abilities they need to succeed, and providing a solid foundation on which they can build throughout their educational journey."
With eleven English periods and six Mathematics periods each week in Years 1 to 4 and nine English periods and six Mathematics periods in Years 5 and 6, students are given a variety of learning opportunities supported by clear and structured objectives. In addition, these classes lay the groundwork for developing soft skills such as self-regulation, reasoning, critical thinking, problem-solving, teamwork and independent thinking.
At the same time, enthusiastic and passionate teachers ignite a love of learning, using their well-honed capabilities to ensure all students receive a strong start in literacy and numeracy.
"Not only must teachers know their curriculum, but they must know how their students learn and how to impart knowledge to them in meaningful, motivating and engaging ways. They need to be flexible and adaptable so that they can meet the needs of each of their students."
Keeping the lessons fun and engaging is pivotal to success.
"Teachers seek out enjoyable, creative activities that maintain learners' interest and provide age-appropriate experiences through various hands-on tasks and activities, including warm-up games, movement, music and song, educational games and digital technology (where appropriate)."
This unwavering commitment to excellence ensures every learner receives the tools and ongoing support required by each individualâs educational pathway. Specific year level benchmarks and regular assessments monitor students' academic progress, and a range of testing assesses the needs and strengths of each student. If a child finds literacy or numeracy a challenge, teachers plan individualised activities that support them in accessing their learning.
"Learning is scaffolded through one-on-one support and a structured teaching approach. The home-school-partnership plays an important role too, and teachers provide support and resources for parents to reinforce skills and concepts at home."
In fact, ACG Parnell College works closely with parents across all aspects of classroom life.
"We have a 'no surprises' policy and regularly keep parents informed of their child's progress through formal and informal channels, such as parent-teacher interviews, achievement conference days, formal written reports and electronic communication. Parents are welcomed into the classroom to discuss their child's learning with the teacher, and we can also provide them with additional resources to support learning at home."
This outstanding teacher support â teamed with a robust curriculum and a strong network of checkpoints â ensures ACG Parnell College students are ideally placed for optimal engagement, maximum enjoyment and ultimately, educational success.


ERIC Number: ED363852
Record Type: RIE
Publication Date: 1993
Teaching Word Recognition Skills. Fifth Edition.
Rinsky, Lee Ann
Including revisions and updates in all areas, this book functions as a pre-service and in-service teacher self-instructional manual in word recognition skills. The first part of the book discusses the controversy concerning early phonics instruction versus use of the whole language approach, and then discusses consonants, vowels, reading readiness, and how to begin to teach phonics. The second part discusses additional word recognition skills, including sight words, structural analysis, context clues, and using the dictionary. The third part addresses an improved decoding strategy. The fourth part discusses the expanding role of the computer in the reading classroom. The fifth part addresses meeting the special needs of students. Appendixes present answer keys, record forms, example word lists, tests, and resources for the teacher. (RS)
Descriptors: Beginning Reading, Computer Uses in Education, Context Clues, Decoding (Reading), Elementary Education, Phonics, Reading Instruction, Reading Skills, Special Needs Students, Whole Language Approach, Word Recognition
Gorsuch Scarisbrick Publishers, 8233 Via Pasco Del Norte, Suite F400, Scottsdale, AZ 85258 ($25 plus $2 postage/handling).
Publication Type: Guides - Classroom - Teacher; Books
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Grant or Contract Numbers: N/A


You have to have a riding license to operate a motorcycle on the roadways. Obtaining this license often entails quite a bit of work. Irrespective of where you live, youâll need to complete both practical and theoretical motorcycle training. This article gives a brief overview of what motorcycle training is like in the UK while offering some tips on preparing for this instruction.
CBT Or Compulsory Basic Training
CBT or compulsory basic training is a UK training program that teaches those who are completely new to motorcycles the foundational skills that are necessary for safely operating motorbikes on the road. Every motorcyclist, including people who ride mopeds, must take and pass the test to legally operate their motorbikes on UK roads. There are five elements within this program and they must be completed in a specific order. Each element most be completed before proceeding on to the next.
These five elements include: 1. The CBT Introduction; 2. Instruction To Basic Motorcycle Controls; 3. Practice In Riding Off-Road; 4. Road and Safety Briefing; 5. Practical Training For On-Road Operation. Letâs take a more in-depth look at the individual elements of CBT instruction.
- The CBT Introduction
During this first stage of motorcycle training, drivers will receive an eye exam. Once this is complete, a thorough overview of basic training is supplied. This talk highlights the use and importance of safety clothing and helmets.
- Basic Motorcycle Controls
Throughout this stage of instruction motorcycle riders learn all about the controls on their bikes. Guidance is given on performing basic safety checks, the fundamentals of bike-wheeling are shared, and tips on using stands are supplied.
- Practice In Riding Off-Road
This third element of CBT instruction is the stage at which riders are actually able to mount their bikes and learn how to ride them. This practice is conducted in an off-road area thatâs both controlled and safe. It covers riding slowly, riding in a straight path, making smooth stops, making emergency stops, gear changes, figure-eight riding techniques, how to make left and right-hand turns, making u-turns, and more.
- Road And Safety Briefing
This is an in-classroom discussion that reviews subjects such as remaining visible to others while on the road and general safety. Youâll go over road rules and highway codes. Students also learn ideal road positioning.
- Practical Training For On-Road Operation
Once you reach this stage of training, youâre ready to ride on actual roads. While riding, you will maintain constant radio contact with your instructor and should be able to demonstrate the skills that youâve recently learned. You will ride on different road types, and you must be able to skillfully deal with various road and traffic conditions in a safe and confident way.
The Cost Of Motorcycle Training
You may have to pay the full cost of your motorcycle training package at one time or you might have the option of paying for each CBT element separately. The charges will vary according to your chosen training location and can range anywhere from several hundred pounds to several thousand pounds. Get in touch with London Motorcycle Training today for the most competitive prices on compulsory basic and full motorcycle training.


MusiCounts Learn creates new, innovative learning resources for teachers and students, and facilitates important national dialogue about music education.
MusiCounts Learn TRACK is an online learning hub aimed at educating students, teachers, and artists alike about possibilities in - and the intricacies of - Canadaâs music industry. This resource is completely free for anyone to use, and is powered by RBC and the City of Toronto.
#BlackMusicMatters: Hip Hop & Social Justice in Canada
#BlackMusicMatters: Hip Hop & Social Justice in Canada is a listening- and inquiry-based resource designed for teachers with students in grades 7-12. It is intended to be used by educators of various disciplines who wish to explore Black culture, history, and creation, specifically through the lens of Hip Hop music.
Big Heart Journey
The MusiCounts Learn Big Heart Journey is a resource for elementary music teachers to use music and games to help kids with self-expression and working their feelings out. This program empowers both teachers and students with a language to put words to feelings and use music as an emotional gateway to self-expression.
Kanata: Contemporary Indigenous Artists and Their Music
MusiCounts is proud to offer Kanata: Contemporary Indigenous Artists and Their Music, a learning resource that will support teachers in bringing Indigenous voices, perspectives, and music into classrooms.
Canadian Music Playlist Challenge
Through the creation of student-curated playlists, this resource will encourage students to think critically about Canadian music. This resource includes activities that have students explore new Canadian music, and effectively share and communicate their musical tastes and opinions.


WHY MUSIC EDUCATION?
As youâve probably heard, music is good for kids. But why does it work that way?
The inclusion of music into our educational model speaks to the spirituality of the child.
Rock and Roll Daycare believes that to partake in music and art speaks to what it means to be human. Some of our deepest and most powerful experiences as a species come about through the expression of music. While countless studies posit that music is the basis for advanced speech, mathematics, reasoning, and memorization skills, Rock and Roll Daycare is of the opinion that music makes better people, and is a boon to mankind.
Dive into the details through a host of scientific research studies, as well as through the upcoming book release, âMusic in the Homeâ, by Rock and Roll Daycare Founder/CEO, Christopher Vuk.
Musical Training Makes Your Brain better at Paying Attention (Heliyon)
âIndividuals who train in music see lasting improvements in the cognitive mechanisms that make us more attentive and harder to distract, the study reports. Trained musicians exhibit greater executive control of attention (a main component of the attentional system) than non- musicians, it explains, and this effect increases the longer they train in music.â
Want to Train Your Brain? (The Guardian)
âPlaying a musical instrument is a rich and complex experience that involves integrating information from the senses of vision, hearing, and touch, as well as fine movements, and learning to do so can induce long-lasting changes in the brain.â
Music in the Home (Vuk)
âMy friends and I were memorizing 20-30 pages of music when we were this age. The only way you can do it though, is through consistency and repetition. Youâve got to exercise your brain. And just like any other muscle, when you work it out, you make it stronger, and so it becomes easier and easier to remember things.â


Metropolitan Youth Symphony believes in the power of the arts and the critical importance of music education in our schools. Every child should have the opportunity to learn an instrument regardless of socioeconomic status, racial or ethnic background, or geographical location. When young people participate in instrumental music, they are four times more likely to be recognized for academic achievement and they have better school attendance, lower dropout rates, higher confidence, and stronger writing skills (the NAMM Foundation). Learning an instrument teaches discipline, focus, emotional expression, and collaboration. According to Dr. Sarah Wilson, Music Neuroscientist at the University of Melbourne, as little as one hour per week of structured musical practice is enough to see a change in the brain.
Yet funding for instrumental music education remains inconsistent across Oregon schools, and underserved communities often bear the greatest impact. Members of the MYS community can be powerful advocates for voicing the importance of school music programs to leaders at local, state, and national levels. We have compiled the resources below to help you as you share the importance of music education. Please contact Diana Scoggins at [email protected] if it would be helpful for someone from MYS to attend an event, help with communications, etc.
Helpful Links and Resources
âThis is Your Brain on Musicâ by Daniel Levitin
âMusicophilliaâ by Oliver Sacks
âThe Brain that Changes Itselfâ by Norman Doige
Examining the Link Between Music, and Scores for Math, Reading
Arts Education Navigator


Through the power of music to lay the foundations for lifelong learning and to ensure the physical, cognitive, linguistic, spiritual and moral, social, emotional and creative development of children. Thanks to the music and the game in the process of pedagogical interaction we provide equal chance for each child when he is in school.
To turn our kindergarten into an attractive and desirable educational environment for quality pre-school education, where the child feels happy, protected, understood, supported and loved through music and games Their opportunity to unleash its personal potential
It is a modern institution for Quality Pre-school education, preserving the Bulgarian educational traditions and providing modern conditions for personal development. It is professionally prepared by teachersâ space for communication, play, knowledge, and creativity where children have a chance for individual progress and cultural prosperity.
- For the intercultural environment in "NEMO" The language of music is universal and understandable for everyonef the children and developing a life-long learning aptitude.
- Music Art allows children to interpret the world in their own way and to develop their originality, creativity and innovativeness.
- Through Music We improve the physical development of the child. Musical games and dances as part of our daily life make the movements of children more organized, more vibrant, more harmonious, more plastic and more emotional.
- The Proximity to musical instruments forms in the child learning skills, communication skills, cognitive skills and disciplinary skills.
- Music education plays an important role in the development of speech in preschool age. This is a period during which singing and speaking are intertwined and depend on each other.
- We Believe that every child has the ability to perceive, play and create music and we strive to help in the development and progress of this potential.
- We work actively with the Sofia Opera and ballet, Fortissimo Family, Capital Puppet Theatre and other cultural institutions for the musical enrichment children.
- Every Day we apply innovative and technological models of education in which through music we provide socialization of children and an attitude to lifelong learning.
- We have Built a specific organizational culture based on dedication to the overall purpose and competence of the pedagogical team.
- We Provide a dynamically changing object environment that enables autonomy and creativity.
- We Conduct purposeful activities of morality and culture of behavior â etiquette.
- We associate with human and national values through traditional rituals, festivals and entertainment
- We Provide healthy lifestyle: optimized motor mode; Traditional and non-traditional hardening procedures; Health culture; Culture of nutrition and hygienic behavior.
- We Organize periodic outings in the mountains, ski school, Summer camps, green Kindergarten, change of ecological environment.


You Learned the Recorder Due To School Cheapness
The recorder is a weird instrument.
It was integral to the renaissance and baroque sounds, but it was cast aside in favor of the transverse flute (that's the sideways boi), which could produce the volume necessary for a modern orchestra, and also because dudes started thinking it was "ungentlemanly to play an instrument that occupied the mouth." In other words, they thought it was gay.
That's why it's largely relegated to elementary school music rooms, but why even there? Mostly because of Carl Orff, most famous for writing Carmina Burana, the bane of high school choirs and movie trailer editors everywhere.
He was also a total Nazi, but that's mostly irrelevant except that his method was used to teach Hitler Youth, so have fun imagining those little shit screeching away on their music dicks. When he was developing his Orff Schulwerk method of arts education in the '20s -- because hey, everyone has a side hustle -- he landed on the recorder as the best instrument for teaching dumb babies how to play music. It's maybe the simplest instrument out there -- you don't have to learn any weird mouth movements or, like, the concept of chords -- and its small, lightweight design makes it easy to carry in your backpack. About 40 years later, American music teachers got super into the Orff Schulwerk method as well as baroque music, so they saw no reason not to drown in cheap flutes.
Oh, yeah, that was another thing that propelled the recorder's popularity in music education and nowhere else. The '60s brought major innovations in the manufacture of plastic, which lends itself to the recorder in a way that doesn't really work for other instruments. (Ever played a plastic tuba? There's a reason they call them "brass.") These days, you can get recorders in bulk for under a dollar each, so they probably paid you to take them in the '60s. That's why you know how to play "Mary Had a Little Lamb" on an instrument that fell out of favor in the Vivaldi era: a Nazi, the fickle tastes of music teachers, and the refusal of the American education system to plump up their budgets for 60 years.
Top image: congerdesign/Pixabay


On Wednesday March 11, the library hosted a guest lecture by Cheng Xueqin, regional director of early childhood education in Anji, a county in Chinaâs Zhejiang province. Ms. Cheng presented on her work and experience in developing Anji Play, a play-driven curriculum for preschool- and kindergarten-aged children that she and a group of Anji school leaders implemented over the course of 14 years in 128 schools. Ms. Cheng presented in Chinese, with Jesse Coffino acting as interpreter for English-speaking attendees.
Ms. Cheng centered her talk around a premise that important aspects of early childhood learning are unlocked when children get to decide what to play, whom to play with, and how to go about their play, and that self-determined play, or "true play," is therefore a natural right of young children. She used her observations from developing and implementing Anji Play as the supporting framework for these ideas, walking us through Anji Play's major iterations and pointing out contrasts between early and current iterations. In its earliest stages, Anji Play was an effort to implement the national-level guidelines for play-inclusive early childhood education that were released in 1998. Ms. Cheng and her colleagues observed in the early years of Anji Play that a teacher-determined play model did not mitigate many of the issues seen in no-play classrooms, leading them to consider the importance of self-determination in play. In Anji Playâs current implementation, children have at least two hours of free play every day. Play environments are outdoors with minimal structuring, and simple tools made of natural materials (ie, ropes, light bamboo ladders, basic clay pots) are provided as toys, instead of objects sold and marketed as toys. During play time, teachers observe, document, and act as parallel participants. Ms. Chengâs associates noted that Anji Play was entirely developed without influence from Western educational philosophy, though the programâs tenets and the methods used to develop it share resemblances with those of major figures in Western education, such as Montessori and Froebel. Ms. Cheng also spoke in depth about the process that she and her colleagues underwent to gain parent support for the program, and I felt that this was where much of the politics promised in the eventâs title turned out to be. During Anji Playâs development, many parents viewed play as an indulgence unrelated to learning; eventually, a parent outreach program was implemented to educate parents about the value of play in learning and to gain their support.
Throughout her talk, Ms. Cheng continually returned to the idea that self-determined play, as a major key to early childhood learning, is a natural right of all children. She described the process of developing Anji Play not as âgivingâ children this right, but as âreturningâ it to them. I found myself viscerally drawn to the idea of self-determined play as a universal right of all young children, and not as a hallmark of an "alternative" education. How might classrooms in the US
and around the world
change if autonomous play-based learning was widely recognized as a right of all young children?


Quality Grade 2 French Tutoring & Help
Oxford LearningÂ®âs Grade 2 French tutoring helps your child develop the learning skills that are needed to excel in French class!
Young students are in the best position to learn a foreign language. Their brains are wired to acquire linguistic information. Oxford LearningÂ®âs Grade 2 French help teaches students to develop their French skills by giving them a solid foundation in the basics and by increasing their confidence in their French abilities.
Oxford LearningÂ®âs Grade 2 French tutors ensure that students with all levels of French abilities from introductory to French First Language develop grade-level appropriate French skills, but also gain valuable skills that will be useful for all years to come. Students will be able to focus and pay attention better, follow directions, have decoding skills and planning abilities, and most importantly, develop confidence they will use for years to come.
Grade 2 French Tutoring Subjects
- There are many types of listening strategies that students are expected to gain by the end of Grade 2. They include: listening to understand, interacting, and comprehending context.
- Students gain better listening skills with Oxford LearningÂ®âs grade 2 French tutors and develop improved listening comprehension strategies.
- Students will have familiarity with greetings and expressions of courtesy.
- Students can improve on their reading comprehension abilities with our Grade 2 French help. They learn to use proper reading comprehension strategies, read for meaning, and read for fluency. Reading also helps develop vocabulary and identify purpose, form, and style.
- Oxford LearningÂ®âs Grade 2 French tutor helps students improve writing skills. Students learn to identify the purpose of writing, develop a variety of writing forms, develop vocabulary, and use stylistic elements.
- Students also learn about the process of writing, which includes generating, developing, and organizing ideas, drafting and revising, and producing finished work after proofreading.


Mission For The Class
My goal is to have my students gain an understanding, love, and appreciation
for music! Music stimulates our mind, body, and soul. It is created from a unique symbol
system that requires knowledge and understanding. Music is one of the five
basic ways people communicate with each other.
I follow the district's music outcomes, which are based on the NYS
Music Standards. The Content Standards in Music are:
1. Singing, alone and with others, a varied repertoire of music
2. Performing on instruments, alone and with others, a varied repertoire of music
3. Improvising melodies, variations, and accompaniments
4. Composing and arranging music within specified guidelines
5. Reading to, analyzing, and describing music
6. Evaluating music and music performances
7. Understanding relationships between music, the other arts, and disciplines outside
8. Understanding music in relation to history and culture
You may want to visit http://www.nafme.org to find out more about music education.
"Children must be taught music as they are taught to read." Lowell Mason
"Whenever and wherever humans have existed music has existed also. Since
music occurs only when people choose to create and share it, and since they
have always have done so and no doubt always will, music clearly must have
important value for people."
Vision 2020 Housewright Declaration (Madsen, 2000, p. 219)


A child welfare worker spends his or her time providing a wide range of services to children who are in need. From disabled children to homeless kids, there is much diversity in the socioeconomic groups that child welfare workers work with. The main goal of a child welfare worker is to assess a child's individual needs, followed then by making sure those needs are met through a variety of appropriate services. If you are interested in becoming a child welfare worker, you are probably wondering what type of degree you will need to earn.
Social Work Degree
Pursuing a degree in social work is one of the best ways to become a child welfare worker. For most job positions in this field of work, a bachelor's degree will suffice; however, with a more advanced degree you will notice increased job opportunities as well as an increase in your salary. You will definitely want to pursue a master's degree or doctorate degree if you are interested in a being a child welfare supervisor or seeking a teaching position.
Some states will mandate that you have a degree in social work to become a child welfare worker; however, some will allow you to obtain a degree in another major. Some of the more popular majors include elementary education, family studies and political science. If you choose to earn a degree in another field of study, keep in mind that you will lose a competitive edge and will not be as marketable to employers. In fact, you may have to end up pursuing a completely different career path than that of a child welfare worker.
Types of Social Work Degrees
No matter the degree program you take part in to become a child welfare worker, you will most likely have to take part in supervised fieldwork. In addition, the following applies:
â If you choose to take part in a bachelor's program, you will have to complete four years of study. The program can be completed online or at a traditional campus. Your fieldwork will of course be completed through some type of entry-level position.
â If you choose to take part in a master's program, you will first have to complete a bachelor's program. Your master's program will take an additional two years to finish. Like a bachelor's program, you can complete the master's program online or at a traditional campus. Your fieldwork will focus more on research methods and theories, and it will most likely be in an upper-level position.
â If you choose to pursue a doctorate degree in social work, you will first have to earn both your bachelor's and master's. In addition, you will have to complete 3200 hours of clinical work under the supervision of a licensed clinical social worker. Once again, you can finish your coursework either online or through a traditional campus.
No matter the level of degree that you earn to become a child welfare worker, you will want to make sure that you are a social work major. If you want to specialize in a certain field of study, this will be extremely valuable and can lead to a higher salary, but your main area of study needs to be social work.


Sheet Mulching to Get Rid of Grass
Sheet mulching is an organic method to remove grass and weeds without the need for toxic chemicals or difficult physical removal. The technique uses layers or organic materials that smother the grass while breaking down into soil nutrients. Sheet mulching takes several months to kill the grass completely, but the resulting nutrient-rich, chemical-free soil makes an ideal spot to grow plants.
Prep work before you put down the organic layers speeds up the grass removal process through sheet mulching. Mowing the grass as low as possible is the first step for prepping the ground. The soil needs to be moist for sheet mulching, so starting the process after a rain works best, but you can water the ground if it is dry. Clear the area of rocks and debris and loosen the soil to help the decomposition process. An easy way to loosen the soil is to poke a gardening fork into the ground, moving it side-to-side. Move around the area, loosening the soil every 2 to 3 feet.
The first layer for sheet composting is the barrier material that blocks sunlight to the grass and weeds. The most commonly used materials are cardboard or newsprint with only black ink. When using newspapers, you need at least 10 to 12 sheets to get a layer thick enough to kill the grass. The barrier material needs to cover the area completely, with an overlap of at least 4 to 6 inches where the sheets meet. Add a layer of compost 1 to 3 inches thick on top of the cardboard or newsprint to hold it in place and aid in decomposition. The top layer should be a 3- to 4-inch layer of mulch, such as wood chips. The mulch holds the compost in place and breaks down for additional soil nutrients.
The layers of organic material break down over time with the help of worms and microorganisms in the soil. In warm temperatures, the materials can break down in as little as three or four months. You may need to wait longer in cooler temperatures when microorganisms are less active. Leaving the layers alone during this time allows them to break down. During periods of little rain, water the sheet mulched area to provide the moisture it needs to decompose. Keep the area moist without saturating it.
When the grass is dead and the organic materials are decomposed, the area is ready for planting. The grass-free area allows you to plant vegetables, flowers, shrubs and other plants, just as you would in any garden area. If you want to plant over the sheet mulching immediately, you can add a thick layer at least 3 inches of topsoil or compost over the cardboard layer. Plant seedlings in the area before mulching.
Based in the Midwest, Shelley Frost has been writing parenting and education articles since 2007. Her experience comes from teaching, tutoring and managing educational after school programs. Frost worked in insurance and software testing before becoming a writer. She holds a Bachelor of Arts in elementary education with a reading endorsement.


Pathways 2.0 is a comprehensive, easy-to-use elementary reading program with integrated language arts for grades 1-8. This approach allows students to follow a variety of avenues to become readers, writers, and learners. Organized around broad themes and a scope and sequence of skills, Pathways 2.0 uses award-winning trade books that children want to read to deliver the skills that they need.
The program is based upon the belief that students should not only learn how to read, but also acquire the desire to read, write, and learn. Pathways 2.0 provides all students with the opportunity to become passionate learners, readers, and writers and the curriculum includes components and activities that address ten key principles:
Reading Instruction that fosters inquiry and deeper student involvement in learning
Spiritual Growth that helps students make good choices in life as well as in reading content
Reading Motivation that helps students develop a lifelong passion for reading
Writing and Expression that grows from reading and learning and helps create meaning for students
Selective Topics that support and encourage writing practice for different purposes and audiences
Reading Comprehension that grows from systematic instruction and learning strategies that students apply to literature and content subjects
Phonics Skills that are developed through a sequential program of phonics that includes systematic, daily practice
Spelling Instruction that is systematic, coordinated with phonics instruction, and addresses the specific developmental level of each student
Assessment that not only provides teachers and parents with information and tools about student development, but helps students assess their own growth
Classroom Management that includes whole-class, small group, and individual student activities.
For information on Kindergarten Stepping Stones, the faith-based, kindergarten curriculum that integrates language arts and reading, math, science, social studies, art, music, physical education, dramatic play, and technology, click here.


Now showing items 1-5 of 5
The Impact of Instructional Technology on Phonics Instruction
The purpose of this study was to determine if students in third grade receiving special education services improved their overall phonics/decoding skills with the use of instructional technologies. The participants of this ...
The Effects of the Program QuickReads on the Oral Reading Fluency of Third-Grade Students
The purpose of this study was to determine if third-grade students would achieve higher oral reading fluency rates after additional instruction with the program QuickReads. The measurement tool was the Dynamic Indicators ...
The Effects of Brain-Based Instructional Strategies on Third Grade Vocabulary Retention
The purpose of this study was to determine whether the use of brain-based instructional strategies would positively impact third gradersâ vocabulary acquisition. Brain-theorists propose that using physical movement during ...
The Effect of Instruction in Vocabulary Development on the The Reading Comprehension of Third Graders
This study examined the effect of instruction in vocabulary development on student comprehension. In this study, third grade students received the vocabulary intervention of semantic mapping to improve their reading ...
The Impact of Repeated Reading on Fluency and Comprehension
The purpose of this study was to examine whether repeated reading interventions improve third grade studentsâ fluency and reading comprehension. Third grade students with a rating of basic in comprehension as assessed with ...


A new generation of science curriculum materials are being developed across all levels of Kâ12 education in an effort to meet the ambitious vision of the Next Generation Science Standards (NGSS). The NGSS recasts science proficiency as not only what students know, but also how they can use and apply what they know to make sense of the natural world and design solutions to problems.
The need for high-quality curriculum materials is especially great in the early elementary grades where there has been a paucity of materials that provide the necessary language and literacy support for all young students, including those with linguistically diverse backgrounds, to engage in rich science learning. Promising new curriculum materials are needed, along with research-based evidence on the efficacy of literacy-rich NGSS designed curricula.
WestEd, with funding from the U.S. Department of Educationâs Institute of Education Sciences (IES), is leading an efficacy study of a new first grade science curriculum.
The curriculum, part of the commercially available Kâ5 Amplify Science program, was developed by Lawrence Hall of Science with prior funding from IES. The curriculum comprises three units â life science, physical science, and Earth and space science â that take an integrated approach to supporting both science and literacy development and are designed to be accessible to English language learners. The curriculum aims to help teachers ensure their students meet the NGSS as well as the Common Core English Language Arts and Literacy Standards.
The curriculum package includes physical materials for hands-on investigations, classroom sets of student books and big books for each unit, as well as lessons that engage students in learning through reading, writing, talking, and doing science â all in an integrated approach.
Methodology and Intended Outcomes
The studyâs goals are to understand classroom implementation and the impact of the first grade curriculum on student achievement and teachersâ instructional practice in light of the NGSS.
WestEd science education researchers, in partnership with researchers from LFC Research and SRI International, collaborated with the Lawrence Hall of Science and participating school districts to plan and conduct the study in first grade classrooms. The efficacy study is a randomized controlled trial that is comparing classrooms that receive the first grade curriculum materials and professional development with classrooms in a âbusiness as usualâ (control) condition in several large school districts nationwide.
This research will help us understand how to better support teachers in implementing science education in early elementary classrooms. Findings from this independent study will provide insight about the promise of literacy-rich early elementary science curricula for helping ensure the academic success of young students in our nationâs increasingly diverse schools.


The history of jazz in Austin dates back to the height of legal segregation in the south in the 1920s. The black community was largely forced to reside east of I-35. During this time, the cityâs social activities were strictly separated by race. As a result, the East Side became rich in African American culture as residents of the community frequented businesses in their own neighborhood, including some of the first black-owned places in Austin.
The famous and historic Victory Grill was one of the sites in the region and remains one of the last original juke-joints of the Chitlin âCircuit today. While the space is now occupied by a southern food establishment called the Rolling Rooster, the restaurant still has a stage for jazz and blues, a nod to the place of origin.
Other stadiums existed as clubs such as Charlieâs Playhouse, Big Maryâs / Alabama Club, Ernieâs Chicken Shack, and Doris Miller Auditorium which was established in 1942 and is still an entertainment and recreation hub for the East Austin community today. As part of the Chitlin âCircuit, touring artists like Ella Fitzgerald and Ike & Tina Turner graced the stage at the Miller Auditorium.
Further west in what is now the Red River Cultural Quarterâs Symphony Square, which was built in 1971 and originally designed as a south-eastern extension of Waterloo Park, the New Orleans Club reigned as one of the most popular clubs in the 1950s and 1960s. Over time the venue has developed a rich variety of music in addition to jazz, but it is here that the now legendary black jazz artist Ernie Mae Miller performed regularly. With a career spanning over 50 years, Miller was a child prodigy after learning to play the piano at the age of 5. After leaving Austin for a while, she returned and enrolled in Huston-Tillotson to study music and began her solo career as a jazz pianist and singer. In addition to having a residency at the New Orleans Club, Miller has also performed at Flamingo Lounge and the popular Jade Room.
During the 1930s, swing music dominated the jazz scene. Originally from Austin Teddy Wilson, one of the genreâs most accomplished swing pianists, has performed with legends such as Louis Armstrong, Billie Holiday and Ella Fitzgerald. Wilson later joined the Benny Goodman Threesome. Another native of Austin, Oscar moore, was known as the jazz guitarist of the Nat King Cole trio.
In 1963, graduated from the music education program at Huston-Tillotson, Dr James Polk emerged on the music scene as a professional blues and jazz keyboardist. He is known for his work as organist / pianist, writer, arranger and conductor of the Ray Charles Orchestra. His most recent jazz ensemble, Peace at the center, still performs regularly in Austin.
jazz singer Tina Swamp was the frontman of the Creative Opportunity Orchestra of Austin, a pioneer of the Austin jazz music scene from 1982 until his death in 2009. The orchestra featured local and international jazz artists, bringing together the entire artistic community with innovative compositions in avant-garde jazz and improvisational music. Find records of Marshâs work at the Austin History Center and the Briscoe Center for American History at the University of Texas.
Austin native and extraordinary trumpeter Martin Banksâbio reads like a whoâs who of jazz through the years, from swing to avant-garde jazz. A graduate of Anderson High School in East Austin, Martin worked and toured with artists such as Ray Charles, Duke Ellington, Count Basie and others on the New York bebop scene of the 1950s and 1960s. He returned. in Austin in the 1980s, bringing his knowledge and moving expertise to Austin and teaching an entire generation of musicians â both on the bandstand and in the Austin ISD classrooms.
One of the greatest musicians of the Austin jazz scene, pianist Rich Harney was a regular presence at the Elephant Room until his death in 2020. A prolific composer of swing and post-bop tunes, Harney was a brilliant jazz pianist, the first musician to play Austinâs acclaimed award-winning Liberty Lunch. numerous local and national awards, and mentor to other local musicians.


Focused on improved cognitive function and brain development:
One of the most well-known benefits of playing a musical instrument is the positive impact it has on cognitive function and brain development. Studies have shown that individuals who play a musical instrument have improved memory and spatial-temporal skills, as well as enhanced language and literacy skills. Additionally, playing a musical instrument can even improve mathematical ability.
Spatial-Temporal Skills: Playing a musical instrument also requires the use of spatial-temporal skills, which refer to the ability to understand and manipulate the relationships between objects in space and time. These skills are important for a variety of tasks, including reading and understanding maps, solving math problems, and even playing sports. Studies have shown that musicians have improved spatial-temporal skills compared to non-musicians.
Language and Literacy Skills: Music and language share common features, such as rhythm and pitch, which may be why learning to play a musical instrument can enhance language and literacy skills. For example, research has found that children who receive music education tend to have higher reading scores compared to their non-musical peers.
Mathematical Ability: In addition to improving spatial-temporal skills, playing a musical instrument may also enhance mathematical ability. Music is full of mathematical concepts, such as rhythm, melody, and harmony, which require the use of fractions, decimals, and ratios. By learning to play a musical instrument, individuals may develop a better understanding of these concepts and improve their mathematical ability.


The ability to access music education should be based purely on the ability to play, not the ability to pay. Music develops a childâs concentration, stimulates their intellectual development, builds confidence, raises aspiration and gives them a greater understanding and empathy for others. Furthermore, it is widely recognised that children who sing or play musical instruments perform significantly better in other lessons than their peers that donât.
This is why at the 2015 Welsh Liberal Democrat Spring conference, we brought forward this motion on music education, calling for a national strategy on music education ensuring consistent provision across Wales and minimises financial barriers to music education as much as practically possible.
We are proud of the work Kirsty Williams MS, the Welsh Liberal Democrat Education Minister, has done in this area, introducing the National Endowment for Music, increasing access to musical opportunities for young people across Wales, and working with councils to make more musical instruments available.


At Orchard Grove Primary School we have a strong commitment to digital technologies. Students access Digital Technologies as part of their weekly activities in Literacy, Numeracy and Integrated Studies. This is done to support and extend student learning.
Students in Years F to 6 have access to our Computer Lab on a weekly basis as the need arises. Each Foundation to Year 3 classroom has a mix of iPads, laptops and desktop computers. We have a 1-1 iPad program operating in Years 4-6 and, in addition, we have desktop computers and laptops available to allow the students plenty of access to conduct internet research and to enable them to create ICT products.
All computers are networked and have high-speed connections to the Internet. ICT is integrated across the range of the primary school curriculum where skills are developed within the curriculum and not taught in isolation. We use applications to support the development of learning outcomes across the curriculum and to engage the students in collaborative, co-operative and problem solving activities. Multimedia is particularly beneficial in the development of higher order thinking skills and in allowing for different learning styles.
Each class has a blog or a Google site in which teachers and students reflect on experiences. This provides an opportunity for parents to see and participate in some aspects of the class programs. Email and collaborative documents using Google apps are used throughout the school, appropriately for the studentsâ needs.
The Victorian and Australian Curricula integrate ICT throughout English, Mathematics and other domains. It is therefore critical that our schoolâs leadership team and staff continue to advocate for, and use technology, to broaden the learning of our students.
An eSmart school is a school where the smart, safe and responsible use of information and communications technology is a cultural norm. Students, teachers and the wider school community are equipped to embrace the best these technologies can offer, while being savvy about the pitfalls.
To insure that our students are competent and safe users of new and emerging technology, we are committed to implementing a program which educates our students in the safe, responsible and ethical use of the internet and social networking.
As such, we have developed an eSmart curriculum for the students and teachers to use. This is part of our fortnightly Well-Being rotations at each year level. We provide parent information through the school newsletter and provide opportunities for staff professional development. We are now an accredited eSmart school.


What is Child Development?
Child Developmental screening takes a closer look at how your child is developing.
If a child has a developmental delay, it is important to get help as soon as possible.
Itâs perfectly normal for children around age 3 to speak in the choppy, laboured language.
Child development includes the biological, psychological and emotional changes in human beings. Parents play a significant role in a childâs life, socialization, and development. Parental training is the best tool for child development.Behaviour or physical characteristic is changed according to the age growth.
Facts About Child Development
- The basic mechanisms or causes of developmental change are genetic factors and environmental factors.
- Genetic factors are responsible for cellular changes like overall growth, changes in the proportion of body and brain parts,
- There are three broad stages of development: early childhood, middle childhood, and adolescence.
- Children develop skills in five main areas of development such as Cognitive Development, Speech and Language Development, Fine Motor Skill Development etc.
- Children learn these skills, called developmental milestones, during predictable time periods.
- A babyâs brain weighs about one quarter (1/4) of what an adultâs brain weighs!
- Each child is an individual and may meet developmental milestones a little earlier.
- The factor that influences child development is the environment.
- Give your child lots of love and attention.
- No matter what a childâs age, holding, hugging, and listening are important
- .Learn some simple parenting skills for helping your child to learn how to behave.
- Every child grows and develops differently.
- Physically, between birth and age three, a child typically doubles in height and quadruples in weight.
- By age five most children demonstrate fairly good control of pencils, crayons, and scissors. Gross motor.
- Children develop a spoken vocabulary of between 300 and 1,000 words in the age of 3years.
- Middle childhood is also a time when children develop competence in interpersonal and social relationships.
- In general, females begin to develop earlier than do males.
- Sexual maturation is one of the most significant developments during the Adolescence time (Twelve to Eighteen Years)
- Babies begin to vocalize for around 1 month.
- 2 month aged baby Smiles at the sound of your voice and follows you with their eyes as you move.
- 3 month baby Raises head and Smiles at other people
- 4 months laughs, and tries to imitate sounds; holds the head steady.
- 6 month Moves objects from hand to hand.
- 7 months baby Responds to own name.
- 9 month baby sits without the support and says mama, dada.
- 12 months baby can Walk with or without support.
- 14 months baby Walks independently, drinks from a cup.
- Average length at birth: 20 inches for boys, 19 3/4 inches for girls.
- Speech development is very exciting for parents as they watch their babies become social beings.
- Your childâs physical development consists of the height, weight, development of muscles and bones.
- If your child is carrying a dominant gene related to height, he/she might achieve the same height as you.
- Your childâs body needs the right amount of Carbohydrates, Proteins, Vitamins, and Minerals for his/her physical development.
- The mental and cognitive development of your child consists of the development of the brain, neurological processes, intellectual abilities, learning abilities etc..


Panyard Jumbie Jam Caribbean Steel Pan Book - Comprehensive Teacher's Guide
Everything you need to implement a Jumbie Jam classroom curriculum.
A comprehensive classroom curriculum book that guides educators in how to teach Jumbie Jam Steel Pans. Takes teachers and students step by step from basic to first performance in just 10 lessons! Complete with teacherâs notes, preparation advice, warm-ups, lesson plans and six tunes, plus online video support providing practical demonstrations of the techniques and pieces covered in the Guide.
Chapters include: Introduction, History and Context, JJ Basic Playing Techniques, Elements of Music, Warm-Up and Practice Exercises, Three Part Arrangements adding Percussion and other Instruments, Lesson Plans -Ten Weekly Lessons and Creating a Performance with Six Tunes.
About the Author â Andy Gleadhill has over thirty yearsâ experience as a professional musician and teacher. As a teacher and teacher trainer he has worked in all areas of music education, from early years and special educational needs settings to post graduate work at universities and music conservatories.
- Everything you need to implement a Jumbie Jam curriculum.
- Comprehensive classroom curriculum book guiding educators in how to teach Jumbie Jam Steel Pans.
- 10 Lessons taking teacher and student from Basics to First Performance.
- Teacherâs notes, preparation advice, warm-ups, lesson plans and six tunes.
- Free Online video support providing practical demonstrations of the techniques and pieces covered in the Guide.
- All of the tunes and exercises in the book can be played on any Steel Pan instrument


This brief explains the Two-Generation (Two-Gen) approach for working with families builds well-being by creating a solid and stable foundation through integrated, intensive, and high-quality services in four areas of focus: early childhood education, elementary education, economic stability, and family engagement. It discusses findings from a research study that explored how three States (Connecticut, Colorado, and Utah) are development and implementing a Two-Gen framework in practice and how support for an intentional Two-Gen approach can be translated into a coordinated implementationâ¦
Marriage and relationship education (MRE), HeadStart and Early Head Start are all educationalprograms that help strengthen families and promotechild well-being. Recognizing this, the National HeadStart Association and the Administration for Children and Families (ACF) created a Memorandum ofUnderstanding (MOU) in 2008 to provide a framework for collaboration between ACF Healthy Marriage/Responsible Fatherhood Initiatives and Head Start to provide interested families with MRE services. This Tip Sheet will provide a brief overview of how the two programs, working together, can benefit familiesâ¦
Over time, the American workforce has become more educated and the college-going population has diversified. Todayâs students tend to be older and often have young children. About 1 million low-income parents who attend school or training also work. Further, many combine full-time work with full-time school attendance. This brief summarizes this populationâs characteristics, how they address these competing demands, and the supports they receive while doing so. The brief suggests how existing federal policy initiatives such as the new Workforce Innovation and Opportunity Act and the Childâ¦
This brief introduces the Family and Provider/Teacher Relationship Quality (FPTRQ) measures for early care and education stakeholders. The brief introduces the constructs and elements included in the measures, the measures' reliability, how the measures might be used, and how to use them. If you plan to use the measures, reviewing the full Family and Provider/Teacher Relationship Quality Measures: Userâs Manual is recommended. (Author abstract modified)
This brief describes the process of measuring cultural sensitivity in the Family and Provider/Teacher Relationship Quality project. Researchers measuring cultural sensitivity in other fields may also find the information contained within this brief useful. (Author abstract)
Bullying is a problem faced by many children at school, in the community, and online. Children may bully others, they may be victims of bullying behavior, or they may find themselves in a bystander role. This NRFC webinar focuses on ways in which fatherhood programs can address these and related issues with fathers and their local communities.
Goals of Webinar:
After this training webinar, participants will improve their knowledge and understanding of:
The different roles that children may play in bullying behavior.
Ways in which fathers can talk with their children aboutâ¦
This tip sheet summarizes what is known about the couple relationships of service members after deployment and recommends ways in which safety-net service providers can offer support to them in maintaining successful couple relationships. (Author abstract)
This tip sheet focuses on ways to merge healthy marriage and relationship education into child welfare services, focusing primarily on family preservation services, rather than unsafe situations where a child is removed. (Author abstract)
This tip sheet discusses the common goals shared by the national Child Support Enforcement Program (CSE) and healthy marriage and relationship education. It also provides suggestions and resources on how to integrate relationship education into CSE services in order to facilitate the agency's promotion of healthy family relationships. (Author abstract)
This brief provides a summary of key research findings related to the child welfare field; describes how strengthening couple and co-parenting relationships encourages family stability and consequently child safety, permanence, and well-being; and explains how integrating healthy marriage and relationship education strategies into child welfare services can contribute to this effort. (Author abstract)


School follows CBSE pattern of Curriculum. The curriculum refers to the lessons and academic content to be taught to a learner in the school. In empirical terms, it may be regarded as the sum total of a planned set of educational experiences provided to a learner by a school. The curriculum provided by CBSE is based on National Curriculum Framework-2005 and seeks to provide opportunities for students to achieve excellence in learning. Mostly NCERT books are followed from Class III onwards.
Objectives of School Curriculum are:-
Scholastic and Co-Scholastic areas.
Interlinking of various subjects.
Promote inclusive education by providing equal opportunities to all students.
Promote physical fitness, health and well-being.
Equally emphasize Co-scholastic areas of Art Education and Health and PhysicalEducation
acquire the ability to utilize technology and information for the betterment ofhumankind
enhance self-awareness and explore innate potential
Nurture Life-Skills by prescribing curricular and co-curricular activities to helpimprove self-esteem, empathy towards others and different cultures etc.


Guatemalan children deserve better. Young newly literate women in Guatemala are giving them that opportunity, opening preschools in their homes. Founded by Guatemalan women they have over 75 classrooms, but thousands more are needed. Fortunately, the program is easily replicable with an investment of $200 per child per year compared with $10,000 in a developed county like the USA.
Early childhood learning is crucial to later educational attainment, but in many rural areas the Guatemalan government does not provide preschool. Without having set foot in a classroom before the age of 7, these rural children run a high risk of early failure. In 2015, 27% of all children failed to pass the 1st grade. Children that struggle to pass the 1st grade are far more likely to abandon their studies prior to completing primary school, severely limiting their opportunities later in life.
We train and equip community-minded and entrepreneurial young adults to teach children ages 4-6 in remote areas currently unattended by the Guatemalan government. With the combination of our culturally relevant curriculum centered on creative learning through the use of natural materials and by tackling chronic child malnutrition with a daily healthy snack, we are able to help mentally and physically prepare previously disadvantaged rural children to be successful in the first grade and beyond.
Providing programs to underserved rural areas will help stem the tide of failure in primary school by preparing children to learn. Training community youth to be program facilitators creates jobs for them and raises awareness of early childhood learning among parents. Longer term, early learning can have a significant positive impact on children's future opportunities and livelihoods as adults and reduce the pressure on other countries borders by starting businesses and getting jobs.
This project has provided additional documentation in a PDF file (projdoc.pdf).


Last Updated on November 18, 2022 by ClassMonitor
Toddlers arenât little babies anymore, but they arenât kids either. As they grow, they are more interested in being mobile and developing motor skills. They canât sit still for a long time and demand a lot of attention and effort. As such, one key challenge that momâs face is helping them perform activities.
ClassMonitor has compiled these activities for the range of 1-year-olds, from 12 to 24 months. If you find your child isnât ready for any activity yet, give them some more time and try a different one for now.
NOTE: One of the best ways to promote your childâs learning is through play, so get down to your toddlerâs level, and get your inner child out. Adding some fun into your day-to-day schedule is an incredible way to connect with your child while supporting their development.
Play the âdrumsâ
â¢ Take out a few pots and pans; turn them upside down in front of your child. Let him or her bang on the pans with a wooden spoon.
â¢ Some toddlers will find this game amazing and itâs also great for coordination and motor skill development.
â¢ Warning: You may regret this later.
This activity has the added bonus of cleaning up your living area. While it may seem like a chore, itâs a good activity to teach your child:
3. Good habits
4. Refining motor skills
An older child might take this as an annoying chore; you can easily make a fun game out of it with a 1-year old.
This one is hopefully something youâre doing on a regular basis. And quite honestly, this should be higher up on the list. Nevertheless, if youâre struggling to think of fun activities for 1-year olds, you can always default to reading a book.
Play Various Counting Games
The nice thing about this activity is that you can do it anywhere. Examples include:
â¢ Count your fingers and toes
â¢ Count the number of steps as you walk upstairs
â¢ Count the number of cars on the street
â¢ Count the number of toys in the box
Another amazing sensory activity for your child to learn the art â Grab some finger paint and a piece of paper and let your little one create a masterpiece.
Cruise from object to object (to practice walking)
â¢ If your child is trying to walk, theyâve already tried cruising. Set up objects intentionally for cruising and help reinforce the behavior of your child.
â¢ For example, set up multiple chairs in a row so that your child can cruise from one chair to another.
Obstacle course for crawlers
This is another simple activity you can do with whatever objects you have at home. Create a simple obstacle course using a couch, cushions, pillows, etc. that allows your child to crawl around and work on their motor skills.
So have fun with all these amazing activities with your Toddlers!!


Listening to music influences overall well-being positively and is a pleasurable activity. Many scientists believe that music affects the vast majority of human brain circuits that engage in social bonding and the ability to interact with one another. Music has been a part of every culture for as long as humanity has existed.
Music is a great way to connect with others, and itâs crucial for our health and well-being. By listening to music, we may learn a lot about ourselves. Music expression is a powerful way for us to express ourselves and our identity and carry on a tradition handed down for centuries. By implementing music education in the classroom, teachers can encourage their students to use their voices to express themselves creatively via music.
In addition, music contributes to the development of emotional frameworks for social bonding, which ultimately encourages collaboration and trust in individuals.
Numerous brain regions are stimulated by listening to music. When music is played, several senses in the brain are stimulated, including social and emotional awareness and interpersonal relationships, which boosts cognitive abilities. Listening to music can improve your reading comprehension overall. When we listen to music, numerous brain regions are awakened. Although music can be played alone or in a group, a shared experience of listening to music can unite us as a civilization. Humans appear to be hardwired for a love of music. Listed here are a few ways in which music helps to build stronger relationships in society.
Music Enhances Interaction
The ability to communicate, collaborate, and cooperate is enhanced by musical connection with others. For most of human history, there were no records, thus the only way to enjoy music was to witness it in person. Music may have provided a safety net for our early ancestors and may still do so for us today because it requires social interaction such as watching a performance. Having fun and playing music with another person releases endorphins in our brains, which may explain why we receive a warm, pleasant feeling from making music together. As a result, the ability to communicate with others is improved.
Music Enhances Our Theory of Mind and Empathetic Abilities
More and more research has shown that music affects multiple parts of the brain, anticipating human behavior and indicating that music is essential to the formation of empathy. Patients who listen to music regularly improve verbal memory through the utilization of music as a therapeutic tool. Additionally, music may improve cognitive performance; in particular, upbeat music might hasten the healing process. This demonstrates that when we hear music, our brain processes sound as well as other acoustic and visual information about the musician.
The Oxytocin-Boosting Effect of Music
Listening to music releases the hormone oxytocin, which is critical in building trust and fostering close relationships. The presence of the hormone oxytocin in the brain amplifies the effect of music on human cognition, causing anti-stress-like effects such as blood pressure and cortisol reduction. When music releases oxytocin levels, it supports growth and recuperation by providing a wide range of enjoyable social interactions.
Cultural Integration Is Enhanced through Music
The ability to communicate your feelings about the community via music may give you a sense of security and responsibility. When it comes to music, itâs more than simply a form of entertainment. According to research, people associate their musical choices with their values, suggesting a connection between music and ethics. Similarly, music influences how individuals see others. In addition to providing entertainment, music choices are a way to express oneâs culture. In studies, research has shown that people place value on music based on the unique values they attach to their musical preferences. It has been demonstrated via research that families that listen to music together have a higher feeling of social cohesion. Music has the ability to unify people in cultures.
Lastly, similar to language, music may transmit ideas and feelings from one generation to the next. It also influences the interactions between individuals. Whether performing, singing, or jamming with friends, music can bring together persons who are otherwise very distinct in age, gender, and even culture.
Photo: G-Stock Studio/Shutterstock
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The Future African Space Explorer's STEM Academy is a young but growing initiative with the aim of bringing space exploration to the African classroom, wherein the majority of learners have barriers of entry to the vocation through lack of access to information and resources.
Through a collaborative effort with global space technology & exploration industry leaders and nation-states from South Africa and eventually the entire African space, we will bring the tools and infrastructure for the African child to explore space from their classroom to eventually reaching the stars!
To bring Space to the classroom as a gateway to STEM. To educate all African students and empower them to expand their opportunities, enriching their community through science and technology. The concept is to give a top-down vision from strategic, economic, technical perspectives and opportunities for employment in the Space sector and advocate for the creation of a sustainable space ecosystem. Space exploration is an expanding vocation that will provide vast socio-economic benefits to a nation through its youth, who are the future leaders.
The world is far from the goal of equal opportunity for all, Education for All, and in our case ,Space for All. Circumstances beyond children's control, including gender, race, ethnicity and the socio-economic status of their parents continue to affect their chances of succeeding in life.
Why Space Exploration -Space Science education?
Space exploration is an emerging global megatrend and recent developments in space travel may be setting the stage for a striking new era of Space science technology advancement.
Through technology, the world has become a global community and nations have become less segregated.
To play a meaningful role and have a substantive contribution to global policy and initiative, it is vital for a nation to have world-class systems and thought leaders in sectors and industries that are shaping the future. And Space exploration is shaping the future. Space education has to be part of a child's Foundational learning, Foundational learning refers to basic literacy, numeracy, and transferable skills, that are the building blocks for a life of learning. Just as we would not build a house without solid foundations, we cannot expect a child to thrive without solid foundational skills. Yet today, across most of the developing world, these foundations of learning are not strong enough. As FASESA how do we make a difference?.
By equipping learners, irrespective of their socio-economic background, race, gender, ethnicity with the knowledge, skills and values necessary for self-fulfillment, and meaningful participation in society and the new Space Exploration era;
Teachers and students need to know and understand what the Space Science Sector is and the career opportunities it offers. âSpaceâ does not mean they have to be an Astronaut. The impressive development of Space Applications gives immense opportunities to those who study IT, Agronomy, Biology, Chemistry, Nutrition, Geography, Medicine, Law, Management, Communications, Electronics, Physics, and so on.
We aim to shape the future of space exploration and policy making on the continent. our ultimate goal is to democratize and accelerate access to space by granting the opportunity to all students, to travel and work in the space regardless of their financial resources. As of July 20, 2021, a total of 574 people from 41 countries have been to space in the history of the world. While NASA puts the number at little over 600The majority of these astronauts have been men, and almost (80%) have been citizens of Western nations. we at FASESA believe that the future of space Exploration must be democratized, and in doing so, we can inspire the next generation's passion for space science, leadership, and social change as we ignite a higher level of consciousness to face our most intractable challenges.
Kids are Interested in Space, according to a Harris Poll survey conducted in the US, UK and China, 86% of children aged 8 to 12 say they are interested in space exploration, and 90% of them want to learn more. Interestingly, 83% of parents (averaged across the three countries) who participated in the survey believe their children are interested in space, yet only 53% of kids say their interest in space is fuelled by their parents, citing teachers (79%) and the internet (71%) as primary learning sources.


Elementary education implies teaching children inkindergarten through fifth grade,or ages 4 to 11,approximately. As an early childhood educator,you work with much younger children,from birth to preschool age. Early childhood educators work with newborns,infants,and toddlers.
People also ask
What grade level can you teach preschool with an early childhood degree?
With an early childhood degree, you can teach grade levels preschool through about the third grade. Many preschools require their workers to hold at least an associateé¥æª degree to work with children while nearly all public schools today demand that elementary teachers specialize in early childhood education.
What is Early Childhood Education?
é¥?Early childhood ,é¥?according to the National Association for the Education of Young Children or NAEYC, means the period of childhood up to age eight. Very young children learn differently from older kids, and their curriculum should correspond with how they learn.
What is the final stage of early childhood education?
The final stage of early childhood is marked by the entry into elementary school. Early childhood educators of this age group focus on laying a core intellectual foundation on which children will build the remainder of their academic careers.
What grades can you teach with an elementary degree?
What Grades Can You Teach With an Elementary Degree? Elementary education relates to the period of academia that follows preschool but precedes middle school; in terms of age groups, this includes children from around agee 6 to 11, or up to grades 5 or 6.


Our fifth graders begin their middle school journey as a transitional middle school class. Students learn what it is like to have content specific teachers, but do not start off changing classes. We realize that change takes time, so we give our fifth graders the time they need to learn the ropes to middle school.
Students continue to study different genres in reading and build upon foundational skills. Grammar skills are reinforced and vocabulary terms are learned to expand on comprehension skills. Students enjoy participating in novel study clubs.
Our fifth graders focus on American history and focus on mastery of the Next Generation Science standards. Students in fifth grade begin to embark on their Lectio Devina journey and develop abstract thinking skills as they build their math skills.
Students will begin to learn how to plan long term and continue to develop organizational skills. Students begin to handle themselves with greater maturity as they continue to develop their virtuous life.


STEM stands for Science, Technology, Engineering and Math. STEM is more than the sum of it parts! Science, technology, engineering and math are disciplines in their own right, but STEM is what happens when they are all taught together and in support of each other.
Science is our content knowledge, that might be knowing colors and shapes in Preschool, animal habitats and adaptations in Younger Kids and Middle Kids, or the periodic table in Older Kids. Technology, in STEM, is anything that helps meet a human need or wantâa rubber band, a desk, a whiteboardâthose all meet needs or wants, and are all technologies, even if they are not electronic or computerized. Engineering is how we solve problems. With engineering, we will focus on solving real-world problems, and think about, or draw, a design before we build. Engineers always remember that failure is OK. If our first solution fails, we go back to improve our design (see the engineering design process graphic below). Math is how we measure or count in STEM. Anytime we measure distance, volume, or time, we are using math.
STEM will be happening at all grades, preschool-6th. In general STEM will be incorporated as part of our interdisciplinary units, but it will look different in each grade and each classroom. Sometimes students will have STEM once a week, at a certain time, where we will be developing the foundational skills, or analyzing data and presenting our findings. Other times, they will do STEM every day. For example, we might do an engineering design challenge on Egypt or desert adaptations, and we would need to work on testing and improving our design more often than once a week.


CITME Curated Resources
Thank you to CITME partner Michael Ferraro and ASU Music Education students for helping to curate these resources.
You can find out more about CITME partners are using Ableton Live for music learning and teaching.
What is Ableton Live?
Ableton Live is a digital audio workstation (DAW) that supports music creation and production. It can be used in conjunction with MIDI controllers such as the Ableton Push among other MIDI devices as well as any audio sources ranging from electric guitars to microphones.
What is the Ableton Push?
The Ableton Push is a MIDI controller designed to work specifically with Ableton Live. The Push can do anything from trigger samples to perform melodic and harmonic content.
What do I need to use Ableton Live for musical engagement?
Ableton Live requires a desktop or laptop. Unfortunately, Ableton does not work with a Chromebook. It works well with MIDI controllers such as the Ableton Push among other devices that have pads and knobs and other types of controllers.


In 1997, Congress asked the National Institute of Child Health and Human Development (a division of the National Institutes of Health) plus the federal Department of Education to investigate the best research about the teaching of reading. This action came about to settle once and for all the âreading warsâ by proponents of various ways of teaching reading.
A panel composed of 12 university professors, one principal from an elementary school, a parent, and one language arts teacher from a middle school, reviewed thousands of experimental research results; held public hearings at which parents, teachers, students, scientists and government officials testified; and asked for input from leading educational organizations concerned with reading issues.
In April 2000, the results were published (www.nationalreadingpanel.org). They showed that although reading is a complex process and not every child learns to read the same way, a systematic, phonics-based approach yields the best results, especially for the youngest students. The panel said kindergarteners (the youngest children researched) gain the most reading and spelling abilities from studying phonics, but that students through grade 6 improve using this approach.
For low achieving students and students with disabilities, a phonics-based approach significantly helped them to read words compared to other approaches. For students who were already good readers, a phonics-based approach helped with spelling.
The panel stressed that systematic phonics instruction needs to be one of four components to teaching reading. The panel defined phonics as how a letter corresponds to a sound in English, and defined systematic phonics as planned, sequential letter-sound instruction. The other three components (to be discussed in a coming blog) are phonemic awareness, fluency and reading comprehension.
The panel indicated that teachers and parents should not teach only phonics if they expect a student to learn to read. Yet phonicst is a good place to begin, especially for the youngest students.


Archimedes Forest Schools Model
What is Forest Schools?
(The Archimedes Way)
Developing a childâs physical, emotional and social needs through a powerful and internally focused long term educational journey. Working in woodlands and wild places to create a relaxed, unrestrained, liberating and inclusive learning space that encourages freedom to play whilst harnessing their curiosity for self-discovery. Forest Schools is a progressive and developmental learning pathway, nurturing learners from childhood into adolescence and beyondâ¦benefits that last a lifetime. Forest Schools is delivered by qualified leaders that are both compassionate and caring whilst nurturing a childâs resilience, responsibility, resourcefulness and resolution adding tools for life to underpin their confidence. Itâs natures enduring gift to childhood.
The Forest Schools Journey
The Archimedes Forest Schools model is unique to us. The methodology and content is derived from over 17 years experience of development, testing and application.
This uniqueness sets Archimedes apart from all others and it is this difference that makes the Archimedes Forest Schools practitioner different from any other.
That unique difference will set you apart as you strive to improve the life chances of every child you guide and develop through a Forest Schools programme.
Linking Archimedes Forest Schools to UK Curriculum and SEN
CD: Story telling, drama, woodworking, tool use,
CLLD (Communication, Language and Literacy Development): clear speech and language use, cardinal and ordinal language, grapheme-phoneme correspondences, descriptive words, speaking and listening through story telling around the fire
KUW (Knowledge & Understanding of the World): Investigation; problem-solving, changing states (wood to charcoal), sensory development, historical and cultural aspects (how did fire began, how do trees grow?), conservation, species, sustainability,
PDH (Physical Development and Health), wood gathering, organisation and flexibility, strength, balance, and timing in using their large muscles, dexterity and hand-eye coordination in using their small muscles, knowing about their bodies and how to navigate them in an outdoor space, personal care routines on their own, engaging in healthy practices.
PSHE (Personal, Social, Health and Economic): self confidence, self esteem, working collaboratively, communication, sharing, listening to others, freedom through self learning, working safely through understanding, self achievement, coordination,
PSRN (Problem Solving, Reasoning and Numeracy ): ordering, size (small to big sticks for burning), scale, shape- building a pyramid for a fire, knot tying, logic development skills,
SEAL (Social and Emotional Aspects of Learning): Improving behaviour, improving learning, understanding anotherâs point of view, working in a group, sticking at things when they get difficult, resolving conflict and managing worries.
The National Curriculum in England states its AIM as:
The national curriculum provides pupils with an introduction to the essential knowledge that they need to be educated citizens. It introduces pupils to the best that has been thought and said; and helps engender an appreciation of human creativity and achievement.
The national curriculum is just one element in the education of every child. There is time and space in the school day and in each week, term and year to range beyond the national curriculum specifications.
The national curriculum provides an outline of core knowledge around which teachers can develop exciting and stimulating lessons to promote the development of pupilsâ knowledge, understanding and skills as part of the wider school curriculum.


April 14, 2020
To approach education through the lens of equity is to acknowledge the disenfranchisement and dicrimination faced by children, families, and teachers, and to create schools and systems that eradicate barriers to success, empower children and families, and inspire a more just society.
The current fragmented landscape excludes 54 percent of four-year-olds and 84 percent of three-year-olds from state pre-K programs and Head Start. Roughly 79 percent of eligible Black children, 92 percent of eligible Latinx children, and 95 percent of eligible Asian children under 13 years old lack access to child care subsidies. For dual language learners (DLLs), a minority of states require general education teachers to receive DLL specific training, wide gaps in data around DLLsâ access to high-quality early learning exist, and access to bilingual education is uneven. The current approach to early education also segregates children by family income and race, enrolls only one percent of Latinx and four percent of Black three- and four-year-old children in high-quality state pre-K settings, and disproportionately disenfranchises students of color, especially Black boys, through punitive discipline practices.
Equitable education systems demand culturally responsive teaching, developmentally appropriate practices, accomodations that meet studentsâ needs, and the voices of families, educators, and children elevated in policy conversations. New Americaâs Early & Elementary Education team promotes policies at all levels that create equitable systems for children and families. Below youâll find blog posts, reports, and events that lay forth recommendations to achieve this vision.


Make brushing easy and fun!
Did you know that dentists recommend you start brushing your childâs teeth as soon as their first tooth appears? Brushing can be easy and fun for you and your child.
Usually, childrensâ first tooth break through when they are around 6 months old. As soon as you see that first tooth, you should start brushing your babyâs teeth twice a day â in the morning and in the evening â in order to get your baby used to daily brushing routines. For a small child, teeth brushing is a completely new experience! When you help your child get used to having a toothbrush in their mouth twice a day, that is a big and important step on their way to developing a good oral hygiene routine. Brushing can be an easy and fun bonding experience for you and your child.
It is important to make the routine a positive experience right from the start. Children love trying out things themselves. Let your child hold a toothbrush, play with it and try to brush their own teeth â it will make the whole process more fun! After a while, your child will look forward to it.
Is your baby biting down on the toothbrush, making it hard to brush properly? This is completely normal. Biting on a toothbrush is an instinctive behaviour to help soothe their gums as their new teeth begin to break through. Just make sure you choose a toothbrush that is soft, gentle and safe for new teeth and sensitive gums. Brushing your childâs teeth should be fun and easy!
6 TIPS FOR GOOD DENTAL ROUTINES:
1. Start brushing your childâs teeth with a fluoride toothpaste as soon as their first tooth appears. Childrenâs first teeth usually start coming in at around 6 months, and by the age of 3, they usually have 20 baby teeth.
2. Help your child brush their teeth and explain what you are doing. Brush twice a day for two minutes, once in the morning and once before bedtime.
3. Brush gently, with small circular movements along the gums.
4. Remember small children canât spit. Be sure to choose a mild-flavoured toothpaste and use the right amountâ no more than the size of a pea.
5. For babies, it is important to choose a gentle toothpaste with a mild taste and low fluoride content.
6. Since children have less Dexterity and motor skill development than adults, you should help brush your childâs teeth. In Scandinavia, dentists recommend that parents help their children brush their teeth until they are teenagers.
Remember to use the right amount of toothpaste â no more than the size of a pea for small children.