As we grow from infancy to adulthood, our preferences, beliefs, and senses of self undergo dramatic shifts. Friends come and go, relationships with family change, and music comforts us, emboldens us, cries and laughs with us along the way. The lullabies we hear as our mothers release us into our cribs, the songs played at our first dance, and the songs we listen to over and over when our hearts break – these are the songs that transport us. And, often the music defines the emotion of the moment as much as the emotion of the moment defines the music in our memory.
While at Veritas, these musical experiences are a source of comfort, and have their own therapeutic value. Patients at Veritas are encouraged to listen to music as a self-soothing practice in moments of distress. They seek empathy in the songs they listen to, and in doing so, practice caring for themselves. In essence, they choose music that is congruent with their emotional experience. The reciprocal relationship between music and emotion also facilitates our use of music listening as a method of practicing opposite action.
We encourage patients to resist the urges they experience as a result of difficult emotions by listening to music that is soothing when they are agitated, or upbeat when they are feeling low. In this way, patients can generate an emotion that is congruent with their musical experience.
It follows then, that if listening to music allows us to change our immediate emotional state, then playing music – which engages our auditory, visual, and sensorimotor cortices, and the areas of our brain dedicated to coordinating our hands, keeping time, and planning complex tasks – allows music to become a fully integrated mind-body experience.
When playing an instrument, we can do nothing else.
In this way, the mastery of an instrument becomes mastery of our own experience in the moments we are engaged with music. This phenomenon is sometimes called “active meditation”, “mindfulness”, or “entering a state of flow”. Most importantly, to me, and to our patients, it is fun!
To this end, patients at Veritas Collaborative are currently offered individual music lessons dedicated to mastery of one or two songs on either guitar or piano. Rather than focus on first learning theory, as you would in a traditional music education program, we encourage patients to select a song that they would want to listen to as either a method of self-soothing or opposite action. We then learn the musical reading and performance techniques necessary to play that song from start to finish, accounting for varying degrees of previous musical education.
Exposure to this method of engaging with music allows them to practice exerting their influence or control on their environment in a healthy way. This is a precious commodity in the community of patients with eating disorders, whose feelings of being “out of control” are a source of great anxiety. Building mastery through music develops confidence – and it shows.
“So have you ever played the guitar before?” I asked, as one of our patients sat down in front of me for her first lesson. “Yeah,” she said, looking down at the instrument in her hands, “But I only know a few chords, and I’m not very good.”
We spent 45 minutes together, tuning the guitar, choosing an appropriate version of a song of her choice, developing familiarity with hand positions and chord diagrams, practicing strumming patterns, laughing at mistakes, and celebrating successes. We finished up our session for the day with a rough, but recognizable rendition of Sam Smith’s “Leave Your Lover”.
As she packed up her guitar, I praised her for her effort and congratulated her on trying something new – “I’ll see you next time, and I know you’re going to do great”.
She looked up and said quite seriously, “Talia, I’m going to be a rockstar.”
Talia Glodjo, BSc


Education reforms are a continuous process and the Government seeks to carry them forward through expansion, inclusion and rapid improvement in quality through institutional and policy reforms and by enhancing public spending.
In the realm of elementary education, the Right of Children to Free and Compulsory Education (RTE) Act, 2009 which has become operative with effect from 1st April, 2010 lays special focus on improving the quality of education. Further, the Government has issued an Advisory to State Governments on the implementation of section 29 of the RTE Act for initiating curriculum reform, including,
(i) formulating age-appropriate curricula and syllabi in keeping with the National Curriculum Framework (NCF) -2005,
(ii) maintaining subject balance,
(iii) initiating textbook content and production reform,
(iv) ensuring continuous and comprehensive assessment for learning.
The Central Board of Secondary Education has introduced the scheme of Continuous and Comprehensive Evaluation (CCE) in its schools in a phased manner for the improvement of quality in the schools affiliated to it. The Board has also made the Class X Board Examination optional for the students studying in Senior Secondary Schools and who do not wish to move out of the CBSE system after Class X.


Bugs and Bugsicles: Insects in the Winter
By Amy S. Hansen, Illustrations by Robert C. Kray, Boyds Mills Press, 2010, 32 pp., ISBN 978-1-59078-269-9, $17.95.
This is the author's version of a work that was submitted/accepted for publication in the following source:
Catholic Library World, Mar2011, Vol. 81 Issue 3, p.239.
Have you ever noticed that bugs seem to disappear during the winter? Where do they go? Bugs and Bugsicles answers this mystery for us. The writer, Amy Hansen, writes science for kids. She does a good job at explaining this mysterious process to kids. The clear writing of Hansen is enhanced by the beautiful illustrations of Robert C. Kray. Kray is both an artist and illustrator and his illustrations have been published in popular magazines like, Outdoor Life and others.
Hansen writes about the life cycle of eight different insects: Praying Mantis, Monarch butterfly, an Arctic Wooly Bear Caterpillar, ladybug, a field cricket, pavement ants, a honeybee, and a dragonfly. She tells how the cold winter weather challenges insects. She explains the different methods they seek to survive. Some of the bugs hide, others lay eggs and some even freeze.
The intended audience is ages four through ten. Kray’s beautiful double-page acrylic illustrations complement Hansen’s prose. The illustrations bring the bugs to life. This would be a good book for elementary classrooms and story time in public libraries. My only complaint is that the book would have better if it contained fewer words on each page. Overall, this is a wonderful book and I highly recommend it.


“Nothing is more powerful than an idea whose time has come” – This is precisely the thought which has taken shape in the form of HiWEL. ‘Hole in the Wall’ offers a refreshingly fresh perspective on the learning process. Today’s children not only need basic education but also the ability to learn from their surroundings and adapt themselves to the rapidly changing paradigms. Dr. Sugata Mitra, Chief scientist at NIIT had been toying with the idea of unsupervised learning and computers. On 26th January, 1999, Dr. Mitra’s team carved a “hole” in the wall that separated the NIIT premises from the adjoining slum in Kalkaji, New Delhi. Through this hole, a freely accessible computer was put to use. This computer proved to be an instant hit among the slum dwellers, especially children.
Since its inception in 1999, Hole-in-the-Wall has grown from a single computer at Kalkaji to more than a hundred computers at various locations across India and abroad. The driving force behind this is the concept of Minimally Invasive Education proposed by Dr. Mitra.
These slum children could actually learn on their own that too in such a cost effective manner with benefits like improved group dynamics, better in-class behaviour.
The essential features of a Learning Station are :
Playground Setting: The learning station is set up in an outdoor playground setting which children can easily access at any time. It ensures that girls, who would generally not be sent to close rooms housing a computer can now easily access the computer in an open setting.
Another advantage is the Unstructured and Unsupervised nature of this setting which ensures that the entire process of learning is driven by a child’s curiosity.
Integration with the School System: A big advantage of HiWEL learning station is that it fits in nicely with traditional schooling reinforcing learning in a fresh, innovative package.
In schools where the Learning Stations were installed, some teachers have reported improved retention and increased receptivity among children.
HiWEL’s endeavour is to make the learning stations accessible even in the remotest locations. For this, the HiWEL team has come up with several patented innovations to ensure that a standard computer can be used in extreme weather conditions. Till now Learning stations have been successfully deployed even in Leh (ladakh) and Jaisalmer.
Hole-in-the-Wall Education Ltd.(HiWEL) is a joint venture between NIIT Ltd. and the International Finance Corporation. The Government of Delhi first adopted the idea and in 2000, 30 Learning Stations were setup in a resettlement colony.
In 2001, a national research program was started in which Learning stations were set up in 23 locations across rural India. By 2004, HiWEL reached Cambodia and the idea hasn’t stopped spreading.
Just recently HiWEL was conferred the coveted ‘Digital Opportunity Award’ by World Information Technology and Services Alliance (WITSA) for path breaking work in spreading computer literacy at the grass root level.
HiWEL is now poised to scale up the idea of Hole-in-the-Wall to make a significant contribution to improving elementary education and life skills of children across the world, especially those in disadvantaged communities in rural areas and urban slums.
All images are courtesy www.hole-in-the-wall.com


About Orff Music Education
Orff Schulwerk is an approach to music education developed by Carl Orff. Using percussion instruments, movement, games, singing, and movement, children learn of their own innate musical talents in a way that is immediately successful and rewarding. Imitation and exploration lead to improvisation and music literacy.
Orff Schulwek is built on the idea that a child must be able to feel and make rhythms and melodies before being called on to read and write music. Orff believed that a child internalizes and develops ownership of a concept by experiencing the concept before it is put into words. In the same way that a child learns to speak before learning to read and write, he or she must have a musical language in which to feel at home before technical knowledge is introduced.
Experience first, then intellectualize.
Elemental music is never just music. It is bound up with movement, dance and speech, and so it is a form of music in which one must participate, in which one is involved not as a listener but as a co-performer.
About Carl Orff
Carl Orff (1895 – 1982) was a German composer who created an approach to music education that is now used around the world. Between 1950 and 1954, Orff and his collegue, Gunild Keetman, wrote the five-volume Music for Children that is the basis of Orff program used by teachers today.
Orff viewed rhythm as the basic element inherent in music, dance, and speech and created 'one language' based on this common element. Improvisation and creation were at the center of his teaching. He used the voice as the first and most natural of instruments and made the ostinato (a repeated rhythmic, spoken or sung pattern) serve as the form-giving element in all improvisations.
At the core of Carl Orff's work is a kind of musical expression that is able to speak to children without the loss of musical integrity. Therein lies its significance and its genius.


Children from different cultures have a natural affinity for rhymes, rhythm and music. Imagine if students were able, from the beginning of their education and experiences with academic writing and literacy, to access their unconscious and original selves from which to create their writing. The study of music can help to access this aware, inventive side that can enhance anyone’s writing. As an early childhood writing teacher and a composition teacher, we draw on our experiences with young children with words and music. We examine the relationship between music and words in an effort to bring the primitive drive of music into the emergent writing capabilities of children.
Kennedy, Eileen P. and Santos, Raymond Torres-, "Music and words: Connecting the love of music with language" (2016). CUNY Academic Works.
Audio Arts and Acoustics Commons, Children's and Young Adult Literature Commons, Composition Commons, Early Childhood Education Commons, Elementary Education Commons, Elementary Education and Teaching Commons, Language and Literacy Education Commons, Music Education Commons, Music Theory Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons


Part I of The Independent Reading Series
The Power of Independent Reading
I’ve committed my entire career to either teaching English or supporting English and literacy instruction in classrooms. When people find out what I do for a living, they often ask “What do we do about kids these days?” I have even been asked this in the doctor’s office during a check-up. They are asking about the problem with teen literacy skills and most often the poor writing they see in young colleagues entering their respective fields.
I am always taken aback by their assumption that there is a simple answer. I don’t want to go into a full-fledged dissertation on the lack of education funding, the role of socioeconomic factors, the impact of poor nutrition, and the importance of effective instruction. Instead, I pause, take a breath, and offer my one stock answer. Read.
When we consider what best supports children who have yet to develop effective reading practices, it’s reading. Richard Allington (2002) said it best:
Simply put, students need enormous quantities of successful reading to become independent, proficient readers. By successful reading, I mean reading experiences in which students perform with a high level of accuracy, fluency, and comprehension. When a 9-year-old misses as few as two or three words in each hundred running words of a text, the text may be too hard for effective practice. That text may be appropriate for instructional purposes, but developing readers need much more high-success reading than difficult reading. It is the high-accuracy, fluent, and easily comprehended reading that provides the opportunities to integrate complex skills and strategies into an automatic, independent reading process. (p. 743)
Consider how we are exposed to a multitude of sentence structures, writing styles, and new words. It is through reading. We are also exposed to new vocabulary through reading or by hearing language in use. Independent reading is one of the most powerful tools for expanding a child’s vocabulary.
At Inquiry By Design, we recommend a balanced diet of reading in the classroom. In previous blogs, we discussed the important role of complex texts (with the instructional support of the teacher). Today, we want to ensure that independent reading is the foundation for all reading in the classroom. If students don’t have regular opportunities to engage in successful and enjoyable independent reading, they won’t develop the foundational skills they need to address complex texts.
Beers (2003) explains,
The Commission on Reading, the group that prepared the report Becoming a Nation of Readers, found that teachers could pick up approximately two hours per week of time for students to read by spending less time on worksheets and workbooks. No one would ever expect the school football team to get better without actually playing football or the band to improve without actually playing instruments. But for some reason, many of us do expect students to become better readers without actually having time to read. The logic fails and eventually, so do students. (199)
Allington, R. (2002). What I’ve learned about effective reading instruction from a decade of studying exemplary elementary classroom teachers. The Phi Delta Kappan, 83(10), 740-747.
Continue to check back for the continued series on independent reading:
Part I: The Power of Independent Reading


Thinking of Affordable Education
As a student, I see how hard it is to pay for school. Going to a community college alone has cost me upwards of $6,000 in my first year. Students go into debt by taking out loans they have a hard time paying back. Indeed, the main issue with the rising prices is the debt rate. On average, Colorado university students graduate $27,000 in debt. It can take years to pay back this money, and in the meantime, these same students won’t be buying a car or house any time soon.
The issue with loans is that people aren’t always educated about them. Often, when people are approved for loans, they’re awarded a larger sum than what they need. Accordingly, not all of the money that is offered has to get used, which means smart budgeting and fiscal maturity need to be applied. Along these lines, perhaps colleges should better educate their students on how a loan works. They could allow students the bare minimum needed to pay for their classes and books. This would enable the students to pay off their tuition and get their books while not getting themselves into so much debt. It’s all about realizing what’s wanted versus what’s needed.
Of equal importance, students need to take the time to find scholarships and consistently apply for them. Not getting the one they want most doesn’t mean they cannot get another. However, colleges and businesses need to better promote scholarships so students can find the money and use it. Likewise, the application process for scholarships is extensive and should, in many cases, be streamlined; students would be more willing to capitalize on the money at hand with a sensible and manageable application process.
One big problem colleges are facing is the low number of attending minority students who actually graduate. Colleges get more government funding based on their minority rates. A larger diversity of students allows the school to obtain more government funds. Likewise, minority students also tend to get more scholarship opportunities and financial aid. The Colorado Latino population is immense. They represent a significant portion of the future workforce, but without a degree or certification of some sort, their chances of getting a job are slim.
Colleges can mitigate this problem by investing more in their minority populations. Many schools offer support groups for a specific race, but more support groups are always a good idea. Allowing the students to understand their worth and how important it is for them to succeed makes them want to do the best they can to get a job, make money, and better their lives. From a fiscal standpoint, it benefits schools to appeal to minority students. As long as the schools help their students, the students stand a better chance of succeeding. When schools proactively support minority students, those students show a greater desire to attend college.
These challenges begin with elementary education and span the entire academic lifecycle. Education needs to be focused on the future. What will students need in order to succeed versus what is being taught? If the education system starts to better address challenges surrounding tuition, debt, and success rates, everyone will benefit in the long run. In a global economy that isn’t slowing down, we have no real alternative if we want to compete.


Right To Education Act, 2009
Right of children to Free and Compulsory Education Act
Provides for free and compulsory education to all children of the age of six to fourteen years
The Right of children to Free and Compulsory Education Act has come into force from today, April 1, 2010. This is a historic day for the people of India as from this day the right to education will be accorded the same legal status as the right to life as provided by Article 21A of the Indian Constitution. Every child in the age group of 6-14 years will be provided 8 years of elementary education in an age appropriate classroom in the vicinity of his/her neighbourhood.
Any cost that prevents a child from accessing school will be borne by the State which shall have the responsibility of enrolling the child as well as ensuring attendance and completion of 8 years of schooling. No child shall be denied admission for want of documents; no child shall be turned away if the admission cycle in the school is over and no child shall be asked to take an admission test. Children with disabilities will also be educated in the mainstream schools. The Prime Minister Shri Manmohan Singh has emphasized that it is important for the country that if we nurture our children and young people with the right education, India’s future as a strong and prosperous country is secure.
All private schools shall be required to enroll children from weaker sections and disadvantaged communities in their incoming class to the extent of 25% of their enrolment, by simple random selection. No seats in this quota can be left vacant. These children will be treated on par with all the other children in the school and subsidized by the State at the rate of average per learner costs in the government schools (unless the per learner costs in the private school are lower).
All schools will have to prescribe to norms and standards laid out in the Act and no school that does not fulfill these standards within 3 years will be allowed to function. All private schools will have to apply for recognition, failing which they will be penalized to the tune of Rs 1 lakh and if they still continue to function will be liable to pay Rs 10,000 per day as fine. Norms and standards of teacher qualification and training are also being laid down by an Academic Authority. Teachers in all schools will have to subscribe to these norms within 5 years.
The National Commission for Protection of Child Rights (NCPCR) has been mandated to monitor the implementation of this historic Right. A special Division within NCPCR will undertake this huge and important task in the coming months and years. A special toll free helpline to register complaints will be set up by NCPCR for this purpose. NCPCR welcomes the formal notification of this Act and looks forward to playing an active role in ensuring its successful implementation.
NCPCR also invites all civil society groups, students, teachers, administrators, artists, writers, government personnel, legislators, members of the judiciary and all other stakeholders to join hands and work together to build a movement to ensure that every child of this country is in school and enabled to get at least 8 years of quality education.
Benefits of Right to Education Act, 2009
RTE has been a part of the directive principles of the State Policy under Article 45 of the Constitution, which is part of Chapter 4 of the Constitution. And rights in Chapter 4 are not enforceable. For the first time in the history of India we have made this right enforceable by putting it in Chapter 3 of the Constitution as Article 21. This entitles children to have the right to education enforced as a fundamental right.


Create successful practice, explore a composer's historical lifestyle, learn about modern composers, experience local performances - Musical Notes will enhance your music education and capture your imagination. Be Inspired!
After bringing your new piano piece home, it's easy to try playing it just as fast as you've heard it played on the CD that's provided with your book, or how you heard your teacher play it, but...
Slow it down! Until you can play that measure, line or the entire song with few mistakes at a steady (though slow) tempo, don't try speeding it up.
Take a Break if you find yourself getting frustrated. Get a glass of water, go walk the dog, or get up and walk around the room. Take your mind off of the music for a little bit and get some light exercise. Then try again!
Work on Your Problem Areas. In every song you'll find some parts which are harder than others. Isolate those areas and spend the time you need to learn them well. Make them the easiest parts of the song!
Play the Whole Song. Even while you're still isolating your problem spots and perfecting them, take time to play the entire song.
Jessica's Piano Studio
Teacher at Jessica's Piano Studio to many talented students! Here's some helpful tips and interesting information to create a wonderfully educational musical experience!


- Duration 24 Hours
- Locations Al Maadi Cairo Governorate Egypt
This course covers core and essential XAML skills. The learner will gain valuable experience developing XAML code in both Visual Studio 2010 and Expression Blend 4. The course teaches the beginner and intermediate tasks that enable the learner to build the foundational skills required to develop professional Silverlight 4 and WPF applications (for the Web, Windows desktops, and Windows Phone 7 devices). The course will include hands-on labs that comprise approximately 50% of the classroom time and enable the student to learn the essential XAML programming tasks that are the building blocks of real-world applications.
At Course Completion
After completing this course, students will be able to:
- Describe XAML-based applications and the tools they can use to build them.
- Create vector graphics with both Expression Blend 4 and Expression Design 4.
- Create a Silverlight application and a user interface by using various layout controls and other controls from the toolbox.
- Work with key parts and logic of a Silverlight application, such as hosting controls, App events, and InitParams.
- Create XAML objects programmatically.
- Work with Resources, Styles, Control Templates, and Behaviors.
- Implement Transforms, Animations, and Visual States in XAML-based applications.
- Prototype applications by using SketchFlow.
- Module 1: Binding in XAMLThis module familiarizes the students with various binding techniques.
- Module 2: Creating Vector Graphics with Expression Studio 4This module describes how to create vector graphics by using both Expression Blend 4 and Expression Design 4
- Module 3: Laying out a XAML-Based ApplicationThis module describes how to create a simple XAML-based application and how to create a user interface by using various layout controls and other controls from the toolbox.
- Module 4: Developing and Debugging XAML-Based Applications
- Module 5: Creating Controls Programmatically and Working with Media FilesThis module describes how to work with XAML objects programmatically and play audio and video files.
- Module 6: Working with Resources, Styles, Control Templates, and BehaviorsThis module describes how to manage development efforts by using a variety of reusable/modular concepts in XAML-based applications.
- Module 7: Implementing Transforms, Animations, and Visual StatesThis module describes how to use animation techniques in XAML-based applications.
- Module 8: Binding in XAMLThis module familiarizes the students with various binding techniques.
- Module 9: Prototyping Applications by Using SketchFlow in Expression Blend 4This module describes how to use SketchFlow to prototype complex user interfaces and to gather feedback from clients.
Founded and headquartered in Anaheim, California, New Horizons Learning Centers was named the world's largest independent training company by IDC.
The Company is both an operator and franchisor of training centers that offer a broad range of Technical Training, Desktop Application, Business Skills and English Language courses for all levels of users in multiple delivery methods and formats.
New Horizons provides approximately three million student days of instruction annually with location around the globe.
New Horizons sets the pace of innovative training programs that meet the changing needs of the industry. With 2400 qualified instructors in over 2100 classrooms at 300 centers in 60 counters around the world.
New Horizons offers more courses, at more times, in more delivery methods than any other training company.See all New Horizons Egypt courses


A teaching degree requires the completion of a bachelor's degree with both general education and teaching courses. Many universities incorporate a teacher preparation program into the education degree requirements.Continue Reading
Education majors begin with the same general education requirements that most other four-year students take. This includes areas such as the humanities, sciences and math. These courses generally take about two years to complete.
The teacher education program incorporates classes related specifically to teaching or to the teaching specialty. A math education major takes several math classes, while an elementary education teacher takes classes on a variety of subjects. Other classes cover teaching skills, such as classroom management, child development and evaluating student progress.
Another component of the teacher education program required to earn an education degree is fieldwork in real classrooms. Education majors often participate in short classroom experiences throughout the teacher education program. The degree culminates with a semester-long student teaching experience. During student teaching, the education major works full time in a classroom, learning on the job.
Earning a teaching degree isn't the only requirement to become a teacher in most states. While the requirements vary, teaching candidates often must complete standardized tests and a background check to qualify for a teaching license.Learn more about Career Aspirations


eMedia Piano and Keyboard Method v3
Educational Edition Win/Mac Software
"I am very impressed by the ease of use of the eMedia software. I recommend it ... Adding a computer and eMedia’s software to your guitar or piano lab can add a new dimension to your teaching."
– Tom Rudolph Ed. D, (former) President & Founder, TI:ME
Director of Music, Haverford School District, Wallingford, PA
"An impressive and thorough piano teaching program."
– American Music Teacher Magazine
Piano Method Makes Learning Fun for Students, and Music Assessment Easier for Teachers – It’s the Perfect Piano Software for School MIDI Labs!
eMedia Piano and Keyboard Method is a powerful tool for teaching music that combines interactive music education technology with a complete piano curriculum featuring over 300 lessons by Irma Irene Justicia, M.A., who has taught at the renowned Juilliard School of Music. eMedia’s piano software is rapidly becoming the standard in today’s music labs where a comprehensive piano curriculum is required, and easy music assessment is desired by music educators.
eMedia’s music technology makes piano lessons more productive and engaging for today’s students who are used to interactivity, videos and games. Interactive Feedback technology shows piano students whether they are playing notes correctly and Performance Evaluation scores them on their performances for easy music assessment and grading. The Educational Edition even enables instructors to track progress of a music lab of up to 500 students and includes a printed teacher’s guide.
Students learn how to read music, play piano chords, scales, and more with this complete piano curriculum. Also, since teaching music with songs is a great way for students to apply their piano technique – eMedia Piano and Keyboard Method includes over 100 songs including hits from Billy Joel and Elton John, traditional folk songs and beginning classical piano pieces by Beethoven and Bach. Student versions of Piano and Keyboard Method are also available, so the same piano software for school MIDI labs can also be used as part of a student’s home practice plan.
- An Animated Keyboard to see fingering for piano lessons and songs.
- Interactive Feedback with Note and Finger Tracker that listens as students play melodies and displays their playing accuracy – a great tool for beginner piano instruction that works with both electronic keyboards and acoustic pianos.
- Interactive Performance Evaluation in the piano software, which highlights your playing mistakes and shows what you should have played with an overall score (MIDI keyboard required).
- Lessons for teaching music basics such as piano technique, reading music notation, piano chords, scales, and more.
- Over 70 piano lesson videos with split screen views show how to play piano fingerings and use correct hand positioning.
- Piano lessons and songs as audio and MIDI tracks, where selections can be looped, slowed down, or sped up.
- Progress Tracking for music assessment of up to 500 students.
- Printed teacher’s guide with tips on how to best utilize the piano software.
- Accompaniment tracks to keep piano lessons fun.
- An integrated metronome plus an audio recorder, which makes a great additional music assessment tool.
- 100 popular classical, blues, pop, and rock songs including Bach’s “Minuet in G,” Dvorak’s “New World Symphony,” Billy Joel’s “Piano Man,” Bob Dylan’s “Knockin’ on Heaven’s Door,” Elton John’s “Candle in the Wind” and more!
eMedia Piano and Keyboard Method is the ideal piano software for school MIDI labs – whether you’re creating a new MIDI lab or looking to complement your current piano curriculum and make music assessment easier. eMedia Piano and Keyboard Method is recommended for Grades 4 and up. eMedia also offers My Piano for teaching piano to younger students.
A variety of school licensing options are available.


He was born in 1860 at Sarhali, district Amritsar of the Punjab. His grandfather, Rattan Singh was a high-ranking military officer in the Khalsa Army and had fought against the British during the Anglo-Sikh Wars and he declined the British offer of a jagir after the annexation of the Punjab. Later on, His father Hukam Singh went to Malaya where he settled down as a contractor. Gurdit Singh received little education in his childhood. Due the harsh treatment of his teacher and left the school. However, at the age of 13 he privately acquired elementary education so as to be able to correspond with his father in Malaya.
Gurdit Singh visited Malaya in about 1885 and conducted business in Singapore and Malaya as a contractor. He returned from there in 1909. In 1911 he raised his voice against forced labour. He wrote to the Government complaining against officials who forced poor villagers to work for them without remuneration, and when he received no response, he exhorted the people of his village to refuse to be subjected to begar (forced labour).
He chartered a Japanese ship, Kamagata Maru in 1914 to go to Canada where the government had put restrictions on the entry of Indians. The ship, renamed as Guru Nanak Jahaj, had a total of 372 passengers out of whom 351 were Sikhs and 21 Punjabi Muslims. The ship sailed from Hong Kong to Vancouver on April 3, 1914. The obstructions put up by the alien authorities and the hardships faced by its passengers turned them into staunch nationalists. The ship reached Vancouver on May 22, 1914 and it was not allowed to anchor and was attacked by the police at night. The attack was repulsed by the passengers and it created a great stir among the Indians in Canada.
An agreement was reached and the ship sailed back to India. It reached Calcutta on September 29, 1914. However, the passengers were not allowed to enter Calcutta, they were rather ordered to board a Punjab-bound train especially arranged for the purpose. They refused to do and many of the passengers were shot dead, a great many escaped. Baba Gurdit Singh escaped and remained underground for may years till in 1920 on the advice of Mahatma Gandhi he made a voluntary surrender at Nankana Sahib and was imprisoned for five years. After his release he settled down at Calcutta where he died on 24 July, 1954.


When a child begins school, it’s a big change for the entire family. With school comes the possibility of new friends, schedule changes, and big lessons to learn.
Many parents wonder if they should expect kindergarten homework. Kindergarten is an important and sometimes underestimated part of any child’s education. Not only do the lessons in the first year in school teach children foundational skills to build on, but it also eases them into a classroom setting – a place they will spend the next dozen years in. However, the kindergarten atmosphere has been changing. With a greater focus on state testing, teachers are jumping into homework much earlier than in previous years. Some believe that kindergarteners’ time at home is better spent developing social skills. Young learners can get overwhelmed by assignments so early in their educational careers. Parents also have to transition into spending time playing at home to spending time helping with homework. In a recent story from the Washington Post, one mother was frustrated that homework was disrupting quality time spent with her son.
“I just can’t imagine prioritizing homework with my 5-year-old son when I feel it’s more important we spend time together as a family, nurture our children, or let the kids play together.” – Valerie Strauss
Many parents share her frustration. They spend hours away from their children at work. When they come home, they only have a few hours to spend together until bedtime. Structured homework can take away from unstructured play time, but some teachers continue to preach the benefits of homework. There are obvious benefits for having kindergarteners learning earlier when they must eventually tackle mandated testing. While kindergarten homework is assigned to boost test scores, assigning homework early in a child’s educational career serves another important function.
“I tell my parents that kindergarten homework is important for establishing the routine of sitting down in a quiet place with all the materials ready so that work can happen without distractions. This is a routine that will become a habit, which will become a lifelong asset.” – Valerie Hardy
So what do you think? While it’s true that there are plenty of resources available for kindergarten learners, where should parents and teachers draw the line? Should kindergarten homework be passed out to ease them into school life, or does going to class do a good enough job as it is? Let us know.
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Thanks to my teaching partner, Jem, I discovered a new app that I love. I need to preface my comments by saying that in general, I prefer productivity apps like Educreations, Skitch etc., however, when I come across an app that can teach something better than I can, I become a fan.
The app ABC 123 Writing English Spanish is a great handwriting app.
Handwriting might not sound very important but it is directly tied to communication - a 21st Century Learning Skill. In kindergarten, it is essential that scholars learn to write correctly and fluently in order to be able to use this skill to communicate. Handwriting has 2 foundational skills: top to bottom and left to right. Writing letters this way puts the hand in the correct position to write the next letter. Kindergarteners often come to school 'creatively' forming letters. Often, these creative ways are not efficient or readable. The problem with traditional handwriting practice is that with 22 kids by the time I get around to checking on them they've written an entire page of letters incorrectly and habituated bad handwriting habits. THAT is why I love this app. It allows practice in upper and lower case letters as well as numbers 0-20. AND it does not allow for incorrect formation. If the user pushes up rather than down or moves right to left rather than left to right, it automatically corrects them. When letters are formed correctly, the user gets positive feedback.The correction piece along with the automatic verbal feedback put this app in the category of 'better then I can teach it'. And YES, it is free. And YES, it has the Spanish alphabet. (Full disclosure: the number 4 is not the typical way we teach the 4 formation...but I can get over that!)


A full-time elementary program through grade 5, our curriculum offers a multicultural education taught through the immersion approach. At this level of our program, students learn to read and write in French and are encouraged to speak French exclusively in the classroom. The immersion experience leads children to a more flexible way of thinking, and gives them an appreciation for nuances of meaning. As a result, our students experience success in all subject areas.
The areas of concentration below outline the subjects that our Elementary Students will study. A complete curriculum schedule is available through the school.
English Language Arts
English Language Arts studies begin in second grade, three hours per week. Because the same concepts are taught at an earlier age in the French curriculum than they are in English-speaking schools, English class then becomes a means of confirming concepts and usage, drawing parallels and identifying contrasts. As a result, concepts in language formation are reinforced from both the French and English curriculum and studies, providing children with a steady foundation for language creation.
Our English teacher coordinates in detail with the Classroom teacher to ensure that all content is covered, without duplication. English Language Arts content includes: spelling, math terminology, American money, Measurements (British system), long divisions, U.S. History and Maine history.
We believe it is vital to expose our children to technological resources where they are age-appropriate. Because we are a French school amidst a predominantly English resource area, online educational resources become invaluable tools for our older elementary students. We endeavor to provide a laptop for each student’s use in the upper elementary years.
Music Arts and Suzuki
At its inception, the school’s vision centered upon the relationship between music education and the immersion process of learning a second language. They are partners in a full education. Though the national trend is to reduce this component of education, we believe that a strong music art curriculum lays the foundation for strong mathematical and scientific intelligence. All grade levels at L’Ecole Française du Maine are immersed in our Music Arts Program, which includes Music Mind Games, the Choral Program and an opportunity for private Suzuki lessons.
Music Mind Games: This is a method of teaching music theory and appreciation through non-competitive, imaginative games. Starting in Pre-K, weekly instruction teaches beginning to advanced music theory concepts, including the musical alphabet, intervals, reading rhythms, rhythm math, dictation, the grand staff, musical symbols, tempos, scales, key signatures and chords. Innate in the Music Mind Games method is a duel respect for student’s intelligence and the logical organization of music theory.
Suzuki Program: The immersion method is Listen and Learn. The Suzuki method is the same. We’re proud to work in collaboration with the Maine Suzuki Association to offer our students private, on-site Suzuki lessons in piano, guitar, violin and cello. Parent involvement is required for private lessons.
Choral Program: Our school “Chorale,” comprised of all students, practices weekly with our Chorus leaders and accompanist. The “Chorale” often performs during our monthly school community events, which are a key component of the music program. These community performances may also include musical pieces from Suzuki students, and general songs, dances and skits.
L’Ecole Française du Maine incorporates the benefits of our natural setting into the fabric of our students’ education. The playground and outdoor campus is as much a part of the learning environment as are the indoor classrooms. We put a high value on the play experience and the multiple benefits of daily exercise, and we recognize that the socialization of recess and shared activity teaches important life lessons about respecting and supporting one another.
Throughout the school year, all students participate in soccer, cross-country skiing and snowshoeing, orienteering, YMCA swim program, and of course, recess. Best of all, the surrounding woods and nearby nature preserves and seashore provide opportunities for impromptu explorations.
Our school views the arts as a fundamental part of cultural and language education. Integrated with the curriculum, visual arts projects and techniques are discovered in concert with what are typically seen as academic subjects.
In the elementary years, our goals are for the children to be capable of expression through a variety of techniques in drawing, as well as in other two- and three-dimensional media. They learn the experience of creating, reflecting upon others’ images, exploring the differences and similarities between works, and discussing their personal point of view.
We teach skills such as choosing and mixing materials, mediums and subjects, utilizing the tools available, and synthesizing instructions with personal methods. To put techniques in a historical context, we investigate great works through trips to museums, visiting artists and events in the arts world. We teach the children to look for commonalities and differences between the practical experiences of the classroom and the varied approaches of artists.


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Publisher: Prentice Hall
Reutzel, D. Ray, Cooter, Robert B., Cooter, Robert B., Jr.
Why is preparation so critical for reading teachers? Because research tells us that itrs" s the teacher who makes the difference in effective reading instruction. Capable literacy teachers think about their teaching decisions, and they understand and meet the needs of individual students. The new edition of "Teaching Children to Read: The Teacher Makes the Difference" emphasizes the teacherrs" s role in literacy development, pointing out the five pillars of effective reading instruction-teacher knowledge, assessment, effective practice, differentiated instruction and family/home connections. Chapters are organized around each of these pillars to present a solid understanding of the teacherrs" s role in every aspect of literacy education. "New to this editionhellip; ." Teacher Knowledge Presents all the background knowledge, research, and foundational information you need to recognize evidence-based instruction Supplies needed information on studentsrs" earliest seeds of literacy, particularly in Chapter 2 "Developing Childrenrs" s Oral Language," a unique chapter in the field Assessment Offers full sections in each chapter that look specifically at the ways evaluation and assessment drive instruction Guides you to the assessment tools most appropriate to gauge studentsrs" literacy development and direct instruction accordingly Effective Practice Provides practical strategies that explain how to sequence instruction to develop critical literacy skills and strategies Illustrates exemplary teaching practice through" Video Classrooms, "textfeatures that guide you through clipson the accompanying CD ROM and on the Teacher Prep website Differentiated instruction Points out ways to differentiate instruction to meet the individual needs of students, adapting your instruction to help every student succeed in literacy Features" Getting to Know English Learners" provide research-based applications to help you meet the needs of students whose first language is not English Family/Home Connections Explains how teachers can connect with parents to keep them informed about their childrenrs" s learning and provides suggestions to guide parents in helping their children become successful readers and writers.Reutzel, D. Ray is the author of 'Teaching Children to Read The Teacher Makes the Difference' with ISBN 9780136138068 and ISBN 0136138063.
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Presentation on theme: "CREATIVE CRITICAL ACTION BEYOND ECONOMY INTO "TECHNO-ECOLOGY" Jane Crayton University of New Mexico, College of Education, Art Education ARTSLab University."— Presentation transcript:
CREATIVE CRITICAL ACTION BEYOND ECONOMY INTO "TECHNO-ECOLOGY" Jane Crayton University of New Mexico, College of Education, Art Education ARTSLab University of Colorado at Boulder, Science Discovery Denver Museum of Nature and Science, Gates Planetarium STEM-A
Teaching the next generation to innovate responsibly Innovation is the most prized human dexterity, and STEM education is a critical component of societies to produce innovative products.
Climate change and innovation for the 21 st Century However as global economies emerge in our post-google society, facing human impacted climate change, it is critical that we radically change the face of our education system and eventually our economies, to include a broader scope of STEM innovation. Problem: 1.Technology ethics 2.Unconscious consumption 3.Use, production of technologies
Art and Diversity Art and diversity need to be included in STEM education to foster a sustainable community of ethical technologists who create solutions for humans beyond industry.
STEM education through Art immersion and inquiry
STEM-A Classes inspiring diversity and technology ethics in innovation Within the STEM-A pedagogy there are several classes which specifically support alternative and new perspectives on technology ethics, and diversity through the scope of innovation. Circuit Bending (DIY low-voltage instrument building) E-Instrumental (DIY electric cigar box guitars) Immersive Landscapes (Digital panoramic photography for the fulldome) Video Remixed (Theories in video mixing)
Circuit Bending Circuit Bending (remixing, culture jamming, re-use, re-appropriation) Yesterdays toys and discarded electronics are hacked, modified, and ‘bent’ (act of random short-circuiting) into low-voltage battery powered musical instruments. This class explores the theory and practice of circuit bending, while challenging the students to create their own circuit bent toys to use in sound art or performance. Students learn basic electronics skills while gaining practical experience in 'Do it Yourself' (DIY) culture.
E-Instrumental E-Instrumental– Introduction and theory to instrument making from found and resourced items. History of microphones and speakers, the uses in music and art. Handmade string instrument building. Right: E-Instrumental class summer 2011
Immersive Landscapes Immersive Landscapes – The Immersive Landscape class introduces students to the technologies of immersive dome imaging. It is sometimes known as wide format, panoramic, or 360 degree photography. A unique collaboration between Denver Museum of Nature and Science, Gates Planetarium, Science Discover at the University of Colorado at Boulder and STEM-A (Science, Technology, Engineering and Math through Art) students learn how to build landscape panorama images for projection on the planetarium dome.
Video Remixed Video Remixed – explore the world of video remixing, looping, dj/vj culture, creative critical action and guerrilla art. Create videos that promote ethical dialog on human impacts in the environment. Above & Right: Girls Rock Denver (2011) Video Remixed workshop Right and Right Corner: Taos Academy (2010) Video Remixed workshop
The art of Techno-Ecology Thus the art of “Techno-Ecology” will blossom into another era of radically urban sustainable technology exploration and innovation. Visit:http://stem-a.org E-mail:email@example.com@stem-a.org firstname.lastname@example.org email@example.com
Special thanks to: ISEA Istanbul 2011 & Thanks for continued collaboration and support by: University of New Mexico, College of Education, Art Education & ARTSLab University of Colorado at Boulder, Science Discovery Denver Museum of Nature and Science, Gates Planetarium Immersive Media Entertainment, Research, Science & Arts (IMERSA) Science, Technology, Engineering and Math through Art (STEM-A) Girls Rock Denver


New Study: Online Learning Could Build Better Reading Skills
This year's National Survey of Student Engagement (published annually by Indiana University’s Center for Postsecondary Research) is a big document to read. It’s packed with 50 pages of data about learning styles and practices. The study reports, for example, that engineering majors take more time preparing for classes than do students who are pursuing any other major. Or that only 70% of students ask for help when they don’t understand course material.
We spent some time perusing all that information and found, on page 17, one really interesting finding . . .
Students who take courses online seem to develop better reading skills than students who take all their courses in classroom settings.
To quote from the report . . .
“Interestingly, reading comprehension strategies differed depending on the type of course. Students enrolled in online courses appeared to use certain reading strategies more frequently than students in traditional classroom settings . . . In the first year, online students were more likely to identify key information in readings and create visual representations of reading content. Senior online students were more likely to summarize readings, read difficult material more than once, and skim for organization. Both first-year and senior online students were more likely to connect readings to course objectives, suggesting that online students may have more awareness of course objectives in general, perhaps due to greater reliance on the syllabus or a constant presence on course management systems.”
But why could online courses make for better readers? The report suggests, “These differences may be due to the online medium, which requires more independent learning, and the fact that reading assignments are often given in lieu of lectures or other real-time in-class activities.”
Now, that’s interesting. It could be just one more reason why online students should take pride in learning the way they do – and hold their heads high.
Why Online Study Takes the Risk Out Of Learning
New Research Finds that Students Don’t Learn Much in Traditional Colleges
Can You Train Your Brain with Online Learning?
Online Learning Creates a Learning Climate in Your Home


Reading: Enhanced Language Arts Curriculum
What is the best way to teach children how to read?
- We investigated current research.
- We consulted Kindergarten teachers in Canyons School District.
- We consulted reading specialists at Utah charter schools.
Because we understand and adhere to Developmentally Appropriate Practices for preschoolers, we developed an enhanced preschool reading readiness program that is compatible and complementary to those recommendations and is age-appropriate for preschoolers. Newcastle Preschool has a multi-sensory, structured language arts program where students learn to Love to read. Newcastle prepares children to read with structured, multi-sensory instruction. Children learn through visual (what we see), auditory (what we hear) and kinesthetic (what we feel). The instruction is progressive, with children learning letters and sounds through music, games and hands-on, individual and group activities. As children learn the letters and sounds, they begin combining and blending letters into words. Students then progress to leveled, decodable beginning readers and they begin learning to read. But language arts doesn’t end there. From the time three-year-olds arrive at Newcastle, they are immersed in a print-rich environment which teaches them that written words stand for spoken thoughts. Stories, songs, finger plays and dramatizations engage children, teaching them that reading is imaginative and fun. This systematic approach gives children the strongest possible foundation for learning to read. Newcastle’s age appropriate beginning reading program has been developed in accordance with the protocols and standards published by the Utah State Office of Education, Canyon’s School District, National Association for the Education of Young Children (NAEYC) and the International Reading Association. Resources on teaching children to read:
- Reading 101: What You Should Know About Learning to Read
- Canyons School District: What Your Child Should Know Before Kindergarten
- NAEYC Position Statement: Learning to Read and Write
- International Reading Association: Literacy Development in the Preschool Years
- U.S. Dept. Of Education: Reading Developmental Milestones
- Faster Isn’t Better
- How Children Learn to Read
- When Do Most Preschoolers learn to Read
- Music Helps Build Preschool Reading Skills
- Montessori For Everyone: How Do Children Learn To Read?


The conventional wisdom equates “literacy” with fundamentals of reading and writing, and it equates “numeracy” with basics of mathematics. Literacy, however, advances well beyond the basics to public speaking and conversation, figuration, and sophisticated inference.
When adults learn numeracy skills, they similarly move well beyond the basics, developing sophisticated skills that help them advance in their careers. When they learn numeracy skills, adult learners ultimately master multiple operations and the sequence of operations. They learn about patterns and sequences so that they can recognize the differences among arithmetic, geometric, and exponential growth. When adult students learn numeracy skills, they master the fundamentals of geometry—perimeter or circumference, area and volume.
When they complete the series of classes in which they learn numeracy skills, adult students ultimately have the same command of math as students entering university—no longer just the basics.


Arts in Education Resource Links
Resource links for Arts in Education study
Providing programs that students will enjoy is only part of our Arts in the Classroom goal. Our program is designed to enhance curricular learning, develop a heightened appreciation of the arts and the role the arts play in our society, and help build future audiences for the arts. Research has shown that what students learn in the arts may help them to master other subjects, such as reading, math or social studies.
School administrators are encouraged to consult closely with classroom teachers and with music, art, and drama specialists when selecting programs that enrich curriculum offerings and augment course study. The use of dramatic enactment can make a measurable difference in helping students reach such important curricular goals as story understanding, reading comprehension and topical writing skills.
The links below are recommended for further study:
Clark County Cultural Consortium: http://www.cccconsortium.com
Arts Education Partnership: http://aep-arts.org
Educational Theatre Association: http://www.edta.org/
International Child Art Foundation: http://www.icaf.org
Scholastic Publishing: http://www.scholastic.com
Kennedy Center for the Performing Arts: http://www.kennedy-center.org/education/ceta/national.html
MENC – National Association for Music Education: http://www.menc.org
National Art Education Association (NAEA): http://www.naea-reston.org
National Association for the Education of Young Children (NAEYC): www.naeyc.org
Teachers and Writers Collaborative: http://www.twc.org/
Wittenberg University: http://ezra.wittenberg.edu/search/


When you think of Africa’s exotic animals, wide open spaces and beautiful scenery, Tanzania is probably the place most like your imaginings. Tanzania has many national parks, including the most famous Serengeti National Park, and the Gombe Stream National Park, where Jane Goodall learned about chimps. Tanzania is home to the largest group of elephants in the world, as well as hippos, rhinos, zebras, lions, giraffes and giant turtles.
People have lived in Tanzania for thousands of years. Early settlers were farmers. Later, traders came from India, Persia and Arabia. Today, most people are poor farmers. Tanzania has been a mostly peaceful country, compared to other parts of Africa.
- 47.6 million people live in Tanzania.
- The country has 364,900 square miles of land.
- English and Swahili are the official languages.
- Christianity and Islam are the main religions.
- The life expectancy in Tanzania is 59 years.
- Exotic: unusual, tropical
- Imaginings: things you imagine
- Chimp: a primate, similar to a monkey
Visit National Geographic Kids to learn more about Tanzania.
Question: Do people like to visit Tanzania?
Answer: Many people come here to see the animals.
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The EYFS – Early Years foundation Stage is the curriculum framework of United Kingdom. It sets out and defines the following-
- The 7 areas of learning and development which guide professionals engagement with your child’s play and activities as they learn new skills and knowledge
The EYFS Framework explains how and what your child will be learning to support their healthy development. Your child will be learning skills, acquiring new knowledge and demonstrating their understanding through 7 areas of learning and development.
The Podar Jumbo Kids curriculum is designed to encourage learning outcomes that focus on nurturing children to develop holistically, morally, aesthetically and globally including knowledge acquisition and academic skills. Based on the EYFS curriculum these learning outcomes are divided into the following and in-depth assessments are done at each age-stage on every area of learning.
- Personal Competencies and social development
- Language and literacy skills
- Early numeracy skills
- Knowledge and understanding of the world
- Creative development
- Understanding information and communication technology
- Physical skills and competencies
The 7 areas of learning and development are used to plan your child’s learning and activities. The professionals teaching and supporting your child will make sure that the activities are suited to your child’s unique needs. This is a little bit like a curriculum in primary and secondary schools, but it’s suitable for very young children, and it’s designed to be really flexible so that staff can follow your child’s unique needs and interests.
Children should mostly develop the 3 prime areas first. These are:
- Communication and language;
- Physical development; and
- Personal, social and emotional development.
- Assessments that will tell you about your child’s progress through the EYFS
ASSESSMENT BASED ON EYFS AT PODAR JUMBO KIDS
In-depth Portfolios of each child’s work, activities and checklists of developmental milestones are maintained and shared regularly with parents. Included are also check points from EYFS.


A Hands-On Elementary Education Program
Teaching Our Keiki to Protect the Watersheds
In December 2002, Healthy Hawai‘i Coalition (HHC) was awarded a grant from the Kailua Bay Advisory Council to research, develop, and implement a curriculum for teaching keiki about the importance of preserving our limited water resources in the Windward side of Oahu, traditionally known by Hawai‘ians as Ko’olaupoko. HHC Vice President Tulsi Gabbard, along with other HHC volunteers, created the original curriculum for The Hawai‘i Watershed Experience. Based on themes from watershed awareness programs from the mainland, this curriculum was adapted specifically for Hawai‘i.
The curriculum for The Hawai‘i Watershed Experience integrates drama, field experiences, visual demonstrations, record keeping, chemistry, conservation themes, problem solving, art, and music to accommodate various learning abilities.
In 2004, the Hawa‘ii State Department of Health, Clean Water Branch and the U.S. Environmental Protection Agency jointly granted funds (under Section 319(h) of the Clean Water Act) to HHC to expand the program to reach Pearl Harbor and West Maui. In 2005, an additional 319(h) grant enabled The Hawai‘i Watershed Experience to make special presentations on Kauai and Molokai, as well as the North Shore and Windward side of Oahu. Beginning in 2010, HHC is now able to offer The Hawai‘i Watershed Experience to public and private schools on every island.
The HHC team has brought The Hawai‘i Watershed Experience to over 50 elementary Schools and camp programs, reaching over 5,000 students.
The Hawai‘i Watershed Experience watershed program has two parts:
An in-class introduction. Using students as helpers, a visual demonstration shows how non-point source pollution can accumulate in streams and bays. A play starring WaterWoman and Oily Al is performed. WaterWoman has to repeatedly correct her dirty, careless neighbor Oily Al from his watershed-damaging behaviors. The students learn along with Oily Al how to apply WaterWoman’s teachings to their own lives.
The second day of the program involves a field trip to a watershed area close to each participating school. During the field trip the students engage in 4 activities to further their understanding and experience of their community’s unique watershed. Students experiment with water quality testing, activity book work to reinforce the program's main themes, observation of the effects of various kinds of pollution and erosion on a watershed model, and pollution clean up with lessons on recycling.
Read some of the enthusiastic responses from teachers and students about The Hawai‘i Watershed Experience.
If you are a teacher, principal, or parent interested in bringing The Hawai‘i Watershed Experience program to your school, please email us at firstname.lastname@example.org.


Addition and subtraction – We have been working hard to learn about adding and subtracting. The students are learning how to use tools such as a ruler, number line, hundred’s chart, manipulatives, and even their fingers to figure out different + and – questions. We are also working on a variety of problem solving that involve addition and subtraction concepts. Students are beginning to recognize important words within questions that help them identify whether the question involves adding or subtracting (e.g. altogether and in all tell you to add, how many are left and how many more tell you to subtract).
Hot Pencils – Has your child told you about ‘hot pencils’ yet? This is one small part of our math time each day that the children are really enjoying. Each day the students have 2 minutes to try to complete 12 math questions. If they correctly answer all 12, they move on to the next ‘level’/strategy the next day. The purpose of ‘hot pencils’ is to work on particular adding and subtracting strategies while improving the children’s speed and accuracy.
Fractions – Our next unit in math is fractions. We will be learning about half, thirds, and quarters.
Home Reading – Thank you to everyone for your help and support in reading with your child at home. It is so amazing to see how many books each child is reading at home and to see the improvement in their reading levels. Please help your child make a reading goal for May. May is the last official month of our home reading since June gets quite busy for many families. I hope the children are enjoying receiving their end of month reading certificates and rewards. May reading rewards will occur on Wednesday, May 31st, so students have 31 days to reach their new goal!
Fairy Tales – We have begun a unit on fairy tales. Students have explored a variety of characteristics/elements commonly found in fairy tales (e.g. talking objects/animals, castles, forests, good vs. evil, royalty, once upon a time, happily every after) and will be listening to, and responding to, many different fairy tales in the upcoming weeks. Not only will students be hearing traditional and fractured fairy tales, they will also be writing their own as a culminating task to this unit.
Materials, Objects, and Structures – We have been learning about a variety of objects, the materials with which they are made from and the purpose/benefit of a particular material (e.g. a stop sign shouldn’t be made out of paper, our clothing shouldn’t be made out of metal, etc.). The students are currently learning about different structures and bridges. We are investigating what makes a structure sturdy and strong.
Mindful Minesing Moments – On Friday all students had the opportunity to experience a variety of different activities aimed at providing children with different ways to assist them in relieving stress and to manage their emotions. What a fantastic opportunity for our school. Everyone seemed to thoroughly enjoy the day and the variety of sessions they participated in (yoga/meditation, art, team building, outdoor education, daily physical activities, and personality colours).
Golf – Springwater Golf course has offered two golfing sessions for our students. We have already participated in one ‘lesson’ and will be going back to the gym for our second session next Monday (May 8th).
Music Monday – Our class has been practising the Music Monday song “Sing It Together” and will be participating with the grade 2’s and 3’s in the nation wide singing of it tomorrow after morning recess. Music Monday is the world’s largest single event dedicated to raising awareness for music education. Each year, hundreds of thousands of students, educators, and music makers participate in a simultaneous nationwide concert performance of an original song written by a Canadian artist.
Bike Safety – On Thursday afternoon at 2:00 we will be going to the gym to learn about bicycle safety
Book fair – The school book fair will be taking place this week from Wednesday – Friday. As a class we will be visiting the book fair, but families are welcome to browse the selection on Wednesday from 9am-8pm, Thursday from 9am-5pm, or Friday from 9am-12pm.
Friday, June 12 – Blue Jays Day
Friday, June 19 – PA Day


Moorhead Area Public Schools is committed to improving academic achievement for all students. Our teachers and staff members work together to provide students with the skills and knowledge necessary to be college and career ready. The cornerstones of our strategic plan focus on teacher effectiveness, consistent standards-based curriculum and literacy. The Reading Well Plan supports our strategic priorities by outlining actions to ensure literacy success for all students.
Through a collaborative process involving representatives from across the district, Moorhead Area Public Schools developed its Reading Well by 3rd Grade Plan, which follows guidelines provided by the Minnesota Department of Education. The plan is updated each school year.
According to MN Statute 120B.12, school districts must adopt local literacy plans to have every child reading at or above grade level no later than the end of grade 3. Plans must include a process to assess students' level of reading proficiency, notify and involve parents, intervene with students who are not reading at or above grade level, and identify and meet staff development needs. Once approved, literacy plans must be posted on the district website.
The Minnesota Department of Education provides the following information about the importance of literacy:
Reading well by third grade is one of many developmental milestones in a child's educational experience. Literacy development starts at an early age and is the basis for all academic success. Reading well by grade three ensures that students have a solid foundation of literacy skills to continue to expand their understandings of what they read, make meaning, and transfer that learning across all subject areas. Instruction that provides the basis for all students to read well by third grade and beyond will help close the achievement gap and ensure that all students are ready for the demands of college and the workplace. From cradle to career, a sustained effort to create quality literacy environments in all of our schools and programs from birth through grade 12 promotes academic success.
Moorhead Area Public Schools invites feedback from all stakeholders on the K-3 Literacy Plan. Input will be sought through building Parent Teacher Advisory Councils (PTACs), the district's Instruction and Curriculum Advisory Council (ICAC), the district website at www.moorheadschools.org and via email to email@example.com. The district's annual report will provide information about the plan and feedback process. The feedback from all stakeholders will be used to enhance the usefulness of this document and refine the effectiveness of the process.
Read the Moorhead Area Public Schools Local Literacy Plan.


THE NATIONAL SERVICE TRAINING PROGRAM
The National Service Training Program was also known as “An Act Establishing the National Service Training Program (NSTP) for Tertiary Level Students, Amending for the Purpose Republic Act No. 7077 and Presidential Decree no. 1706, and for other Purposes” or Republic Act No. 9163. It was signed into law in January 23, 2002 amidst the various calls of dissenting sectors for its abolition or reform.
It invoked the constitutional provision regarding the “duty of the state to serve and protect its citizens,” specifically Article II (Declaration of Principles and State Policies), Section 2, which states that “The prime duty of the government is to serve and protect the people. The government may call upon the people to defend the state, and in fulfillment thereof, all citizens may be required under conditions provided by law, to render personal military or civil service” (italics supplied). This is the same principle that created and sustained the Reserve Officers Training Corps.
The primary objective of the NSTP law is to promote the role of the youth in nation-building. As such, it aims to encourage the youth to become civic and/or military leaders and volunteers whom could be called upon by the nation in cases their services are needed.
Compared with the ROTC which specializes in military training, and the E-ROTC which granted three options for students yet was limited in implementation, the NSTP law ensured that the three components – Civic Welfare Service, Literacy Training Service, and Reserve Officers Training Corps – will be given the same and equal implementation in educational institutions. Moreover, it defined the different components, the duration of the training, coverage, etc.
The Three NSTP Components
The National Service Training Program is composed of three different components.
The Civic Welfare Training Service is geared towards activities that have social impact through activities that could contribute to “health, education, environment, entrepreneurship, safety, recreation and morals of the citizenry”, thus the CWTS component of the NSTP stressed the importance of youth involvement in broad programs or activities that will benefit the people. While the CWTS focused on programs to enhance the living conditions of the people, the Literacy Training Service has a more limited yet equally useful objective that is to “train students to become teachers of literacy and numeracy skills to school children, out of school youth, and other segments of society in need of their service”. LTS thus specializes in the education of the people, strengthening the education sector to empower the people through education.
Meanwhile, Reserve Officers Training Corps, while deemed equally important by the NSTP law (it maintained its existence and nature mentioned in RA 7077 having the primary objective to prepare the youth in national defense, became merely a component of the program.
To compare the Old ROTC to the NSTP, here is the ROTC organizational structure


The Chatfield Physical Education Program provides students with a planned, sequential, K-12 standards-based program of curricula and instruction designed to develop motor skills, knowledge and behaviors for active living, physical fitness, sportsmanship, self-efficacy and emotional intelligence.
The Elementary Art Education Program provides opportunities for each student to explore hands-on art experiences utilizing a wide variety of art mediums and techniques. Art education classes encourage and are essential to developing critical and creative problem-solving skills.
The technology program at the Chatfield School is designed to prepare students for 21st Century learning while participating in activities aligned with the curriculum. Primary grade students participate in various developmentally appropriate projects.They use Painting software, word processing, and a variety of digital tools to convey original ideas and illustrate concepts. Students in the upper elementary build upon the previous years’ skills as they participate in projects such as blogs, digital storytelling, presentations and various research projects. These students also begin using a Google Apps for Education account so that they are well prepared for our middle school’s one to one laptop program. Digital Citizenship is an important component of our technology program at the Chatfield School. Lessons are taught at all grade levels.
The Spanish program at Chatfield is designed to expose students to the Spanish language and culture. Students will acquire language-learning strategies in addition to basic vocabulary and conversational skills. The lessons are designed to create positive attitudes about the language and culture and inspire students to continue language learning.
The music program at Chatfield exposes students to a wide variety of music, styles, rhythms, and sounds. They learn to create their own music in many different ways, as well as performing many styles. Students will also have the opportunity to grow in many different performing groups, such as Band, Choir and Musical Theater. This program is designed to give students many different opportunities to perform.


A Rich History of Serving West Virginia
West Virginia University’s College of Education was established on July 2, 1927, by an order of the Board of Governors with the recommendation of the State Board of Education. Prior to that time, “education” and the preparation of teachers was administered by a department within the College of Arts and Science, under the direction of Jasper Newton Deahl. Holding undergraduate degrees from George Peabody and Harvard College, Deahl went on to earn a master’s degree and doctorate from Teachers College, Columbia University.
Lobbying to establish a separate College of Education, Deahl gained the support of West Virginia University President Frank Trotter (1916-1927). Trotter and Deahl believed that an independent college was necessary for the competent, professional preparation of teachers and education administrators. However, the creation of a separate education college resulted in significant political maneuvering and a power struggle with the College of Arts and Sciences. Although Deahl went on to become the founding dean of the College of Education, the conflict with Arts and Sciences eventually led to the resignation of President Trotter.
At its inception, the College of Education was based in iconic Woodburn Hall and offered degrees in seven divisions: agricultural education; industrial education; home economics; rural education; visual education; professional teacher training; and the University High School. Established in 1925, University High School served as the “laboratory school” for the new College of Education. The high school modeled its program after the well-known Dalton School developed by the progressive educator Helen Parkhurst in Dalton, Massachusetts. The students attending University High School were from the Cass, Union, and Clinton school districts, which did not have a high school at the time. Deahl believed these students better represented rural West Virginia and thus provided future teachers exposure to the type of student they were likely to face in the classroom.
In the early years, according to professor emeritus Thomas J. Brennan, a decision was made “not to duplicate the extensive teacher education programs of the state colleges.” Thus, the College of Education was predominantly a two-year college. Students who wanted to become teachers took subjects in various WVU colleges before transferring to the College of Education for their final two years of professional training.
In 1947, twenty years after it was established, the College of Education extended
its program offerings beyond secondary education when it began preparing primary
school teachers. The College went on to grant its first undergraduate degree in
elementary education in 1950.
The College of Education expanded substantially in the mid-1960s, when it became
known as the College of Human Resources and Education. At that time, the term
“human resources” had not yet acquired its now universal reference to “personnel.”
In addition to the Division of Education and the Division of Clinical Studies (which
included counseling and guidance, speech pathology and audiology, special education,
rehabilitation counseling and developmental reading), there were two other divisions:
Home Economics and Social Work.
In 1969, the addition to Percival Hall known as Allen Hall was completed, and the
College of Human Resources and Education moved from the downtown campus to its
new home on the Evansdale campus, where it continues to reside.
In 2012, the WVU Board of Governors approved a change of name to the College
of Education and Human Services to better represent its programs and educational
goals, as well as to avoid confusion with WVU’s own Division of Human Resources.
Today, the College of Education and Human Services (CEHS) comprises five academic
- Communication Sciences and Disorders
- Counseling, Rehabilitation Counseling, and Counseling Psychology
- Curriculum and Instruction/Literacy Studies
- Learning Sciences and Human Development
- Special Education
With a rich history of serving West Virginia, the mission and specific goals of CEHS continue to evolve, as do its programs. Now, over eighty-five years after it was established, CEHS continues to meet the changing needs of the community that it serves. The five-year dual-degree teacher education program, which graduated its first class in May 2000, is an example of the responsiveness of the College to changing educational needs. Currently, CEHS is undergoing a planning process that has provided renewed focus to its mission through a new strategic plan. The College is proud of the degree opportunities that it offers, its student body, its alumni, and its dedicated faculty and staff. While recognizing its distinguished past, CEHS remains ever-focused on the future.


Having established the importance of musical learning in the classroom and the fundamental importance for all teachers and practitioners to lead and be part of a vibrant musical community, we need to consider the practicalities of how to achieve this. This multi-part toolkit aims to help you understand more about primary music education through exploring practical ways to embed musical learning throughout your work.
The idea of this toolkit is that you can refer to the sections you need at a particular time. It takes you through how to set up the classroom for musical learning, how to encourage children to make, create and respond to music using instruments, voices and technologies, and how to develop an inspiring curriculum that draws children into learning.
This toolkit is certainly not exhaustive but it will hopefully help you to develop ideas, lessons and activities that spread the joy of music education throughout your classes and school. It purposely does not advocate one approach, method or set of materials. Instead, it signposts multiple ideas, resources and places you can find out more, with the ambition of helping you to create the right music curriculum for the children in your own school and the confidence to try it out.


This lapbook/eStudy is a brightly colorful 67 page down load in PDF format. There are actually two studies as the title suggests, one on cooking in the kitchen and the other on the Nativity~both themed around Christmas. The age group targeted by this study is K-2nd grades. I think that this is about right, and I like how the text is written to your child to engage him in the process of the learning. Of course you will want to help your child in each phase of this study as in the kitchen there is learning about some of the tools of baking as well as hygiene such as handwashing which is so important. I really like how handwashing is reinforced for the child in pictures as well as in activity.
BUILD MEMORIES with your child this Christmas Season with Christmas LEARNING!
Nothing is more fun than cooking together and working on projects to learn together! Inside C is for Christmas and Cookies you will find fun activities like baking yummy cookies and building on skills so useful in the kitchen as well as Biblical learning about the birth of our Savior! Schooling around the season with a definite REASON is presented here~you will be able to share Christ and His birth as well as the fun aspects of baking cookies. No Santa in this study, it's all about Him!
Right in the beginning there is a supplies list so you won't be in the dark over what you will need. I do think this is very important as I hate to be mid-project and have to stop to run and get something~this is a magic buster with kids, or it has been with mine! They want me ready to go~supplies in hand, even when they were younger! This list in in the beginning of the study. There are no unusual supplies needed, but common things, but you may have to go and get some brass paper brads. If you are like me, you will have most other supplies, but just make sure you look the list over well~none are extravagant.
Colorful pictures illustrate how to put the Funtastic Folder together. There are many hands on projects as well as reinforcement activities to teach so many things!
I have been asked if lapbooks could or are used as complete curriculum for young children. There is so much here that it could certainly be used if not as entire curricula, but as a launch for sure! Each child is different and each situation, but here's what you will find:
1. Science. There is a discussion on germs and what they do.
2. Health. Good handwashing and illness prevention is discussed as well as kitchen etiquette.
3. Homemaking. Baking cookies fits this bill~yum! And these are kid friendly recipes that are tasty!
4. Math. Measurements are taught in the cooking with practical hands on as well as an activity!
5. Handwriting. There is copywork for your child with appropriate 3 lined paper.
6. Fine motor skill development. Loads of cute, large cut outs for your child's folder!
7. Safety skills. There are special instructions for kitchen safety.
9. Listening/Reading skills. The Christmas story is presented.10. Critical thinking. Puzzles and more! Loads of activities for each section!
C is for Christmas and Cookies is a wonderful age appropriate offering that children K-2nd grade will love!
Thanks Shari Crooks for this opportunity to review C is for Christmas and Cookies for my readers!
Merry Christmas and go check out C is for Christmas and Cookies!
Regularly priced $21.99 on sale: $18.99!!


Has your child expressed interest in playing a band instrument or singing in a choir? Home school band and choir could be the perfect fit for your family.
THE PURPOSE OF THIS MUSIC PROGRAM IS TO ENCOURAGE EXCELLENCE THROUGH EDUCATION, DISCIPLINE IN PRACTICE, ATTENTIVENESS IN LISTENING, CONSISTENCY OF CHARACTER WITH A REJOICING SPIRIT, DEVELOPING CONFIDENCE IN PERFORMANCE, SO THAT STUDENTS CAN EXPERIENCE THE JOY AND CONTENTMENT THAT RESULTS FROM HARD WORK LEADING TO A JOB WELL DONE.
Why Join Band and Choir?
Surveys demonstrate that exposure to music can enhance abilities in areas from reading readiness to math proficiency.
Recent studies indicate that music education dramatically improves a student's ability to solve complex math and science problems.
Students who participate in music programs score significantly higher on standardized tests, scoring 57 points higher on the verbal portion of the SAT and 41 points higher on the math portion than other students. Scores for those with coursework in music appreciation were 63 points higher on the verbal and 44 points higher on the math.
Students receiving music education are also less likely to be involved in gangs, drugs or alcohol abuse, and have better attendance in school.
Music participants, on average, receive more academic honors and higher grades than do students in the general population.
Music encourages creativity, imagination, and emotional response. These areas are important for success throughout life.


There are an estimated 9 million working aged adults in England (more than a quarter of adults aged 16-65) with low literacy or numeracy skills or both. This reflects England's overall performance in the Survey of Adult Skills - around average for literacy, but well below average for numeracy relative to other OECD countries in the Survey. These 9 million people struggle with basic quantitative reasoning or have difficulty with simple written information. Weak basic skills reduce productivity and employability, damage citizenship, and are therefore profoundly implicated in challenges of equity and social exclusion. This report explores the factors behind these findings, and proposes policy solutions.
For England, a further concern is that young adults perform no better than older ones. So although adults approaching retirement age (55-65 year-olds) in England compare reasonably well with their counterparts in other countries, younger people are lagging badly behind.


Concerns over pupils' maths skills at half of Welsh schools
Schools in Wales must show a "greater sense of urgency" when it comes to improving maths skills, says Education Minister Huw Lewis.
It follows a report warning that Welsh pupils' number abilities are "at best average" at over half the schools inspectors visited last year.
Despite improvements, Estyn says too many pupils struggle with the basics.
The minister said schools need to ask themselves honest questions about the issue and how to address numeracy.
As a result, Mr Lewis said he was organising a conference of maths teachers to be held in the new year.
In an interview with BBC Wales, Mr Lewis said: "We need a greater sense of urgency from schools.
"It really is time now for head teachers in particular to ask themselves very honestly: 'Is my school operating well enough in terms of that whole-school numeracy policy or do we need to apply some urgent attention to this?'."
Improving numeracy is an education priority for the Welsh government and it introduced the National Numeracy Programme in 2012.
Since its introduction, the Welsh government has also introduced:
- Statutory National Numeracy Tests for pupils from Year 2 to Year 9, focusing on procedural numeracy skills only (May 2013)
- National Support Programme to help ensure the successful implementation of the National Literacy and Numeracy Framework (June 2013)
While the situation is improving, there are still too many pupils struggling to use basic number techniques such as division, Estyn said.
Inspectors have been looking at the effectiveness of numeracy strategies to gauge how far schools have made progress since the first baseline survey last year.
- In just under half of primary and secondary schools inspected in 2013-2014, pupils develop good or better numeracy skills
- In the remaining schools, pupils' numerical skills are at best average
- The majority of pupils have an appropriate understanding of times-tables, the four rules of number, place value and fractions
- However, there are still too many pupils who lack confidence with division and percentages
- In around half of schools, planning is still superficial on numeracy
- In a majority of schools visited, teachers are uncertain of what the term 'numerical reasoning' means
- Maths is a real problem area for schools in Wales
- Last year, despite narrowing the gap with England overall in our GCSE performance, in maths, the gap more than doubled
- In 2013, 52.8% of pupils in Wales achieved an A*-C grade in maths, but by this year the figure had dropped to 50.6%
Estyn's chief inspector, Anne Keane said: "Pupils' numerical reasoning skills are generally not strong enough and this is something that we see too often in school inspections and thematic work.
"Staff need more support to widen their knowledge and understanding of strategies to help pupils to use numeracy across the curriculum."


- ISBN: 9780321984012 | 0321984013
- Cover: Paperback
- Copyright: 1/8/2015
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For courses in College Developmental Writing.
Foundational Skills for Effective Writing
Clear, effective writing is an increasingly important skill in today’s modern world. Along These Lines: Writing Sentences & Paragraphs guides students step by step through the writing process with in-depth instruction on grammar, paragraph construction, and short essays. Each chapter has numerous individual and collaborative exercises along with contextualized practical writing applications such as workplace writing, classroom-centered and academic material. This text also includes a chapter on “Writing from Reading” demonstrating how writing and reading are interconnected processes.
Encouraging critical thinking and personal engagement, the Sixth Edition of Along These Lines: Writing Sentences & Paragraphs includes invaluable resources, interactive exercises, and continual step-by-step reinforcement of the writing process to give writers a solid foundation for future success.
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