Attainment’s Hands-On Math Series uses the Concrete-Representational-Abstract (CRA) instructional strategy that progressively moves learning from concrete manipulatives to pictorial representations to abstract concepts. Lessons in the Hands-On Math Series provide outlined CRA teaching procedures for easy implementation. All three curricular resources—Hands-On Math for Early Numeracy Skills, Hands-On Math, and Hands-On Math 2—identify a lesson objective while also detailing both the Teacher setup and the Student procedure for each type of learner—concrete, representational, and abstract.
Follow a consistent lesson format across grade bands with the complete Hands-On Math Series. Start students with the Hands-On Math for Early Numeracy Skills to teach foundational math concepts like one-to-one correspondence, rote counting, patterns, and sets. For older students who struggle with early numeracy concepts or for students needing to move beyond the number 20, Hands-On Math reinforces basic counting skills while introducing two-digit addition problems and story problems, too. Lastly, Hands-On Math 2 begins where Hands-On Math leaves off and progresses to tackle tough concepts like integers and fractions. The series comes with three comprehensive kits, complete with Instructor’s Guides, consumable Student Workbooks, supplemental activities, number lines, and a box of hands-on manipulatives to help concrete learners develop a conceptual understanding in mathematics.
|Age Group||Pre-K, Elementary, Secondary, Transition, Older Adult|


EDTE 551 – Issues in Teaching Pre K-12 TESOL
The focus of this course is on the preparation of TESOL teachers to understand and implement effective, research based, culturally responsive instruction for English Language Learners (ELL). Emphasis is placed on making connections between current theory, research, and instructional practice. A particular focus is on knowing and demonstrating understandings of students of diverse cultural and language backgrounds, the process of language learning and the context of new language acquisition in the United States. Coursework prepares educators to implement the Common Core State Standards and meet state and professional standards.
Course Materials/ Textbooks
- Young, T.A. & Hadaway, N.L. (Eds.) (2006). Supporting the literacy development of English learners: Increasing success in all classrooms. Newark, DE: International Reading Association.
- Pre or co-requisite for EDTE 552 and EDTE 553
- Prerequisite for EDTE 554
- First course in the TESOL Endorsement


Boundaries and Saying No with Grace and Power
Setting boundaries is a complex process that requires self awareness about our own values as well as an understanding of how to effectively communicate those values to others. Once we understand who we are and what is important to us, both personally and professionally, we can begin to articulate what’s okay and what’s not okay in our relationships in order to build appropriate personal and professional boundaries.
This two-part course consists of one proceedings paper and the accompanying 2019 AAEP Convention presentation. The video has been split into four parts for ease of download and viewing; as one video part concludes, the next will unlock.
You must view all sections of the course before the quiz will unlock.
With the successful completion of this course, you will understand
- the concept of personal and professional boundaries
- identifying boundaries
- foundational skills sets required to define boundaries
- the importance of "no''
- 50 minutes: read the paper, view the presentation, complete the quiz
- Read the paper from the 2019 AAEP Convention proceedings, approximately 1,000 words
- View the presentation from the 2019 AAEP Convention, 45 minutes
- Complete quiz


A new report commissioned by The Tony Foundation, the philanthropic arm of Alberts, has found that a large proportion of Australian primary school children have little or no access to music education. The report, Music Education: A Sound Investment, was led by internationally recognised scholar, researcher and award-winning music educator, Dr Anita Collins, whose new book The Music Advantage came out in September.
Dr Anita Collins with primary school children engaging in quality music education. Photo © Sian Barnard
The report draws on neuroscientific and psychological research demonstrating the educational and developmental benefits of quality music education, and outlines recommended best practice in music education, identifying barriers, possibilities and points of change for lifting access to, and improving the quality of, music education across Australia.
“The report confirms that music has positive benefits for children of all ages,” Collins said. “It points to the dangers of ignoring music education during primary school years because we believe these are the most critical years in maximising the developmental and learning benefits.”
“A quality, sequential music education in the primary years offers the building blocks not just for more advanced music education but for learning more broadly,” Collins said.
The report also found that “music education in Australia may be facing a new crisis as the availability of competent and confident music educators steadily diminishes,” while noting the important training work done by programs such as those offered by Musica Viva Australia and the Sydney Symphony Orchestra’s TunedUp program.
The report also condemned what it describes as a “user-pays” system in which music education is “regarded as a privilege rather than a right.”
“Independent schools and large Catholic schools which have greater per-student funding and freedom continue to value music and this is believed to contribute to the sustainable delivery of exceptional music programs,” the report found. “Government schools, various Catholic schools, and regional and remote schools are falling behind.”
The results are sobering, with the report concluding that the current music education system in Australia is failing to deliver a high-quality music education for every Australian child.
The researchers, however, do point to individual principals and schools that are bucking the trend, and notes successes in Queensland and South Australia. “The project team is optimistic that a more comprehensive provision of music education is possible,” the report concludes, “one in which every Australian child has access to a high-quality music education.”
“Alberts has always believed in the power of music to change lives,” Alberts’ Executive Director Ingrid Albert said. “That passion is driving this new endeavour that aims to see every Australian primary school student having access to quality, sequential and ongoing music education they need and deserve. Our challenge is to ensure that changes in policies, investment and practices actually deliver a music education that benefits and improves the educational experience of all school children.”


The program Design is focused on the study of the basics of design.
Design is a figurative projection of what is not yet, and there was neither in nature
nor in culture, but what could have arisen, happen, be built, made in the course of purposeful human activity. In different spheres of human activity this term is understood in different ways. It includes both the way the product looks and the design process itself - the manufacturing process, which leads to the final result.
The artistic design of many things requires the ability to draw, draw, simulate and mock. It is also necessary to know the theoretical foundations of drawing, color
science, composition, the basics of arts and crafts, and modeling. The content of the sections of the program makes it possible to acquaint students with various
areas of the designers work, with labor objects; develop the ability to use the acquired knowledge and skills in solving specific problems.
The relevance of this program. The modern social order for education is conditioned by the tasks of art education of students, which are put forward in the
concept of modernization of education. It emphasizes the importance of art education, the use of cognitive and educational opportunities of artistic and
aesthetic objects, forming creative abilities in students, a sense of beauty, aesthetic taste, morality.


Downloadable Educational Activities for Kids
Homeschooling is a whole new concept for many of us. There's online learning, worksheets, questions that we don't know how to answer... To help take the 'ho-hum' out of homeschooling we have listed free downloadable kids activities from Cleverpatch. These are not only educational but fun too!
Future Earth Activity Book
Get your kids thinking about sustainability and how it impacts our Earth and the ways in which we can make a difference for our future.
Click here to download the activity book
Parts of a Tree Activity Sheet
What’s the difference between a branch and a twig? How do leaves contribute to the health of a tree? Your kids will learn about all the different parts of a tree with this activity sheet.
Click here to download the activity sheet
Animal Observation Activity
Your kids will research their favourite animal and create a report with this activity sheet. They will become an expert on their favourite animal by the end of this activity!
To download the activity click here
Fire Safety Chatterbox
Do you remember creating chatterboxes at school? Your kids will learn useful fire facts whilst having fun creating their very own chatterbox!
Click here download the chatterbox template
Literacy and Numeracy Book
Help your kids brush up on their literacy and numeracy skills with this downloadable book.
To download click here
Handwriting Paper Template
Help your little one practice their handwriting with this template. It is broken into thirds so they will be able to correctly write their upper case, lower case and descender letters.
Click here to download the template
Crafternoons on Youtube
Cleverpatch offer engaging craft videos which incorporate themes such as science, animals and art skills throughout their segments. It's a great way to include art into your child's homeschooling structure!
To view Cleverpatch's videos click here


American Sign Language as a second language in elementary education: A critical perspective on curriculum and policy
Date of Completion
Over the past decade, foreign language instruction in elementary education has steadily increased throughout the United States. Researchers often attribute this growth to political and economic factors, as well as an ever-increasing global society. However, in recent years there has also been a subtle shift in ideology that has become more receptive and supportive of cultural and linguistic diversity in the classrooms. Spanish is the most widely taught foreign language, though an increasing number of “less commonly taught languages” such as Japanese, Russian, and in particular, American Sign Language (ASL) have been slowly making their way into foreign language programs. Interest in ASL began more than twenty years ago, and since then, many colleges and high schools now recognize and accept ASL as a foreign language option for credit. Although this growth shows promise for the future, the inclusion of ASL as a foreign language option in elementary education continues to face many challenges. Some of these challenges specifically result from misconceptions concerning ASL as a language or about Deaf culture. However, like other foreign language programs, ASL programs must also contend with political and social perceptions that often portray foreign language instruction in elementary education as secondary to math, science, or language arts. This dissertation attempts to explain the issues and challenges facing contemporary foreign language education programs in elementary education in the United States context with specific focus on ASL. Critical analysis of current research and literature with respect to the nature and purpose of foreign language education programs at the elementary education level, the linguistic knowledge base related to ASL, and the growing literature on teaching ASL as a foreign language, will be used to provide a framework for offering suggestions with respect to the development and implementation of ASL curriculum and programs at the' elementary school level. ^
Pelletier, Linda, "American Sign Language as a second language in elementary education: A critical perspective on curriculum and policy" (2005). Doctoral Dissertations. AAI3167597.


Teachers at a northern Virginia elementary school recently decided it would be a great idea to teach black history by having kids play slaves on the Underground Railroad running from imaginary fugitive slave catchers because, well ... there’s no other way to say this: a lot of racist people are also stupid.
Or, alternately, a lot of stupid people are also racist.
According to a letter obtained by The Root, a physical education class for third, fourth and fifth-graders at Madison’s Trust Elementary School in Ashburn, Va., recently featured the original version old-school hide-and-go-seek. The instructor split the children into groups and had them run through an obstacle course that was designated as the “Underground Railroad.”
The lesson was designed to teach children about ... well ... no one can figure out that part. But wouldn’t you run faster if you were a slave trying not to be caught? Most history teachers know that students have a hard time understanding the harsh realities of slavery unless they are running past the monkey bars by the sliding board just like Harriett Tubman used to do.
Plus, pretending that racism literally might kill you is fun. Sure, the black kids already learned that valuable lesson in another class called “Every Fucking Day” but for white kids, trust me, Confederate Freeze Tag is tons of fun.
In at least one instance, an African-American child in the class was designated as a slave for the activity, according to Loudoun NAACP Chapter President Michelle Thomas, who said she’s heard several complaints from parents regarding the activity.
“Obviously, he’s the only one that’s black, he’s the only one that could have ever been related to someone who used to be a slave, and imagine him carrying that stigma all through school,” Thomas said.
Thomas later clarified that the student may not have been the only black person in that class, but she said the student was at least among a small number of black children participating in the ‘game.’
To be clear, this wasn’t just one teacher who did this. It was three.
“You have three teachers and an administrator who failed to see the racism in this exercise. That’s startling,” Thomas told WTTG, noting that the school district has a long history of discrimination against black students.
In a statement, the NAACP of Loudoun, Va., listed a number of problems at the school including:
- Achievement gaps;
- Black students being denied entrance to challenging academic programs for gifted and talented students;
- Black history lessons (aside from the “Massa May I?” one) and ...
- Few black teachers (the kind of teachers who would have said: “Hell no! You’re not doing that!”)
In a response, Loudoun County Public Schools Public Information Officer Wayde Byard defused the situation by assuring parents that the kids may have been playing slaves but “students during the Madison’s Trust ‘game’ were not designated as ‘slaves’ or ‘slave owners.’
Parents said that children were ...
Hold up. Did this motherfucker just say kids were playing the “runaway slave game” on a course called the “Underground Railroad” for Black History Month but they were not designated as slaves or slave-owners? Does he even know about black history? Who does he think was on the Underground Railroad? Subway engineers? Does he think Harriet Tubman was called the “conductor of the Underground Railroad” because she collected train tickets?
David Stewart, the principal of Madison Trust, issued a letter to parents basically saying: “My bad,” and calling the lesson “culturally insensitive,” which is an interesting way to spell “racist.”
Neither Stewart nor the school board would comment on what, if any, disciplinary actions have been leveled against the teachers. But Stewart noted that the lesson will be re-taught to students as they “further explore” ways they can “ensure it will never be repeated.”
Now I don’t have a degree in elementary education nor am I qualified to speak on teaching black history to schoolkids. However, my years of experience as an amateur and professional black man leads me to offer one suggestion on how Madison’s Trust might be able to avoid this kind of controversy going forward.
Stop doing racist shit.


What is education and training?
Undertaking a course in education and training prepares you for the real-world where you will train to become confident facilitators of learning. You will develop strong skills in communication and organisation, and expertise in a range of topics to teach learners at various stages of life.
Inside this field, you can choose to be an educator in:
- Early childhood learning
- Primary education
- Secondary education
- Vocational training
- Higher education
What are my course options?
Vocational Education and Training (VET)
VET courses provide you with a practical approach to learning. A common VET course in this field is a Diploma in Early Childhood Education which offers you on-the-job experience in creating healthy and safe environments for children to learn.
Studying at an undergraduate level in this field, you will learn best practice teaching techniques on a variety of topics.
You will learn how to confidently and creatively present information as well as how to facilitate learning for students of all ages. A Bachelor in Primary Education and Bachelor in Secondary Education are two of the most common degrees in this field.
Most Australian institutions offer work experience and supervised work placements which prepares you to be classroom ready. A portion of your degree will be work placement where you will gain real life experience in leading classrooms, learning and supporting student development.
Further study in this field provides you with the skills to become a successful leader in the education sector.
A Master of Education (Research) is designed for teachers and education professionals seeking to expand their knowledge and skillset and become an education professor within high education institutions.
What could my future look like?
Australia is home to a range of education institutions – childcare, kindergarten, preschool, primary school, high school, university, TAFE and VET.
Just like your options to study in Australia, your employment opportunities for education and training are diverse. A degree in the education and training field can be a rewarding profession that sees you transform lives and inspire futures.
Did you know… Employment in rural and regional Australia post study is recommended?
For recent graduates, doing time in regional areas is considered favorable on your resume when wanting to secure employment in metropolitan areas.


Our MissionTo ensure all children’s right to learn to read, by providing educators and families with the means to teach language & early reading.
WHO WE ARE
We are education and technology geeks who translate scientific research on language and early literacy into pedagogical practice.
It all began in 2015 when a team of reading experts and software engineers who were working with under-resourced schools in Nepal witnessed the same literacy challenges in Nepali schools that US schools were experiencing.
- Teachers needed a crash course in proven pedagogical practices for teaching language & early reading.
- Schools needed affordable scientifically-based reading materials to use in the classroom.
Translate the latest scientific research into engaging, affordable, and bilingual videos, books, and lesson guides for educators and families.
Almost as soon as the WordScientists tools were introduced into schools, there were dramatic results in children’s language and reading acquisition. Now we want to share these tools with the world!
LET’S TALK NUMBERS
Over 400 students in 10 pilot schools with dramatic results in learning to read with a strong emphasis on understanding.
Missions and values aside, we’re all numbers. Our team has takes a methodical approach in studying and analyzing the most cutting-edge research in the field of literacy development as well as the latest neurological research focused specifically on how to teach phonics and metacognitive thinking strategies.
We have been careful to collect objective data to support our anecdotal portraits of success. The Early Grades Reading Assessment (EGRA), the internationally accepted measure of reading achievement, showed that students, whose teachers participated in virtual, pedagogical learning sessions with WordScientists and used the materials in their classrooms, out-performed their peers in a comparison school: on a combined outcome measure AND on the individual sub-tests.
The Science in Word “Scientists”
We translate scientific research into pedagogical practice to make learning effective for all early readers.
MEET THE EXECUTIVE TEAM
Linda Liss-Bronstein, Ed.D.
Video Content & Illustration


Hover to see how factors connect to Phonological Awareness. Then click connected factors to explore strategies related to multiple factors.
Phonics teaches beginning readers to match letters and sound. Learning to detect and understand sounds in words leads to being able to Decode full words. A young student's Phonological Awareness is a powerful predictor of how well they will learn to read.
Phonological Awareness involves a variety of skills:
Phonemic Awareness is also a component of Phonological Awareness. Phonemic awareness is the ability to manipulate phonemes (speech sounds like /p/ or /b/), which are the smallest units of sounds in language.
Daily review strengthens previous learning and can lead to fluent recall.
With this interactive technique, teachers help students become storytellers by listening and questioning.
As students are learning to read, they benefit from explicit, systematic phonics instruction.
When students explain their thinking process aloud, they recognize the strategies they use and solidify their understanding.
Games help students visualize how to connect one fact to another.
In guided inquiry, teachers help students use their own language for constructing knowledge by active listening and questioning.
Spending time with new content helps move concepts and ideas into Long-term Memory.
Practicing until achieving several error-free attempts is critical for retention.
As students work with and process information by discussing, organizing, and sharing it together, they deepen their understanding.
Rhyming, alliteration, and other sound devices reinforce language development by activating the mental processes that promote memory.
Literacy centers with reading games, manipulatives, and activities support learner interests and promote the development of more complex reading skills and social interactions.
Providing physical representations of concepts helps activate mental processes.
By talking through their thinking at each step of a process, teachers can model what learning looks like.
Instruction in multiple formats allows students to activate different cognitive skills to understand and remember the steps they are to take in their reading work.
Connecting information to music and dance moves enhances Short-term and Long-term Memory by drawing on auditory processes and the cognitive benefits of physical activity.
A parent evening meeting about how to support literacy at home with one follow-up meeting with each family has shown strong results for students' reading development.
Reading aloud allows students to hear and practice reading and fluency skills.
Reading aloud books about skills children are learning provides another model for their development.
When students explain to others, they deepen their understanding and gain confidence in their learning.
With rhyming and creative word use, poetry is a genre that supports the development of early literacy skills in particular.
Having students verbally repeat information such as instructions ensures they have heard and supports remembering.
Web-based dictionaries and thesauruses can serve as visual and audio resources for students to expand their Vocabulary knowledge.
Word sorts are multisensory activities that help learners identify patterns and group words based on different categories.
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On this page, using your heatmap, you will be asked to select factors to further support, and then select new potential strategies you might design into features in your tool or product. Once done, click “Show Report” to view your Assessment Summary Report.
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Are you bad at sums? Get muddled at the market? If so, you could benefit from a machine that improves your mathematical abilities. It’s not such a strange suggestion. Stimulating a particular area of the brain, it turns out, can improve numeracy for at least six months.
In 2007, Roi Cohen Kadosh at the University of Oxford and colleagues pinned down the area of the brain responsible for mathematical ability to the right parietal lobe, just above the right ear.
His team “short-circuited” this area using transcranial magnetic stimulation (TMS) – a stream of magnetic pulses which temporarily disables a targeted area of the brain. The result, they found, was that people’s ability to perform numerical tasks fell. In fact, their performance resembled people with dyscalculia, who have difficulty comprehending mathematics.
Now they have done the reverse, and improved the brain’s arithmetical abilities. To do this the team applied transcranial direct current stimulation (tDCS), a way of enhancing brain activity using an electric current, to the right parietal cortex while simultaneously using the opposite current to subdue activity in the left parietal cortex.
tDCS changes the voltage across neurons and can make them more or less likely to fire. Cohen Kadosh’s team zapped volunteers while they were shown made-up symbols representing the numbers 1 to 9. Although the volunteers had no idea which symbols stood for which number at the start of the test, they gradually worked this out by performing tests in which they were asked which symbol was numerically higher than another, then, once they had given their answer, were given the correct answer.
After each session, which involved hundreds of such calculations, they were given tests to see how well they could perform mathematical calculations using the symbols. Those given tDCS learned the symbols faster and did better in the tests than those subjected to a sham procedure.
When the subjects were tested six months later, those who had been given tDCS still did better than those who hadn’t. “It is already known that tDCS affects neurotransmitters involved in learning, memory and plasticity, so we presume that these are being manipulated in this study to cause long-term changes in the brain,” says Cohen Kadosh.
While the results show an enhanced association between arbitrary symbols and numbers, they don’t necessarily isolate number skills because the effects of brain stimulation weren’t compared with a non-numerical task, says Christopher Chambers at the University of Cardiff, UK. “So while the results are exciting, I think it remains to be seen whether the effects are specific for numerical competence, or whether they translate to other abilities that depend on learning.”
“This isn’t going to turn you into a genius,” says Cohen Kadosh, “but it could be turned into a device to help children with poor numeracy skills improve their mathematical abilities”.
“I think this is a truly brilliant finding from an outstanding team and one which could have profound ramifications for future investigations of enhanced cognition by non-invasive brain stimulation,” says Allan Snyder, director of the Centre for the Mind at the University of Sydney, Australia, who was not involved in the study. “Repeated applications of tDCS are believed by some to have had a long-term effect on mitigating depression, so I am not altogether surprised by their finding of long-lasting effects.”
Journal reference: Current Biology, DOI: 10.1016/j.cub.2010.10.007
More on these topics:


Updated: Oct 15, 2019
At EchoKids, we use a variety of different motivational tools to keep children engaged in their music lessons. After all, learning something new can occasionally be frustrating - especially for children under 10. Through the use of stickers, markers, and shapes, we quickly break the ice between student and teacher and get the student excited to learn more!
One of the first motivational hurdles is to get young children to view lessons not as a chore or something they “have to do”, but as an exciting activity for them to participate in. Once they understand that music lessons are not a boring class, the teacher (or “mentor”, as we call them) can really speed up the learning.
Teaching Music Like a Language
We believe music is a language. Thus, children’s music education should be approached in the same way they learn how to speak. Kids learn how to speak not by reading Shakespeare before they can read, but by constantly being around older figures who speak to them even without them understanding completely. When talking to babies, most of us use different movements, reaction and tone of voice to help them understand what we are trying to tell them. After a while, kids start to understand words, then phrases, then create sentences on their own.
We support this training of languages to kids through repetition, connecting things they understand (physical movements like BIG and SMALL, facial reactions and tone of voice) to a new language they already recognize through sounds they’ve heard – possibly even before birth: music. Stickers, colors, and shapes are all factors most kids are familiar with by the age of 3 as fun and positive.
Stickers, Markers, and Shapes
Stickers are an excellent motivator and reward to keep students engaged. Particularly in early lessons, when students are still figuring out the basics of music, stickers provide a type of instant gratification that gives students a sense of progress in their lessons.
At EchoKids, we have found notable success by personalizing the stickers to the child’s preference. There are hundreds of different sticker collections out there: cars, constructions, princess stickers. They become collectibles for the students and something that they take pride in.
We directly correlate the stickers to the lessons, not just through using them as rewards for certain milestones, but by sticking them on the envelopes of students’ roadmap cards. These cards outline the lesson curriculum and the goals that students are working towards.
As children collect more stickers on their cards, they become excited to show their parents. The parents, in turn, praise their children and make the child more confident. This creates a cycle of motivation as the student, teacher, and mentor are working towards and celebrating the same achievements.
Markers and Colors
Markers and colors are another simple tool for motivating young children. Children respond positively to colors and it assists in their memorization. The U.S. National Library of Medicine includes an article by Mariam Adawiah Dzulkifli and Muhammad Faiz Mustafar that directly correlates the use of color with improved memory capabilities.
At EchoKids, we use different colored markers to indicate movement in a piece. For example, red will indicate that a note is moving up. Blue will indicate a note moving down.
We also use colors to help children differentiate between the notes on a keyboard. This breaks up the monotony of letters and numbers that are typically associated with learning the keyboard and adds a level dynamism to the lesson. See below for an example of a worksheet that uses colors to reinforce the underlying music lesson.
In music, there are many shapes that all look very similar and can be confusing to children. For example, quarter notes, half notes, and dotted half notes have small differences between them.
To help children differentiate between these notes, we use shapes that they are familiar with to indicate time values.
Quarter notes: smiley face 🙂
Half notes: heart ❤
Dotted half notes: triangle 🔺
Whole note: circle 🔵
This shape substitution bridges the familiar and unfamiliar and makes it easier for children to pick up basic musical concepts efficiently.
Every Student is Different
No two children are the same, and these motivational tools can vary in success from child to child. We are always looking for new ways to connect with our students and give them the tools they require to better learn the material!
Inside an EchoKids Lesson
As part of EchoKids’ commitment to making music education accessible for all children, we offer a free 30-minute meet & greet! You can also sign up for our monthly newsletter at the bottom of this page.


Marine Science for Kids:
Exploring and Protecting Our Watery World
"The clear exposition is straightforward and logically organized, densely filled with information but pleasingly broken up by text boxes and photographs on almost every page." —Kirkus Reviews
Buy now from your favorite online retailer:
Marine Science for Kids: Exploring and Protecting Our Watery World, Includes Cool Careers and 21 Activities
By Josh and Bethanie Hestermann, Foreword by Stephanie Arne
A colorful, comprehensive, friendly guide to exploring the underwater world
Marine Science for Kids is a colorful, comprehensive, friendly guide to exploring the underwater world. While including all the ocean animals kids love, it delves much deeper into the complete science of aquatic study, including geology, chemistry, and biology in both salt- and freshwater environments and more accurately reflecting the real-world study and practice of aquatic science. Kids discover how and why oceans move, and learn the answers to questions such as “Why is the ocean blue?” They meet cool creatures including sharks and rays, penguins and other seabirds, whales and dolphins, squids and octopuses, and many more. They discover some of the most pressing challenges facing marine environments but are left feeling hopeful that they can use their talents to make a difference. Real-life marine scientists share what inspires them every day so kids can learn more about these exciting careers. Hands-on, cross-curricular activities in each chapter—including science experiments, arts and crafts, edible projects, and group games—make learning fun.


(see chart 1). Britain has the third-highest share of youngsters with poor literacy and numeracy skills, and the fourth-highest share who are bad with technology. British NEETS are the most illiterate and innumerate in the rich world.This may reflect high levels of immigration into the country. But it also points to a more worrying trend among British youths. In a trend not seen anywhere else in the European Union, children of native-born Britons are more likely to be unemployed than the offspring of immigrants
(see chart 2). When politicians ponder about how to tackle youth unemployment, they should start in the classroom.
See full article


We combined two of our favorite themes – rainbow and flowers, in this simple paper flower craft for kids. Make a bouquet of these lovely colorful rainbow flowers to welcome Spring, for St.Patrick’s Day or even to give as a gift for Mother’s Day.
Rainbow Paper Flowers
Cutting, punching, threading, folding – this simple paper craft contains so many benefits for fine motor skill development. The best part, your preschoolers or kindergarteners will not even know they work on their fine motor skills! For them, this will be a fun and interesting craft!
Disclosure: Some of the links in this post are “affiliate links.” This means if you click on the link and purchase an item, we may receive an affiliate commission.
Supplies for these easy paper flowers
- Construction Paper (Rainbow Colors)
- Paper Cutter
- Pipe Cleaners
- Hole Punch
How to make paper flowers and build fine motor skills for preschoolers
Using a paper cutter, cut 0.5-inch wide paper strips. You will need at least one paper strip from each of the colors of the rainbow to make a single flower.
Pick all the paper strips and align them. Punch a hole on each end through all the stacked paper strips making sure holes are aligned on individual paper strips.
Take a pipe cleaner, fold it in half. Flatten a little piece in the middle of the pipe cleaner to form an end of the stem. It will help stop the paper strips from sliding to the end of the pipe cleaner.
Slide the pipe cleaner through both holes of each paper strip. Start with orange and follow the order of the colors on the rainbow until you finish threading all paper strips.
Related Craft: Don’t miss our most popular rainbow paper flower!
Use one half of the pipe cleaner to form a flower’s receptacle. Wrap the pipe cleaner around the bottom of the flower and flatten as you go.
Using paper strips in different length, you can create differently sized rainbow flowers. For smaller flowers, use shorter paper strips. For bigger paper flowers, use longer paper strips.
Watch us make this rainbow craft in our video!
If you loved these paper flowers, please pin them to your favorite Pinterest board.


Article by: Ann DeMartini (co-owner of Music Freqs)
Parents, you deserve a round of applause for providing music education for your child.
According to an extensive study by a German Socio-Economic Panel in 2013 “Music improves cognitive and non-cognitive skills more than twice as much as sports, theater or dance.” Furthermore, the study concluded that kids who take music lessons regularly “have better cognitive skills and school grades and are more conscientious, open and ambitious.”
Without going into too much detail, below are thirteen benefits of learning music concluded from the study:
Improved reading and verbal skills.
Improved mathematical and spatial-temporal reasoning.
Improved school grades.
Ability to learn languages faster.
Better listening skills which will be very helpful when you’re older.
Slowed effects of aging.
Strengthened motor cortex.
Improved working memory.
Improved long-term memory and visual stimuli.
A better ability to manage anxiety.
Enhanced self confidence and self esteem.
Music is good for the brain and there is no doubt about it!
If your kids don’t realize it now they are sure to thank you later!\
Start your journey through music today! Schedule a Free Trial Lesson today!


The younger toddler room is specifically designed to promote social and physical development. At this age, the children are very curious and like to experiment with all of their senses. They are learning how to be independent and developing a sense of self-identity. The room is set up to encourage exploration and to enhance developmental growth. They are learning how to interact with peers and begin engaging themselves in parallel play. The toddler activities include singing, dancing, language, reading stories, and painting, daily. The young toddler room has their own playground adjacent to their classroom, they go outside twice daily, weather permitting.
Large and Fine Motor Skills:
In the young toddler room, your child will develop his or her large muscle movement by exercising his or her ability to run and walk, changing speed and direction as needed, bending over to pick up objects, climbing up and down stairs on the bridge, and jumping with both feet.
Fine motor skills will further develop by practicing building towers with blocks and legos, turning pages of books, drinking from a child-sized cup, placing shapes in the shape sorter, and placing wooden puzzle pieces in a puzzle.
Young toddlers will develop their ability to interact and communicate with adults and peers by naming and greeting familiar faces, helping teachers clean up after activities, singing along with teachers, engaging in parallel play with one or two friends, sharing toys with peers, and interacting with peers while engaging in a similar activity.
Language and Literacy Development:
Children will develop their ability to understand words and use and enhance their vocabulary by being asked where an object is and finding it, responding when asked a question, knowing the names of familiar objects, laughing when they feel something is funny, being able to point to familiar body parts when asked, and speak simple phrases when talking.
The older toddler room is designed to promote social and physical development. The older toddler class participates in singing, dancing, language, reading stories, and painting everyday. They have their very own playground adjacent to their classroom, they go outside twice a day, weather permitting. Older toddlers are also introduced and supported for potty training in this program!
Older toddlers develop their understanding of cause-and-effect by predicting what could happen and what caused something to occur, being aware of a parent leaving and a peer feeling sad, rolling cars down a track, and pushing and pulling objects. Children will also learn how objects move and fit into spaces, such as, putting puzzles together, stacking rings from largest to smallest, placing pegs onto a pegboard, and putting nesting cups in the correct order.
Children will develop their ability to engage in pretend play. Pretending to feed a baby doll a bottle, playing with play food and dishes, building pretend trains and cars, and creating buildings and towers with blocks.
Toddlers further develop relationships with their teachers and peers by feeling comfortable to explore the world around them, engaging in play away from their teacher but close enough to feel comforted if needed, give facial expressions and eye contact to express feelings and emotions.
The older toddler classroom participates in Zumba once a week. Zumba is offered to all children enrolled in the classroom at no extra charge. Zumba is a fitness program that involves dance and aerobic movements to energetic music, allowing children to follow along with the instructor's movements. Not only is Zumba a fun way to get a full body exercise, it improves coordination, strengthens the core, and increases confidence!


- B.S. in Elementary Education / Special Education and M.Ed. in Special Education
- Master's and Graduate Certificate Programs in Special Education
- Online Master of Science in Special Education
- Online Master of Education (M.Ed) In Special Education Intervention
Self-esteem is always a concern for students with special needs. In a mainstreamed classroom, it’s not difficult to see students divide into groups. If you as a teacher are aware of this, you can take steps to ensure that the entire class is cohesive. For instance, there may not be a real peer group for the only student in class with visual impairment; therefore, you need to make certain that the entire class is a peer group. This is accomplished through classroom management.
Focus on Talents
Not all students will excel in academic skills. As a teacher, take time to ask all students what they are really good at and use those skills as much as possible. Are they artistic? Do they play an instrument? Do they have great social skills? There is nothing greater than eavesdropping on a conversation in which a student with special needs is lauded by other students for his or her skill and students form connections based on a common interest.
As the parent of a child with special needs, you can make a list of things that the teacher might do or say to help improve your child’s self-esteem. If your child does something very well, take a sample to show his or her teacher. Those teachers who are receptive will look at your child with new respect and they may mention the skill to other students. This could be a huge self-esteem boost.
Everyone struggles when they learn something new. It’s important to explain to students with special needs that they are not necessarily struggling because they have a learning disability: they may be struggling because the information is difficult. This helps to reassure students who may be sensitive to their slower rate of learning. Tackling a challenge provides a wonderful chance to gain self-esteem: if students keep trying until they accomplish a goal, their self-esteem increases. Sometimes, the harder the goal, the greater the boost to self-esteem will be. The key to helping students with special needs persevere is to break a difficult task into smaller steps to reach a larger goal.
Rejoice in What They Do Well
Students gain self-esteem when they do something well, and it’s helpful to focus on the little things they can do well. Many tasks are frustrating for students with special needs; as a parent or a teacher, be patient with what they can’t do and rejoice over what they can do. There are things each of us can’t do, and a lot depends on the standard to which we are held. Most of us would be at a loss in a room full of astrophysicists; however, while we can give ourselves a little grace, knowing that we just can’t do what these scientists can do, sometimes we have trouble translating this concept as it relates to students with disabilities. Help these students understand that everyone has things that they can’t do and things they can do. Help them discover their strengths.
Help Them Look Beyond School
While it is important that students with special needs meet the requirements of testing and the school, help them to think beyond school. Allow them to explore careers. Look at their positive traits, keeping in mind that these can be very valuable to a potential employer. Do they always arrive early? Do they turn in their work on time? Do they clean up after themselves or others? Are they observant? Can they greet people at the door and make them feel welcome?
Involve them in Hands-on Activities
If it is possible, enroll students with special needs in some kind of adventure or science field class in which they are exploring or collecting samples outside. This builds self-esteem by giving them a sense of connection and accomplishment. It also allows them to work in groups to solve a problem.


A Level Mathematics is a useful, interesting and popular course – in fact the most popular in the Sixth Form.
Mathematics and Further Mathematics are versatile qualifications, well-respected by employers; they are both “facilitating” subjects for entry to higher education. Careers for men and women with good mathematics skills and qualifications are not only well paid, but they are also often interesting and rewarding. People who have studied Mathematics are in the fortunate position of having an excellent choice of career. Whilst the number of young people studying A Level Mathematics and Further Mathematics is increasing, there is still a huge demand from science, engineering and manufacturing employers.
The College’s success in Mathematics comes as a result of a team of committed teachers who support pupils through inspirational lessons and additional clinics, as well as the provision of a wide range of opportunities for enrichment led by the College and also by the pupils themselves.
Mr John Bullen
Head of Mathematics
About the Curriculum
A Level Mathematics is an interesting and challenging course which extends the methods learned at GCSE and includes optional applications of mathematics such as Statistics, Mechanics and Decision Mathematics:
- Statistics: collecting and analysing data and using this to make predictions about future events. Many subjects make use of statistical information and techniques. An understanding of probability and risk is important in careers like insurance, medicine, engineering and the sciences.
- Mechanics: modelling and analysing the physical world around us, including the study of forces and motion. Mechanics is particular useful for students of physics and engineering.
- Decision: using algorithms and other methods to find efficient solutions to real life problems, such as finding the shortest route around a network. These techniques are important in business, logistics and computer science.
A Level Further Mathematics is fun and rewarding. It broadens the pupils’ mathematical skills and promotes deeper mathematical thinking. The students will be introduced to interesting new areas of pure mathematics such as complex numbers, and will be encouraged to apply mathematics in a wider range of contexts.
In the Lower Sixth there are at least four sets: the setting is adjusted throughout the year but initially is based on GCSE and Additional Mathematics results, with set 1 consisting exclusively of students with good Additional Mathematics passes and/or with an A* in GCSE. In class a variety of learning activities are employed to ensure students develop a wide range of skills, such as complex statistical analysis, advanced calculus techniques and an understanding of the mechanics of the real world. Independent practice is absolutely essential at this level, and the students are regularly assessed to ensure that this is taking place. Teaching is supported by out-of-class learning in subject clinics as well as by individual study and drills. Pupils at all levels are given the opportunity to apply the techniques they are learning, and receive regular feedback in class and through marked work. We also use MyMaths to support our students’ learning so that they are always able to practise independently with instant feedback.
Outside of the curriculum we have a history of huge success in the national UK Mathematics Trust (UKMT) competitions, with many students qualifying for the British Mathematical Olympiad rounds and beyond. Every week we offer a new and devious Problem of the Week, challenging students to think outside the box and use their problem-solving skills to answer the question. Students also have the opportunity to work as a team by competing in local and national Maths competitions as well as taking part in the National Cipher challenge, which involves breaking a set code each week. For those students looking to complete the Sixth Term Examination Paper (STEP) or Maths Admissions Test (MAT) Paper, we also run a weekly preparation group.
Many employers highly value Mathematics qualifications as students develop their logical and analytical thinking during their studies. Through solving problems, pupils develop resilience and are able to think creatively and strategically. The writing of structured solutions, as well as the proof and justification of results, are fundamental to formulate reasoned arguments. More importantly, students develop excellent numeracy skills and the ability to process and interpret data. In order to progress to many courses at university, it is important to have strong mathematics skills. For most science, technology, engineering and mathematics (STEM) degree courses, A Level Mathematics is a requirement; AS or A Level Further Mathematics is often a preferred subject. Anyone applying to study a degree in a STEM subject should consider taking Further Mathematics to at least AS Level, as the additional content helps ensure a successful progression to university. AS Further Mathematics is accessible to most A Level Mathematics students. Having A Level Further Mathematics on a university application is a great way to make it stand out.


Fun Hippos Quiz – FREE Online Quiz Questions and Answers for Kids with Score Game
Enjoy this Easy Science for Kids Hippos Quiz – you’ll get your quiz score after completing this FREE online interactive quiz on Hippos. You need to answer all the questions to be able to get your score. You can do this fun quiz about hippos again, till you get the perfect score and become a quiz champion!
Tip: To get it right the first time, read the page with fun facts about the hippos.
About the Hippos Quiz & our FREE Online Quizzes
Our fun easy science quizzes are a free online general knowledge quiz resource for teachers and educators of kids in elementary school, grammar school and preschool. This fun Hippo quiz helps your kids learn fun facts about hippos while enjoying this FREE online quiz with score game.
If your child is interested in learning about animals and the world, or is in a science enrichment class, then this is a fun science activity, with reading comprehension benefits for kids in first to fifth grade. Kids will enjoy competing against their classmates and friends, to see who scores the best, doing this fun and free science quiz on hippos.
As a reading comprehension educational activity for kids, you can set a timer to encourage kids to do the reading comprehension activity faster, or you can simply limit the number of times your kids can read about the quiz topic, before they do the actual quiz questions and answers for kids.
Younger kids who cannot yet read or write, such as Pre-K kids, Kindergarten kids or Preschool kids, will benefit from doing this and our other fun kids quizzes, as a listening comprehension activity; you read out to them about the topic and then read the quiz question and answers. You will select the Hippos quiz answer they think is correct, and at the end you get the Hippos quiz score. Your child can try many times, till gets the perfect score faster, as he or she learn to listen more carefully and develop a better memory and attention span!
Cite This Page
You may cut-and-paste the below MLA and APA citation examples:
MLA Style Citation
Declan, Tobin. " Fun Hippos Quiz – FREE Online Quiz Questions and Answers for Kids with Score Game - ." Easy Science for Kids, Oct 2020. Web. 22 Oct 2020. < https://easyscienceforkids.com/fun-hippos-quiz-free-online-quiz-questions-and-answers-for-kids-with-score-game/ >.
APA Style Citation
Tobin, Declan. (2020). Fun Hippos Quiz – FREE Online Quiz Questions and Answers for Kids with Score Game -. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/fun-hippos-quiz-free-online-quiz-questions-and-answers-for-kids-with-score-game/
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Let us explain how our public charter schools are prepared to provide your child the high quality education usually offered only at a private school academy.
We begin with a cheerful, orderly, and safe environment
Our campuses are constructed with separate classroom buildings that are small enough to foster personal attention and age-appropriate guidance for all children.
Add a carefully planned curriculum
We know that to accomplish any important goal, there must be a detailed and complete plan, or blueprint, to guide our efforts. The Academies have developed a plan over the last 20 years through our program of instruction and research on early childhood learning. By incorporating the State of Michigan curriculum guidelines, we have a learning blueprint that substantially exceeds state requirements. The plan includes a large series of specific performance objectives for language, reading, mathematics, science, social studies, conduct, health and art. Our curriculum is all of the materials and experiences we arrange to foster the mastery of specific performance objectives.
Double the teaching staff
We provide a certified teacher for each 10 children to make certain that every child is provided constant opportunities for learning guidance. There is ample supervision and assistance available for each child, whether to foster accelerated learning or guarantee that any child needing extra help – has that help when necessary.
Coordinate learning at school with parent guidance at home
Parents receive a Weekly Student Progress Report, detailing the performance objectives introduced and practiced that week. This allows parents to know always what skills are developing so they can support this learning with their child at home.
Assure quality instruction
A key feature of our program is a set of management practices that help guarantee that each child is receiving appropriate and effective guidance. We employ an independent learning performance assessment staff. These monitors check the progress of every student continuously throughout the year to make certain that 1) each child is making expected progress, 2) the child’s teacher is accurately tracking progress, and 3) any child requiring special assistance for accelerated or remedial guidance is recognized. In this way, we can prevent “slipping behind” or “boredom” for every child. At the beginning and end of the school year, nationally validated achievement tests are administered. This information lets our staff and our parents know how our school, each grade, and each classroom is progressing-as compared with other schools throughout Michigan and across the United States.
Take our parents’ opinions seriously
Each parent receives a detailed questionnaire several times each year. Their responses provide essential communication helping to assure that everyone works together and stays on track. Our parents have been universally enthusiastic and supportive in their replies this year.
If you would like to join our growing group of families who care, especially for their children’s education, we would be pleased to have you join us.


Central Park Elementary is a state-of-the-art Primary Years Programme/STEM learning facility for grades K-5. As part of the Midland Public Schools District, Central Park provides high-quality, globally-focused elementary education in all academic areas. This includes reading, writing, science, math and social studies. We prepare students to be active participants in a lifelong journey of learning, both in the classroom and in the world. Through engaging and relevant curriculum that extends beyond the classroom walls, students will improve their understanding of science, technology, engineering, and math (STEM), as well as develop problem-solving and collaboration skills in indoor maker spaces and outdoor learning spaces. The STEM curriculum gives the students natural opportunities to stimulate investigations where they are identifying objects, making comparisons, making predictions, testing ideas, and sharing discoveries, all while observing the environment. Students can also explore sizes, shapes, patterns, and quantities in the process. The outdoor learning spaces will provide hands-on, project-based learning in science, technology, engineering and math for students throughout the Midland community. Success in learning requires the learner to be at the center of the experience, making transdisciplinary connections across the curriculum. Children need opportunities to learn the same lessons in different settings and through different lenses. The learning spaces can be an extension of what is taught in the classroom, but most importantly an opportunity for students to explore, making learning relevant. The innovative STEM playground allows students to explore their interest and develop unknown talents.
- Principal Shannon Blasy


Having trouble getting your preschooler to learn numbers, letters or anything else they need to know?
If you’re trying to get your little one to pick up a few foundational skills before life and school start happening, flashcards or crayons and paper may not cut it for some energetic youngsters. The parent and kid-friendly solution? Structured play.
Structured play, otherwise known as play with a purpose, combines an enjoyable activity with a learning objective. For instance, if you’re teaching him how to fold laundry, have him match sock pairs and count afterward to see how many he matched correctly. Or work on learning colors by letting her play with a palette of colorful fruits and vegetables at snack time.
Working in some physical activity helps too. The National Association for Sport and Physical Education recommends at least 30 minutes, while others recommend at least one hour, of structured physical activity per day for toddlers.
For preschoolers, structured play is one of the most advantageous ways to get your child learning and having fun. Using games or attention-grabbing activities to introduce toddlers to a new skill shows them learning doesn’t have to be boring. Check out seven ways your preschooler benefits from structured play, then get moving.
Introduces preschoolers to physical activity
With toddlers just learning about the world they’ve recently entered, engaging in structured movement and physical activity stands as one element they’ve most likely never experienced. So show them.
Playing games that require kids to move their arms and legs to exercise their muscles introduces them to an active lifestyle. Movement helps them to stay fit and helps them to recognize early that forms of exercise can be enjoyable.
Researchers released a study last year suggesting preschoolers were not getting enough physical activity. They observed active play at 10 child care centers, including adult-led activities, and concluded increasing the current amount of preschool active play benefits young children in a multitude of areas, including cardiovascular health, musculoskeletal development and even academic success.
Develops motor skills and coordination
Preschoolers’ seemingly relentless energy sparks them to move and discover the harmony of limbs and muscle movement. Their activity results in coordination development, a vital part of growing to do even the simplest physical life tasks. The key to instructing basic skills through structured play for toddlers is to focus on movement, not competition.
Improves one’s mood
Feel great after exercising? The flow of endorphins gives your body a feel-good boost, and toddlers are no different. Structured play gets them moving, meaning the possibility of more smiles and fewer tantrums. It also provides a good way to manage stress, which builds a foundation for your little one to deal with anxiety and other factors later in life.
Reinforces bonds with teachers
Or any other authority figure who reaches out to help your child. By engaging in adult-led structured play, preschoolers learn to instill trust in people who care about them, which lets them know they have support in their endeavors.
Gives a good introduction to sports
Many parents can’t wait for their children to start sports, but quite a few preschoolers may not be ready for such a challenging or fast-paced activity. With a short attention span and lack of understanding, your kiddo may end up running around mid game to catch ladybugs or chat with other teammates.
Structured play allows everyone to participate, ridding the concept of having to sit on the bench or wait a turn in batting order. Preschoolers get an introduction to fundamentals and handling the ball and other equipment used in the sport. Some structured play also deals with simple steps or tasks, making it easy to comprehend for whippersnappers.
Sharpens listening skills
Obeying requests and following directions pose as two challenges for some preschoolers. However, adult-led structured play that involves calling out commands, like Simon Says, teaches kids to listen closely and follow along.
For structured play in a class setting, like sports fundamentals, music or art, an end-of-session presentation may culminate the program. For kids performing in recitals, displaying paintings or showing off coordination skills, the act of putting their practice into an event for others to see increases self-esteem and lends a sense of achievement.
Channel your preschooler’s nonstop energy into an activity that’s fun and educational. Teams of Tomorrow teaches your child basketball fundamentals while mixing in basic academic concepts, coordination development and music. Get your preschooler moving today with TOT!


Music and Human Learning, (also known as Music Education), is a comprehensive program focused on vocal and instrumental education. Music and Human Learning students range from first-year freshmen to veteran educators returning for doctoral work. This guide serves as a starting point for research and reference in the field of Music Education.
Each tab on the left-hand side of the page will guide you to more detailed page about its topic. The resources found in this guide are links to reference materials commonly-used in the field. Should you encounter any issues with this guide, please contact a librarian and they will be happy to assist you.
For more information on the Music and Human Learning programs, please visit their website listed below. This website holds foundational information about the program, its resources, and its student activities.
This work is licensed under a Creative Commons Attribution-NonCommercial 2.0 Generic License.


By G. Michael Flieg,Allan Sander
Read Online or Download Birds of the West Indies (Pocket Photo Guides) PDF
Best birdwatching books
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Fierce, daring, and lovely, falcons carry a different position within the hearts of individuals. In Falcons of North the United States, popular raptor suggest and environmental educator Kate Davis opens a door into the lives of those amazing, frequently imperiled birds of prey. With contagious enthusiasm, Davis info the lives of North America’s six species of actual falcons — American Kestrel, Merlin, Aplomado Falcon, Prairie Falcon, Peregrine Falcon, and Gyrfalcon.
- Negotiating Privilege and Identity in Educational Contexts (Routledge Research in Education)
- Automated Essay Scoring: A Cross-disciplinary Perspective
- Current Ornithology: 11
- Theoretical Models of Learning and Literacy Development: 4 (Literacy Research, Practice and Evaluation)
- Maine Birding Trail: The Official Guide to More Than 260 Accessible Sites
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Additional resources for Birds of the West Indies (Pocket Photo Guides)
Birds of the West Indies (Pocket Photo Guides) by G. Michael Flieg,Allan Sander


Introducing the Wisconsin Standards for Music
We are pleased to introduce this new set of music standards. The Wisconsin Standards for Music has been adopted by the Wisconsin State Superintendent for school districts to consider in their work with music education programs. This site provides a video which highlights the standard's framework and links to a full standards document, as well as individual strand versions. Additional resources will be added over time to support the implementation of the standards. We encourage you to visit this site often to see what is new. Check the Arts Education Professional Development Calendar for online and face to face standards sessions.
The General Music strand provides a conceptual base for your use in the general music classroom for grades K-12. Use this strand for those formal non-performance classes which may include, but are not limited to: "General Music," theory, music composition and improvisation, history, harmonizing instruments, and music technology.
The Performance Music strand provides conceptual based indicators with objectives for onstage student music experiences. Consider using this strand for music courses which may include, but are not limited to: bands, choirs, orchestras, ethnic ensembles, jazz groups, solo work, and other ensembles using instruments and/or vocal groups through performance.
Introduction to the Wisconsin Standards for Music
Wisconsin Standards for Music writing team members - Nancy Fairchild (Platteville), Brandi Hawley (Beloit), Marie Northup (Wausau), and Mike Van Pelt (Milwaukee), along with Julie Palkowski (WI DPI), guide viewers through the new standards and resources. Click video image for the recording.
Resources for the Wisconsin Standards for Music
Wisconsin Standards for Music writing team members - Cathy Houchin (Watertown) and Christine Hulmer (Ashland), along with Julie Palkowski (WI DPI), help participants navigate the standards and resources online. Click video image for the recording.


MATH INTERVENTION TUTORING
Deep critical thinking skills, problem-solving strategies, and a strong foundation of concepts are important for student academic success in mathematics. 1 to 1 Tutoring’s mathematics intervention programs is student-focused, personalized, and responsive to the need of each school and each student. Our tutors serve as an extension of your school- they are highly qualified, well- trained, and possess a deep love for education. Tutorials can be tailored for small- group push-ins within a teacher’s classroom, small- group pull-outs for deep intervention support, one- on- one support, after school programs, Saturday classes, or summer bridge programs. Our mathematics tutorial and intervention programs help improve student achievement by tailoring support to individual school and student need. We structure lessons that focus on three specific criteria:
- Content mastery of the course standards: for public and charter schools or the school curriculum: for private/ religious schools
- Content depth of knowledge- so students learn each concept deeply in order to make connections to multiple standards through and across grade levels
- Concept evidence- where students learn to develop critical thinking skills by supporting their solutions to mathematical problems using rules and strategies
The core of our instruction focuses on the gradual release model of student responsibility and collaborative learning techniques using inquiry that is rooted in research to: improve foundational skills, develop a deeper understanding of mathematical laws and process, and advance students toward grade-level mastery of concepts and beyond.


Christmas can be an expensive time of year, but it is possible to make fun, creative homemade science gifts at a very low cost. Some of them can be used over and over again, other use materials you might otherwise throw away and all are perfect for any child who loves science!
If you want to keep things easy and buy a ready made kit, we’ve got some great science kit and STEM gift recommendations too.
Homemade Science Gifts
Gifts to make for other people
Learn about the properties of baking soda with these lovely homemade bath bombs from Red Ted Art. You could experiment with different scents or change the scent to fit the recipient.
This one is perhaps better for adults, but these lovely dried orange slices are fun to make and a lovely gift for a grandma or other relative.
Make your own crayons like The Imagination Tree. There are lots of lovely creative options with these depending on the mould you have.
How about some LEGO soap to cheer up a bathroom, can you get some of the LEGO to float?
Make gummi LEGO jellies for little LEGO fans, these are great for learning about changes of state.
Make some lovely bird feeders for a nature lover.
Learn about melting with this delicious looking three layer peppermint bark from The Mad House.
Mini Science Kits
Package up a notebook, pen and magnifying glass to make a fun explorer kit.
For younger children put together a Christmas play dough kit. Adding Christmas scents like cinnamon and mint to make it extra special.
How about a lava lamp kit to add a bit of fizzy fun to the celebrations? ( an adult should always look after and handle the alka seltzer )
A Science At Home Kit is another lovely idea. Add experiment printables or even a copy of our Christmas Science eBook for inspiration.
Create a make your own snow kit with some little characters and cornflour or instant snow.
You could make a Christmas house building kit containing biscuits, a tube of icing sugar and some sweets. This is a great STEM challenge too.
Or, a build your own snowman kit, containing everything you need to build an Olaf.
How about a mini science kit containing 6 fun experiments?
Can you think of any more Christmas science gift ideas for us?
Featured products – science accessories for kids
Science books for kids
You might also like my science books. This IS Rocket Science is brilliant for kids who love space, Snackable Science is great for kids who love to spend time in the kitchen and GROSS Science is full of disgusting science for kids.
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15 million school age children in america have learning issues that private and public schools can’t solve. You will find 72,000 special education students in LAUSD, alone. Every single day these students sit unhappily at school, losing hope of ever realizing their dreams. Students live in discomfort and shame. They aren’t understanding how to be effective students.
Their parents are frustrated within their tries to find appropriate education for his or her child. They have attempted dealing with the general public schools. They’ve hired tutors. Parents are with real solutions.
To be able to thrive, these students need special educational techniques that address their own profile of strengths and requires. But more to the point, these children need a new mindset of success.
Educational therapy offers help and aspire to adults and children with learning challenges for example Attention deficit hyperactivity disorder, autism, dyslexia, and learning disabilities. Educational treatments are a suitable and highly effective method of helping students of every age group achieve their maximum potential.
Educational therapists use condition from the art educational programs and techniques that have been shown to educate students with learning problems the abilities they might require to become effective. Educational therapy shows students how to cope with their learning problems and lead effective lives.
All through the college years, foundations for future success are set. Not just are students learning essential skills for example studying, they’re also understanding how to value education. But many importantly, they’re understanding how to believe that they’re effective students!
When students experience repeated frustration and failure, they develop self-doubt together with dislike or distrust of educational encounters. These negative views influence just how much students can learn, at each level from grade school through college!
Special needs students experience three major issues with learning:
Teachers and tutors make use of the same means of every child. Youngsters are unique and every learns in their own way.
Teachers and tutors tend not to learn how to modify their method of address different learning styles.
Teachers and tutors only educate subject material. Students who experience repeated academic failure don’t have the underlying foundational skills to become effective students. They frequently have no idea the very best study methods, how you can manage time, or exactly what the real secrets will be to academic success.
Teachers and tutors don’t address the main reason for ongoing academic failure-learned helplessness. When students experience failure after failure, they create a mindset that they’re “stupid” and “can’t learn.” They give up ever as being a good student! But, when students believe they are able to succeed, they start to try. Once they believe they are able to learn, they start to study. Once they believe they are able to have impressive futures, they create effective choices. Students have the authority to have confidence in their innate intelligence and talent!
Educational therapists generally begin their professional careers in special education, child development or counseling.
The Association of Educational Therapists may be the national professional organization that sets working out standards for educational therapists. You will find three amounts of membership within the Association of Educational Therapists: Affiliate Professional (opening level), Professional (experienced), Board Certified (seasoned).
Based on the Association of Educational Therapists: “No matter previous background, all Professional people from the Association of Educational Therapists (AET) have met rigorous professional needs within the academic regions of elementary and/or secondary education, child development, educational assessment, learning theory, learning disabilities, and concepts of educational therapy. All people possess a B.A. degree and therefore are needed to carry a Masters Degree or equivalent in publish-BA course work. They’ve completed a minimum of 1500 supervised direct service hrs, and therefore are needed to accomplish 40 clock hrs of Ongoing Education every 2 yrs.


Have you been looking for singing lessons in Oakville?
Why should you take voice lessons?
Did you know that taking vocal lessons can have extremely positive psychological effects. The act of singing releases endorphins, the brain's "feel good" chemicals. Singing is prescribed by many doctors to relieve anxiety and depression!
If you have ever sung a song, a natural body/mind reaction is one of elation. This comes from a hormone released by singing called endorphins. Endorphins are associated with feelings of pleasure. Another hormone released during singing, is oxytocin. This hormone has also been found to alleviate anxiety and stress. Oxytocin also promotes feelings of trust and bonding. More studies have found that singing lessens feelings of depression and anxiety!
Online singing lessons as well as in studio singing lessons are now both available!
Vocal lessons given by an experienced and well trained singing teacher can also greatly improve self esteem, pronunciation and diction, memory, and give one a better sense of themselves by allowing them to be creative with voice and emotion. Addison Music Learning Centre in Oakville has trained individuals who have gone on to become professional actors (ie Degrassi), also who have continued their music education at a post secondary music school (ie Humber College, Mohawk College). Kim Addison, the owner, has been a professional singer since the age of 16. We often suggest that when a child is taking voice lessons, he/she should also double in another instrument.
Anyone at any age can take vocal lessons. However it is very important to note that a young child's vocal cords are not fully developed until after puberty, therefore choosing a teacher who really understands the different stages of vocal development is of the utmost importance. A young voice should be singing in a certain range according to the student's particular stage of development, and should not be overused.
Starting children in music as early as possible is integral for a lifetime of learning and loving music. But sometimes starting them out on an instrument (the voice is considered an instrument) is not always the best first step. An alternative music lesson program that we would like to suggest for children between the ages of 3 - 8 years is our Mini Musicians program. This program is filled with loads of singing! The teacher, an early childhood music education specialist, also understands the correct vocal range for these age groups, and the vocal pieces that children sing in the program are designed to teach the child pitch, solfege, note reading, note duration, and many other aspects of the music language. In fact, at this stage (between the ages of 3 - 8) our Mini Musicians program prepares your young child for future music lessons and involvement in a lifetime of music much better than private lessons.
piano lessons - vocal lessons - guitar lessons - ukulele lessons - drum lessons - saxophone lessons - flute lessons - clarinet lessons - violin lessons
Early childhood music programs - Toddlers Tempos
Quality and Fun in Perfect Harmony
481 North Service Road West, Unit A7, Oakville Ontario L6M 2V6
Addison Music Learning Centre is a music school located in Oakville, Ontario, providing music lessons for all Instruments and all ages. Addison Music Learning Centre is now providing online virtual internet music lessons too!
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Taking Care of the Earth Quiz – FREE Online Geography Kids Quizzes
Enjoy this Easy Science for Kids Taking Care of the Earth Quiz – you’ll get your quiz score after completing this FREE online interactive quiz on Taking Care of the Earth. You need to answer all the questions to be able to get your score. You can do this fun quiz about Taking Care of the Earth again, till you get the perfect score and become a quiz champion!
Tip: To get it right the first time, read the page with fun facts about Taking Care of the Earth.
Taking Care of the Earth Quiz – FREE Quizzes
Our easy Geography quizzes are a free online quiz resource for teachers and educators of kids in elementary school, grammar school and preschool. This fun Taking Care of the Earth Geography quiz helps your kids learn fun facts about Taking Care of the Earth while enjoying this FREE online Geography quiz.
If your kid is being home-schooled, or is in an after-school enrichment program, then this is a fun activity, with reading comprehension benefits for grade one to grade five kids. Kids will enjoy competing against their classmates and friends, to see who gets best results, doing this fun kids quiz online on Taking Care of the Earth.
As a reading comprehension training activity for kids, you can set a timer to encourage kids to do the reading comprehension activity faster, or limit the number of times they can read about the Taking Care of the Earth quiz topic, before they do the actual Geography kids quizzes we offer on our website.
Younger kids who cannot yet read or write, such as Pre-K kids, Kindergarten kids or Preschool kids, will benefit from doing this Taking Care of the Earth quiz and our other online kids quizzes, as a listening comprehension activity; you read out to them about the topic and then read the Taking Care of the Earth quiz question and answers. You will select the Taking Care of the Earth quiz answer they think is correct, and at the end you get the quiz score. Your child can try this free quiz for kids again and again, till gets the perfect score faster, as your kid learns to listen more carefully and develop a better memory and attention span!
Enjoyed doing this free online quiz about Taking Care of the Earth? Check out all our other fun Easy Science Quizzes for Kids and other Earth science fun facts for kids. Visit our Earth Science for Kids all about Taking Care of the Earth page. Get lengthy info here.
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Honors project stresses importance of music education
Alex Sneed is one of many students using their honors project as a platform to advocate a cause they care about. The main feature of Sneed’s project is a documentary stressing the importance of music education for adolescents.
The film focuses on the music education program at Clay High School, at which her father Thom Sneed teaches, and the impact it has had on students and the community.
When discussing the influence of music programs in her paper, Sneed highlights the positive effects on cognitive reasoning, memorization, intelligence, creativity, social skills and self-esteem.
Sneed said she hopes her film will “inform viewers of the problems that challenge today's music education programs and persuade them of the benefits of keeping those programs active in schools.”
She plans on sending the finished project to the Ohio Education Association as a way to advocate school music programs and will also allow the featured school district, Oregon City Schools, to use the video for promotional purposes.
Sneed encourages anyone who has an interest in music or in the future of America’s youth to watch her film.
“There is so much more at stake with today's young people than simply learning how to sing or play an instrument,” Sneed said. “We have the potential to completely transform the lives of students with the power of music education.”


On this page, you will find NCERT Class 9 Economics Chapter 2 Notes Pdf free download. CBSE Class 9 Social Science Notes Economics Chapter 2 SST People as Resource will seemingly, help them to revise the important concepts in less time.
People as Resource Class 9 Notes Social Science Economics Chapter 2
CBSE Class 9 Economics Chapter 2 Notes Understanding the Lesson
1. Population becomes human capital when there is investment made in the form of education, training and medical care. Human capital is the stock of skill and productive knowledge.
2. Higher incomes are earned because of the higher productivity of the more educated or the better-trained persons, as well as the higher productivity of healthier people. Society also gains indirectly because the advantages of a more educated or a healthier population spreads to those also who themselves were not directly educated or given health care.
3. Human capital is superior to other resources like land and physical capital because it is human resource that can make use of land and capital. The large population of India can be turned into a productive asset by investment in human capital.
4. Investment in human resource via education and medical care can give high rates of return in the future in the form of higher earnings and greater contribution to society. Countries like Japan have invested in human resources. They did not have any natural resources. These countries are developed countries because they have invested on people especially in the field of education and health.
5. People have been engaged in various economic activities which have been classified into three main sectors-primary, secondary and tertiary. Primary sector includes agriculture, forestry, animal husbandry, fishing, etc. Secondary sector includes manufacturing. Trade, transport, communication, tourism, etc. come under tertiary sector.
6. Economic activities are also called market activities as they involve remuneration. Non-market activities are the production for self-consumption. The earning of any individual in the market depends mainly on education and skill. Since a majority of women lack good education and skill so they are paid low compared to men.
7. The quality of population depends upon the literacy rate, health of a person, indicated by life expectancy and skill formation acquired by the people of the country. The quality of the population ultimately decides the growth rate of the country. Educated and healthy people are an asset.
8. Education is an important input for the growth of an individual. Education also contributes towards the growth of society. It enhances the national income, cultural richness and increases the efficiency of governance. Sarva Siksha Abhiyan is a significant step towards providing elementary education to all children in the age group of six to fourteen years.
9. The health of a person helps him to realise his potential and the ability to fight illness. An unhealthy person becomes a liability. So, improvement in health status of the population has the priority of the country.
10. Unemployment is a big problem in our country. In rural areas, there is seasonal and disguised unemployment. Urban areas have mostly educated unemployment.
11. Unemployment leads to wastage of manpower resource. People who are an asset for the economy turn into a liability. Unemployment tends to increase economic overload. The dependence of the unemployed on the working population increases. The quality of life of an individual as well as society is adversely affected.
12. The employment structure is characterised by self-employment in the primary sector. Agriculture is the most labour absorbing sector of the economy. In recent years there has been a decline m the dependence of population on agriculture. Some of the surplus-labour in agriculture has moved to either the secondary or tertiary sector.
People as Resource Class 9 CBSE Notes Important Terms
Population: All the inhabitants of a particular place.
Human Capital: The stock of skill and productive knowledge embodied in people.
Investment: Purchase of goods that are not consumed today but are used in future to create wealth.
Physical Capital: Wealth in the form of money or other assets owned by a person or organization.
Liability: A person or thing whose presence or behaviour is likely to put one at a disadvantage.
Vocational Education: Educational training that provides practical experience in a particular occupational field, agriculture home economics, industry.
Illiterate: One who is unable to read or write.
Asset: A useful or valuable thing or person.
Elementary education: A period of formal education following pre-school but before high school.
Life expectancy: The average period that a person may expect to live.
Subsistence level: A standard of living or wage that provides only the bare necessities of life.
Biotechnology: The exploitation of biological processes for industrial and purposes, especially the genetic manipulation micro-organisms for the production of antibiotics, hormones, etc.
Surplus: An amount of something left over when requirements have been met.


Elderly people who are victims of scams typically have lower cognitive skills, are less conscientious and are less honest, a recent Ontario study has found.
Rebecca Judges, doctoral researcher from University of Toronto and co-author of the study, says researchers were surprised to find victims themselves are more likely to be less honest.
“We were actually expecting the opposite when it came to honesty,” she said. “We thought honest people would expect others to be honest … And be vulnerable in that sense.”
Ms. Judges says she’s not sure why less honest people are more likely to be scammed, but has a theory that honest people are better at noticing corrupt situations.
The study was conducted by the Ontario Institute for Studies in Education, with researchers from U of T and Ryerson University in Toronto. They surveyed about 150 healthy Ontarians over the age of 60, most of whom lived independently.
Overall, they found that cognitive performance “was the most important factor in predicting fraud victimization,” Ms. Judges said.
Cognitive ability – things like memory, verbal reasoning and numeracy skills – declines over time, she said, so someone who has trouble following something like a telephone conversation from start to finish is likely to be an easy target for a person trying to deceive them.
The results, which run counter to the commonly-held belief that loneliness and being too trustworthy are the leading cause of elder scams, are important because there are ways to improve cognitive skills, whereas behavioural aspects are hard to change, she said.
“Social behaviours can be very difficult to change but when it comes to cognitive skills, there is evidence that we can train these skills,” Ms. Judges said. “So there is kind of this possibility of prevention through training.”
Dr. Lixia Yang, a researcher on the study from Ryerson, agrees.
“We are looking at different programs, like training programs, prevention, intervention programs to help older adults to maintain their cognitive function and, hopefully by doing that, we can reduce the chance to be victimized,” Dr. Yang says.
Elder scams are a recurring issue in Toronto. According to the Toronto Police Service, there were 818 frauds/identity thefts reported by Toronto residents over 65 in 2016.
Jason Peddle, vulnerable persons co-ordinator at the Toronto Police Service, says elder scams are an under-reported crime, with only about 1 in 40 admitting they’ve been duped. He says this is because victims tend to fear the embarrassment or don’t want their children intervening in their affairs.
“The seniors are afraid that their independence is at risk if they admit to it,” Mr. Peddle says.
Erin Harris, chief operating officer of the Older Women’s Network (Ontario), says categorizing those who are scammed as dishonest can be harmful to the elderly.
“When you start condemning … criticizing and cataloguing with older people, you’re reducing their ability to represent themselves,” she says.


An evaluation of the overhead projector in teaching kinematics
"The overhead projector has been used as a teaching aid for several years, in elementary education and in engineering drawing. No use of an overhead projector in kinematics has been reported, nor has there been a statistical evaluation of its effectiveness in engineering education. In the spring of 1959, the author taught two sections of kinematics. In one section, the lectures were written to include blackboard sketches and demonstrations; in the other section the lectures were written to include transparent overlays prepared for the overhead projector. Each transparent overlay presentation consisted of a step by step development of the lecture with one step on each of the transparent sheets. As the lecture progressed, the overlays were exposed to convey the pertinent information visually to the student."--Page 827.