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“I must study politics and war, that my sons may study mathematics and philosophy…in order to give their children the right to study painting, poetry, music and architecture.” -John Q. Adams Arts Education is a critical component in the development of the whole child. Creating art engages the students’ minds and helps to develop all aspects of thinking. Our children will need the skills afforded through the arts to be leaders in the fast paced 21st century. The arts provide skills that enable students to be creative and fully participate in a global society. Acceptance of all races, ethnic groups and cultures is the foundation for living and working in the 21st century. Through the study of the Arts, children are exposed to a variety of cultures which fosters an understanding and appreciation for those cultures. Technological changes in the past 20 years require a solid understanding of the impact these changes have on the environment and how we learn. Creation in the Arts has also transformed dramatically in the past generation and the use of technology has given greater access to more children to explore and create art. Cross curricular infusion of the Arts through Language Arts, Mathematics, Social Studies, Science, World Language and Physical Education addresses the needs of the 21st century child. By teaching across the curriculum, the learner is able to link aspects of all subjects and synthesize the material more efficiently. Children in grades K- 5 should receive exposure to the four areas of arts education: Dance, Drama, Music and Visual Art in a sequential manner. They should achieve a basic literacy in the content knowledge and skills of the NJCCCS. In grades 6 – 8, students should identify an art area of focus. This focus is to be determined by the child. The child should then develop a competency in skills and knowledge of the specific arts area. Grades 9 – 12 allow the student to remain focused on one of the arts areas with the goal of achieving proficiency in at least one area of the Arts as determined by the knowledge and skills standards of the NJCCCS. All children in the Newark Public Schools will have an equal access to a sequential arts program that is aligned to the NJCCCS. Special Assistant for the Arts 2 Cedar Street Newark, NJ 07102 Visual, Performing & Living Arts Resources Other Internet Resources - Alvin Ailey - American Ballet Theater - American Repertory Ballet - Art Educators of NJ - B&H Photo - Carnegie Hall - J. W. Pepper - Lincoln Center - Music Educators National Conference - National Art Education Association - Newark Museum - NJ Music Educators Association - NJ Symphony - The Kennedy Center

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Kindergarten-The Matching Game 2 Using ScratchJr, the students worked to create an animated matching game. Choosing 3 animals from ScratchJr, the students drew their game plan in their Launch Logs, then moved to the iPads. The students chose either the "green flag" or "touch" triggers to move the animals to the first letter of the animals' name. This project reinforces the importance of giving program commands in the correct sequence. 1st Grade-Scratch and the Butterfly 1 To learn how sequential programming and trigger blocks work in ScratchJr, the students played a game where each person on the team gets a piece of paper showing a program made out of ScratchJr blocks. Each student had a different trigger block to start the next student's program. 2nd Grade-Moving with Math 2 Building on the skills learned in the last cycle, the students created an animation in ScratchJr that included 2 farm animals and a barn. The students chose the trigger (green flag or tap) to move the animals to the barn and then made the animals disappear into the barn. The students used the grid again to determine how many pixels the animals needed to move to get to the barn and answered questions about the process in their Launch Logs. 3rd Grade-Code Sketches 1 Now that students have an understanding of basic programming, they used the iPad app Hopscotch to program actors to draw shapes. The students learned how to add an actor, draw a line, use loops and functions to make the program efficient. After completing a basic square, students were challenged to use repeating squares to create colorful patterns. 4th Grade-The Body's Computer 2 In this cycle students completed their clay models of the brain adding labels that named each part of the brain and described the functions that each part controls. 5A & 5B-Organizing the Kits To better understand and learn the names of the pieces and parts of the robotics kits, the students organized the kits. All of the parts were separated into bags and batteries were installed. In the next cycle we begin to build! 5C & 5D-Information Highway 2 After learning about binary code during our last cycle, the students learned how computers store images. They created their own pixel pictures, wrote the code for the images and then passed the code to another student who then duplicated the image. Welcome to the STEAM Studio Blog for Jamestown Upper & Lower Elementary Schools in Hudsonville, MI. Here you will find the latest projects and concepts we've been working on in class. comes to Hudsonville with 17 years of teaching information and technology skills to elementary students. After earning a BA in Elementary Education at the University of Northern Iowa and a Master’s degree from the University of Iowa in 2000, she drew a circle on the map and chose Southwest Michigan.

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Creativity is another important element that can enable one to understand a comprehension. According to the literature available, most poets first think of the title of the poem before they think of the content or the message. Understand multiple meanings such as the word "party". In most cases, the theme of a poem can be deduced from a quick analysis of the title. In addition, it will form the basis of analyzing the grammatical structure of different sentences. In some cases students are told to deduce the meaning of certain words from the manner in which they have been used in a narrative. Include signal and directional words: Literal level Why do the leaves turn red and yellow in the fall? Once the reader gets an idea concerning the theme of the poem from the title, he or she should then proceed to read through the poem to get the general idea. However, there are certain words that have been found to be quite confusing and can significantly affect the general comprehension of the text. However, this also requires a thorough understanding of the comprehension so that the reader will be able to tell why some characters act in a certain way. Teachers monitor the discussion and provide cognitive scaffolding. Complete understanding of a poem can never be achieved by just a single reading. ELL Instruction Why reading comprehension skills are particularly important for ELLs ELL students will still need a lot of vocabulary development and teaching of comprehension strategies even if they: Based on their knowledge children can make certain predictions. Debrief with the whole class to ask students to share how they applied the strategy or skill. And also prediction gives children a good reason to read the text till the end, because now they have the purpose to do that — to find out whether their prediction was correct or not. There are two main functions of prediction. Provide a brief, simple outline of a reading assignment or an oral discussion in advance of a new lesson. Label, define, model, and explain the strategy or skill. Let me rethink what was happening. Each time you hand out a new textbook, take students on a "virtual tour. This will certainly give the general overview of the work that is essential for the proper comprehension. Students with limited or interrupted schooling may not have the same level of knowledge as their peers, especially when it comes to historical or cultural topics. Additional steps for ELLs Identify vocabulary words that you think might be difficult for students to understand when they read the text. Allow students to use their native language with peers for a quick brainstorm to discover what they know about a topic before presenting their ideas to the whole class. There are several prediction methods that are used while reading classes: Walk through the book with the students, pointing out photographs, illustrations, and other graphic elements. For example, after listing four facts about a healthy diet and four opinions about what is good to eat, label one list as facts and the other list as opinions.Reading Comprehension Strategies for English Language Learners Lydia Breiseth Comprehension is the goal of reading, but it can be the most difficult skill to master, especially for English language learners (ELLs). Why reading comprehension skills are particularly important for ELLs. ELL students will still need a lot of vocabulary development and teaching of. Key Points of the Challenge were: 1) identify reasons why it is appropriate to teach reading comprehension strategies in content-area class. If the text is an essay, short story, or a short poem, read the whole text to get an overview of its content. If you are reading a lengthy text, such as a novel, you may wish to read one or two chapters at a time. 2. Then, read the text a second time. Reading Comprehension Strategies: Worksheet. Reading Comprehension Strategies And Reading Skills English Language Essay. Print Reference this. there were few researchers who investigate the relationship of reading comprehension strategies and reading comprehension of students. At HETC, reading has a key place in any English courses when students study English not only as the. Sample of Comprehension Strategies Essay (you can also order custom written Comprehension Strategies essay).Download

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A coloring book (or colouring book, or colouring page) is a type of book containing line art to which a reader may add color using crayons, colored pencils, marker pens, paint or other artistic media. Coloring pages are not only exciting, but also useful for children and adults. Traditional coloring books and coloring pages are printed on paper or card. Some coloring books have perforated edges so their pages can be removed from the books and used as individual sheets. Others may include a story line and so are intended to be left intact. Today many children's coloring books feature popular cartoon characters. They are often used as promotional materials for animated motion pictures. Coloring books may also incorporate other activities such as connect the dots, mazes and other puzzles. Some coloring books also incorporate the use of stickers. Paint books and coloring books emerged in the United States as part of the "democratization of art" process, inspired by a series of lectures by British artist Joshua Reynolds, and the works of Swiss educator Johann Heinrich Pestalozzi and his student Friedrich Fröbel. Many educators concluded that all, regardless of background, students stood to benefit from art education as a means of enhancing their conceptual understanding of the tangible, developing their cognitive abilities, and improving skills that would be useful in finding a profession, as well as for the children's spiritual edification. The McLoughlin Brothers are credited as the inventors of the coloring book, when, in the 1880s, they produced The Little Folks' Painting Book, in collaboration with Kate Greenaway. They continued to publish coloring books until the 1920s, when the McLoughlin Brothers became part of the Milton Bradley Company.

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learn. Also examined in the paper are the financial benefits of incorporating educational programs instead of cutting them, as well as the effect these programs play on the recidivism rate. A constantly changing geopolitical environment has continued to place increasing amounts of emphasis on obtaining a post-secondary school education. Some believe that our education is an obligation. However, the research paper continues to evolve to meet the needs of a world marked by continuous change or effective action. The only obligation we might have towards education is to treat it as a privilege as well as a right, but certainly not an obligation to have an education. tags: Education Budgets for Art Education Term Papers 2029 words (5.8 pages) Preview - Why have creative skills been put on the back burner in todays society. Records of history show Greece as the birthplace of philosophic thought, it is said that Philosophy is the child of the wise men of Greece. Education Through Experience Essay - 1054 Words Individuals in the society acquire new approaches in life that build opinions on the economical and social life. tags: Papers School Learning University Essays Better Essays 769 words (2.2 pages) Preview - The Importance of Physical Education and Health In studying Physical Education and Health, I have learned that there are a significant number of benefits of physical activity. Students are considered receptors, which the teachers or oppressors, fill with how they see the world. College gives another level of critical thinking for people who want to push themselves to a new level of understanding, especially those who have always been taught that way and thrive. I was awarded As and Bs through my hard work. Beforehand, I would like to define the term social institution followed by my own interpretation. (Cunningham, 171) said Pat McGeer of the Ministry of Education publication Education Today. So how does it all happen. The worldwide lack of education is due mainly to the scarce availability of formal schooling and its limited depth. One of the many benefits of a liberal arts education is that you will receive training in a variety of subjects. In the television show Community, the view of education differs in many of the characters. You are an Information Technology Professional and are being sustainable development essay in malayalam measured against your peers, most of whom hold Bachelor Degrees.

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Master of Music (MM) The purpose of this study was to examine the ways music is used in classes at the Little Gym. It also attempted to uncover the benefits of the use of music in the classes as identified by the participants. This investigation of music at the Little Gym required the use of standard qualitative data collection strategies performed over the course of four months of fieldwork. Approximately sixty hours of observations were completed, both as an observer and a participant observer, and twelve semi-structured interviews were conducted with parents and teachers. Data analysis entailed transcribing and coding interviews, examining observations field notes, and reviewing the Little Gym website and class brochures. Emergent themes included the use of music to facilitate transitions, give instructions, and enhance creativity and imagination among students. Further, the benefits of music in the classroom included helping children focus, creating a positive distraction for the students, and providing music education benefits. Music educators and classroom teachers working with early childhood teachers working with early childhood learners might apply these findings in their classrooms, introducing elements of musical play into lessons, using music to facilitate transitions and give directions, and providing opportunities for children to enjoy positive experiences with music. Document Availability at the Time of Submission Release the entire work immediately for access worldwide. Alexander, Alison Elaine, "A study of children's musical play at the Little Gym" (2012). LSU Master's Theses. 4172. Bartolome, Sarah Jane

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Consistent with ACARA’s Student diversity advice on the Australian Curriculum website, the progressions support teachers to cater for the diversity of learners by: - acknowledging students’ different rates of progress through the levels and across elements - acknowledging that students at the initial levels demonstrate literacy skills in different waysacknowledging that some students communicate using augmentative and alternative communication strategies to demonstrate their literacy and numeracy skills - acknowledging different starting points in students’ literacy or numeracy learning development - supporting teachers to differentiate for students at all stages of schooling - complementing ACARA’s English as an additional language or dialect teacher resource EAL/D Learning Progression: Foundation to Year 10, which describes important features of second language development Adjustments may be needed for students with disability to demonstrate their learning and be considered against the progressions. The Australian Curriculum provides advice to support teachers in meeting their obligations under the Disability Standards for Education 2005 (Commonwealth of Australia, 2006) (the Standards) to ensure that all students with disability are able to participate in the Australian Curriculum on the same basis as their peers through rigorous, meaningful and dignified learning programs. The Disability Discrimination Act 1992 and the Standards are intended to give students with disability the same rights as other students, including the right to education and training on the same basis as students without disability.

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As teachers, we’ve all heard of really great ideas we’d like to incorporate into our lessons. Sometimes our excitement is met with success, while other times we try it and vow never to do it again. Using a blog with a classroom of kids has the potential to go either way. It’s all in the planning – and it’s worth it. There’s a learning curve involved with blogging that we need to address so our students can be successful. It doesn’t always work when we unleash a class full of creative wonders and keep our fingers crossed that students will stay on task and be respectful. With my classes, I try to focus on feedback before we do anything else. It’s something they receive on a regular basis, but it’s not always something that they have practice giving. Being able to collaborate and discuss ideas is an essential skill. Before any authentic blogging occurs, we work on sharing ideas and giving each other feedback in a way that will further everyone’s learning. This is an important skill. The Importance of Commenting Students love blogging for the authenticity of audiences and format. They are willing to put themselves and their writing out there, and they don’t want to read a bunch of comments that are irrelevant or only serve as false flattery. They want to know what their audience really thinks, and even discuss their ideas with them. So the best thing you can do as a teacher is teach kids how to comment on peers’ work, in such a way as to improve the original piece, or further the understanding of the one who is commenting. Sounds easy right? Involve the kids, and practice with writing that is low risk, or does not belong to them. Use examples which are not blog posts, but other formats; or have students create paper blogs (a practice I adopted from @pernilleripp). It calms students’ nerves, and allows for honesty in comments. Honesty is a great teaching tool because in encouraging honesty we ensure authentic feedback, but we need to teach them how to be honest in a productive and friendly fashion. So, practice and set some ground rules from the discussions you have with your class around their commenting. Discussing how a comment might make someone feel is important, as is a discussion around the purpose of posting a comment. Does it further anyone’s understanding? Does it enhance the discussion? How to Leave Effective Comments Have students take notice of interesting ideas in the post and make connections to what they already know, ask questions, and notice what’s going on in their heads while they’re reading – reading comprehension strategies at their best. When they’re ready to comment, encourage them to give an honest opinion – but not a critique of the writing. Focus on the content. - Ask questions about difficult concepts - Share what the writing made them think about - Challenge the thinking of other people. Sometimes learning happens when people are forced to rethink their ideas. - Always be polite. Rude people are rarely influential. In fact, their opinion is usually ignored. - Encourage them to finish with a question which other bloggers and commenters can respond. This encourages conversations and purposeful comments. Be polite, Be specific, and Be positive In the end, our class motto ends up looking something like: Be polite, Be specific, and Be positive. However, we work really hard on separating a comment which disagrees with ideas made in a post, with a personal attack on the writer. If their thinking gets challenged, we don’t want them to be offended. Instead, encourage them to listen to their peers, consider their positions, and decide whether or not they agree. Give them the right to accept or reject ideas, and have them respond to the comment to let the audience know how their ideas have influenced them. Ideally, working together to enhance our communication and solidify our ideas will serve us all well in the future. Starting a blog where kids can safely learn how to interact and provide kind, quality feedback to each other, will make them more aware of themselves as writers and thinkers. Photo Credit: Alan Levine via flickr cc

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January 16, 2018 Research shows reading improves kids' emotional intelligence and increases empathy Growing up in a small town in Iowa, books were my window to a larger world. I would curl up in our overstuffed floral chair and be transported to a new world–from the 1930s Dust Bowl in Out of the Dust by Karen Hesse to the castle in Ella Enchanted by Gail Carson Levine. Books taught me about people who had different life experiences and grew up in different places than the Midwest. The author, David Foster Wallace, accurately summarizes the importance of reading fiction and how fiction can help us better understand others, saying, “Fiction is about what it means to be human.” This notion that reading can better help us connect to the broader human experience is more than a simple observation, it has been supported by extensive research. Studies show that reading can help kids build developmental skills of emotional intelligence and empathy, enabling our young readers to better connect with other perspectives and human experiences. Fiction can increase emotional intelligence The ability to learn about diversity through reading has been studied extensively, as researchers try to tap into what lifelong readers know as the magic of reading. According to an article in the Scientific American, researchers at the New School in New York City “found evidence that literary fiction improves a reader’s capacity to understand what others are thinking and feeling.” The article further argues that literary fiction can “support and teach us values about social behavior, such as the importance of understanding those who are different from ourselves.” The results of this study suggest that readers have greater emotional intelligence and empathy, meaning they can better put themselves in someone else’s shoes. An important concept for parents, volunteers, mentors, and teachers to keep mind during classroom time and one-on-one sessions with kids. By supporting kids’ literacy development and a love of reading, you will in turn foster their emotional growth as you read and discuss fiction with them. Stories and human connection The notion that reading is a valuable skill for building social awareness and empathy is echoed by many authors who know and love this magical, important part of reading. In an interview with Lit Hub, author Sunil Yapa says, “Empathy is a radical act, particularly when you use it to connect with people who are very different from you. Loving others is wonderful, but caring for others is profound…Empathy is a profound act of imagination and human connection. In fiction, we imagine ourselves into other people’s experiences. Of course, another word for that is ‘reading.’” In this quotation, Yapa captures the essence of the connection between empathy and reading. He highlights how stories can be used as points of access for understanding other people’s lives. Whether fiction or nonfiction, reading offers a unique experience to become engrossed in the stories and life experiences of the characters in the book. Providing readers with the opportunity to connect with other worldviews. Applying this research in practice At Reading Partners, we have the chance to read and discuss amazing children’s fiction with the students we work with. Giving children an array of diverse choices of fiction will not only help them become better readers, but will encourage them to be more empathetic people. Books can be a window into different worlds for our students, just like they were for me growing up. Last Stop on Market Street by Matt de la Pena and Home by Carson Ells are two of my recent favorite children’s books that inspire empathy. Here are some tips to incorporate this research in your next tutoring session: - Pick a literature book for read aloud time that discusses different types of life events and/or cultures. - Ask comprehension questions related to characters’ responses to the events in the book. - Encourage your student to think about how they might have responded to the events a character is experiencing in the book. The opportunity to strengthen each student’s empathy through reading is an exciting prospect. Stories matter, and understanding others matters. I’m grateful for all the time I spent reading growing up and believe reading has made me a more empathetic person.

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Youth Music: Exchanging Notes Can young people involved in musical activities those at risk of low attainment or exclusion? The Exchanging Notes project set out to find this out, and look at how the quality of music teaching could be improved to make it more effective. Exchanging Notes is a four-year research programme, pioneering new partnerships between schools and music education providers. The programme, funded by Youth Music, began in September 2014. Seven projects have been funded over the four years with grants totaling £1,195,308. Each partnership works with young people at risk of low attainment, disengagement or educational exclusion to see whether participation in regular music-making activities can enable achievement of musical, educational and wider outcomes. Researchers in the School of Education supporting the project over a four-year period through the evaluation of the educational and musical outcomes of these new models. Aim of research The central aim of the research is to ensure that young people at risk of low attainment, disengagement or educational exclusion achieve the best musical, educational and wider outcomes through participation in a pioneering music education project, and to develop new models of effective partnership-working between schools and out-of-school music providers. With this in mind the project had some intended outcomes: - To improve the quality and standards of music delivery for children and young people. - To embed learning and effective practice in host and andshare practice beyond the project. - To improve young people’s educational and wider developmental outcomes. - To develop the creative, expressive and musical ability of young people. Method of research Over the four the researchers have gathered a range of data to explore the aims of the project. This includes in-depth qualitative research with music leaders, teachers young people through interviews and observations, as well as quantitative data collection in the form of engagement scales and perception surveys. We have also collated the young people’s school assessment and attainment data to track progress and progression over the four years. Research and evaluation of Exchanging Notes show that there is a great need for the exploration of partnership work currently in English schools: partnership working is important for supporting young people at risk of educational exclusion and there are musical, educational and social benefits. But likewise, there is also a need for more value to be placed on music in schools, with greater exploration of its social impact and the measurements of success. The final evaluation report is due January 2019. This will focus on the overall outcomes of Exchanging Notes, drawing together findings from multiple qualitative and quantitative datasets.

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Project duration: 2011-2015 Instructors: Yaara Oren, Michal Raz, Tali Keren, Oren Ben Moreh The Weizmann Initiative is an art education project that took place at MoBY for five years. The group included 7th, 8th, and 9th graders who attended weekly classes at the museum. During the course of the project, the participants acquired tools of artistic production with which they learned to look inwards – into their inner world, and outwards – at their surroundings. With these tools the participants were encouraged to inquire, envisage, and create new worlds. Classes included experimentation with a wide range of artistic mediums and an introduction to the history of art; from classic masterpieces, through contemporary art practices, to video and street art. A significant part of the learning process was the lively discussions that were sparked in class, and which contributed to the participants’ artistic observation and interpretation abilities. During the workshops, the museum class was turned into a lab in which art was employed as a tool for investigating the limits of self-expression and human imagination. Special emphasis was placed on material aspects of production; participants experimented with various materials, which enabled intuitive acts and led to new discoveries. The Weizmann Initiative focuses on a group of teenagers and accompanies them from primary school, through middle school, to high school. The unique duration allows the Department of Community and Education team to develop a meaningful relationship with the participants. The workshops included individual projects alongside collaborative work which advances the participants’ social skills. The program was made possible due to the generous support of the JDC-Israel Ashalim.

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This library guide highlights resources held by UVic Libraries on the topic of art education with a particular focus on research and theory. For teaching resources related to art education in K-12 contexts please consult the library guide Education - Lesson Plans - Art For Fine Arts resources more generally please consult the Fine Arts Librarian, Tad Suzuki, and his library guides: Your best source of information for an introduction to research in art education is your instructor or supervisor. Ask them for their recommendations of useful introductory resources. Let me know if you have recommendations for additional resources to be listed on this guide. Close up of 'The Crystal Garden Banner' by Carole Sabiston, Curriculum Library, UVic Libraries Photo credit: C. Nahachewsky, 2014 A number of scholars in UVic's Faculty of Education focus on art education research.

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What is UNTAN? What is the role of UNTAN in developing the country? Together with UNTAN to build a country that is optimizing the development in the field of education, especially at the university level. Adequate educational facilities and students who excel will build Indonesia’s country becomes better. This is based on the Education Law in Indonesia. One of them is article 1 verse 1 which means that the purpose of education is to create human resources that have quality in terms of morals and spiritual, attitude, personality, as well as intellectual skills and ability so as to build the nation and country towards the better again. The contents of the Education Act is in line with the mission of university Tanjung Pura namely advancing science to create quality human resources to build a shared country. Building the country through previous education is also delivered by the minister of education and culture (Kemendikbud) Indonesia which refers to the Development Plan of education based on Nawacita (nine ideals and expectations) National Medium Term (RPJMN) 2015 – 2019. Profile of University of Tanjungpura (UNTAN) What is the purpose of education has been applied in UNTAN (Tanjungpura University)? Along with qualified educators and adequate facilities that can make the next generation as a determinant in the development of the country. Untan has a vision that in the year 2020 will become the leading educational institution in terms of preservation and scientific information center in West Kalimantan and able to produce graduates qualified, morally and compete high in the international world. A Brief History of UNTAN UNTAN is an abbreviation of Tanjungpura University having its address at Jalan Prof. Dr. H. Hadari Nawawi Pontianak, West Kalimantan 78124. The university was founded on August 15, 1967, which was previously named Dwikora University, the change of name is based on Presidential Decree No. 171 the Year 1967. Initially, UNTAN provides faculty of Law and Administration, now UNTAN has various faculty one of them concentrate on the Department of FKIP (Faculty of Teacher Training and Education). Culture and Daily in UNTAN are very concerned about religious values one of them get used to praying before learning. Outside the class many activities that can be obtained ranging from extracurricular activities (skills) and become social activists (BEM). Having activities outside the classroom is very important for students at the college level. During the semester one student is focused on Character Education program. This program is part of the religious education course. Students are directed to join the program with the intention that when they graduate they not only have a high discipline but also have good morality and personality and religious so that can channel their knowledge in a positive direction. With so many activities outside of this class, students can learn about social activities, community culture and apply the disciplines they have learned. Because basically to build a country cannot be separated from the development of social sciences that apply in the community, especially in the area of West Kalimantan. About FKIP majors at UNTAN: Concentration of S1 UNTAN - Sport Science - Science Education - Language and Art Education - basic education - Education Social Sciences - Mathematics and Science Education Master Program S2 UNTAN - Education administration - Education Bahasa Indonesia - English language education - Economic Education - Teacher Education Elementary School - Mathematics education - Sociology Education - Education technology The role of UNTAN in Building the Country Teacher is the most important role in building the country UNTAN graduates are prospective teachers, where a teacher is able to make his students more qualified, so as to build this country become more advanced in terms of morals and intellectual ability. A professional teacher is able to disseminate knowledge without excluding the culture, morals and spiritual values prevailing in society. Therefore, teachers have a very important task and great responsibility in developing human resources. Together UNTAN prospective teachers are able to build a more qualified, competent, and beneficial to others. Source article : bersama untan membangun negeri

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Help your child to learn about the alphabet and to develop reading, writing and spelling skills in English. Have fun while learning ABC and many different words in English including high frequency words / dolch words list. Use the app for pre-school kids or children in the primary schools to support writing literacy. The app contains more than 275 different words. Parts of the app is inspired by the Montessori learning approach for learning to read, write and spell. The app is built around 4 different mini games that your child can access for focusing on word, image and audio combinations: - Learn about the letters in the alphabet - Match the image with the first letter in the corresponding word - Try to write many different words on the keyboard - Spell to different words - In each game it is possible to choose capital letters or lowercase letters. - Vocals and consonants have different colours Children can play alone or with support from a parent. There is a cute character in the app, which introduce the different games and provide feedback in an educational and enjoyable manner. In relation to the Common Core State Standard (CCSS) under reading foundational skills it is relevant for: CCSS.ELA-Literacy.RF.K.1b Recognize that spoken words are represented in written language by specific sequences of letters. CCSS.ELA-LITERACY.RF.K.1.D Recognize and name all upper- and lowercase letters of the alphabet. CCSS.ELA-Literacy.RF.K.2 & CCSS.ELA-Literacy.RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes). CCSS.ELA-Literacy.RF.K.3 Know and apply grade-level phonics and word analysis skills in decoding words. I.e. CCSS.ELA-LITERACY.RF.K.3.C Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). If you have any comments or feedback, go to www.kidstatic.net/contact or at www.facebook.com/kidstaticapps. Parts of the app have been developed with support from the Danish Board of IT and learning.

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Progress in the Georgia Campaign for Grade-Level Reading In November, the Atlanta Civic Site hosted a session with leaders in the field of childhood literacy to solicit their advice for strengthening and expanding the Georgia Campaign for Grade-Level Reading. Recognizing that many people already understand the value of early learning and literacy, session participants stressed the need to ensure that existing efforts were aligned and focused on the larger goal of reading at grade level by the end of third grade and developing measures of success. Participants also advocated for the inclusion of literacy in existing and emerging interventions for younger children and child health. The Atlanta Civic Site already is incorporating early reading into health services through the Healthy Beginnings System of Care and United Way of Metropolitan Atlanta's recently launched Project Health Access, which provides two AmeriCorps service members at the civic site focused on healthy activities. The Georgia Campaign for Grade-Level Reading is a statewide effort to ensure that all children are proficient readers by the end of third grade. Like campaigns in 11 other states, Georgia's builds on extensive research documenting the importance of this educational milestone and of supporting literacy development from infancy. The campaign targets the areas of school readiness, student attendance and summer learning loss. Gov. Nathan Deal has taken a strong stance in support of grade-level reading, launching the Read Across Georgia initiative. Atlanta, Brunswick and Savannah committed to be part of the All-America City Grade-Level Reading Communities Network, and, this fall, Atlanta received a Cities of Service grant to provide one-on-one tutoring in four schools with children in kindergarten through second grade.

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CC-MAIN-2018-51

https://www.aecf.org/blog/progress-in-the-georgia-campaign-for-grade-level-reading/

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Teachers, administrators, and parents recognize the first few years of school as critical to children’s later school success, especially in the area of reading. That’s why more than 20 percent of all Wyoming students in such school districts as Laramie, Natrona, and Sweetwater, along with Carbon and Converse County School Districts 1 and 2 have implemented the Lexia Reading program as an essential component of their reading curriculum. Lexia Reading offers a technology-based system of differentiated skills practice, embedded assessment, and targeted instruction, designed to advance reading skills development in all students pre-K through fourth grade, and intensify and accelerate learning for at-risk students in grades 4–12. Statistics gathered in a recent national query found that 87% of K–3 at-risk students using Lexia Reading advanced one or more grade levels to finish the year working on grade level material. “We had 94 percent of my at-risk students meet their NWEA Measures of Academic Progress® growth rate while 78 percent met grade level proficiency using Lexia Reading,” said Wendy Gamble, reading intervention specialist, Converse County School District 1. “This program is priceless —and the data speaks for itself. This program is a remarkable reading instructional tool that delivers what it promises.” Evansville Elementary School in the Natrona School District recently purchased Lexia Reading as the school’s foundational reading software for all students, as well as a primary intervention tool for all struggling readers. Sweetwater District administrators have expanded the use of the software program to include three of its six elementary schools. In all, nearly 9,000 Wyoming students and counting are enrolled in Lexia. In addition to supporting foundational skills development, the program also reduces schools’ dependence on traditional testing methods and helps improve each student’s performance on grade-level assessments. Lexia Reading’s Assessment Without Testing provides real-time data on students’ specific skill gaps, as well as norm-referenced predictions of each student’s percent chance of reaching the end-of-year benchmark. The program then automatically identifies and prioritizes students for small group or individual instruction, providing educators with targeted instructional strategies and structured lesson plans to help each student improve performance on grade-level assessments. This compilation of student performance data is all done without administering a test, allowing schools to spend less time testing and reclaim weeks of instructional time. “We love Lexia because it pinpoints the knowledge deficiency immediately and addresses student skill gaps. It automatically provides teachers with a set of explicit, scripted lesson plans and paper and pencil practice sheets for targeted skill instruction and offline practice,” said Gamble. “It gives us insight into where our students are struggling, but it doesn’t stop there – it gives us all the necessary data and resource tools needed to be successful teachers, which means our students will be successful readers. Other programs seem to miss the mark and never get to the heart of the student’s struggles, Lexia does just that.” A selected winner of both District Administration’s Readers’ Choice Top 100 products and the eSchool News 2012 Readers’ Choice awards, Lexia Reading includes more than 900 age-appropriate activities that conform to federal guidelines and align to Common Core State Standards. The software delivers scaffolded practice, advancing students to higher levels as they demonstrate proficiency while focusing on the five major areas of reading instruction. Students using the Web-based, SIF certified program work independently as the software automatically differentiates the content to match each student’s skill level, detecting when additional practice is needed and advancing students to the next level when skills have been mastered. The software quickly identifies students at risk for reading failure, highlighting specific skill deficits and aggregating student performance data at the student, class, school, or district level. “One of the biggest challenges we as educators face is the process of gathering meaningful student data without having to invest what we seldom have enough of—time and money—and administering tests,” added Gamble. “Lexia Reading provides teachers and reading specialists like myself first-hand, detailed, meaningful data we need for delivering differentiated and targeted instruction that will undoubtedly prepare this next generation of students for academic success.”

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https://www.techlearning.com/news/one-out-of-every-five-wyoming-students-uses-same-literacy-program

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This solar energy science experiment will teach kids about solar energy and how different colors absorb different amounts of energy. In a sunny spot outside, place six colored pieces of paper next to each other, and place an ice cube in the middle of each paper. Then, observe how quickly each of the ice cubes melt. The ice cube on the black piece of paper will melt fastest since black absorbs the most light (all the light ray colors), while the ice cube on the white paper will melt slowest since white absorbs the least light (it instead reflects light). You can then explain why certain colors look the way they do. (Colors besides black and white absorb all light except for the one ray color they reflect; this is the color they appear to us.) Like the popular baking soda and vinegar experiments, this film canister rocket literally takes it to the next level by using that creation of gas and energy to jet off into the sky. If your explorer has seen videos of mountain tops getting blown off during a volcanic eruption, this science project is pretty much any space lover’s version. Get the building instructions over at kids science activity blog The Science Kiddo. If your kids are learning about genetics, you can do this edible double helix craft to show them how DNA is formed, what its different parts are, and what it looks like. The licorice will form the sides or backbone of the DNA and each color of marshmallow will represent one of the four chemical bases. Kids will be able to see that only certain chemical bases pair with each other. It’s important to get kids involved in science early so they understand the world around them. These science kits focus on critical thinking skills that will give your kid’s hands-on experience to build their curiosity and interest. Help your children discover the fun in learning by checking out these kits that teach them how to conduct their own experiments through the many different fields of science. Disgusting Kits – These kits are great for young boys especially, who love everything gross! They will love to create horrible slime and sludge to gross out their friends, and parents! They tend to feature things like brains and snot – sure to be popular with little ones! Parents will love that their kids can explore disgusting substances in a fun, safe and educational way. The best science experiments guide for kids ages 3-9. This is YOUR go-to resource for all things STEM and science all year round! STEM stands for science, technology, engineering, and math. You can make STEM and science exciting, educational, and inexpensive for young kids. Fun and easy science for kids starts here! Don’t hesitate getting set up for science at home right away. Ah, slime. It’s the one thing that parents across the UK have been being pestered to make, so why not turn it into a science activity? For our concoction, we mixed shaving foam, PVA glue and a little bit of air freshener (fabric conditioner can work too!), to create a slime that you can swirl, stretch and crack, providing hours of fun. Try changing the quantities to see how the mixture changes, and ask the kids to explain the differences.

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CC-MAIN-2018-51

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Pre-Kindergarten age-group: four – five years With at least one adult for every 10 preschoolers, your child will get the attention they need as they gear up for more structured classroom experiences. During our time together, pre-kindergarteners develop a passion for learning and experience a true sense of achievement in literacy, math, science, social studies, arts, technology and healthy habits. Areas of focus - Literacy building writing skills - increased vocabulary, model writing, and letter practice - Literacy pre-reading skills - interactive reading, book knowledge, print knowledge and take home family activities - Mathematics developing skills - exploring concepts of addition, subtraction and classification, structured activities and math games - Science - understanding of physical, life and environments - Social studies - understanding of people, places and environments - Arts - knowledge and understanding of dance, music, drama, and visual arts - Technology - awareness and beginning basis of tools and technology - Social and emotional development - problem solving with peers, building peer relationships, developing self-regulation, understanding social cues - Physical skills development - large and fine motor skills, CATCH activities - Healthy habits - understanding healthy eating and personal safety, while building lifelong enjoyment of physical activities - Body, mind and spirit - developing social skills, core values and a foundation for social responsibility Your pre-kindergartener’s day When children arrive, teachers create an environment for a smooth transition from home. Once the day gets going, kids participate in: - Large-group learning to explore areas of daily life, weather, letter, numbers and colors - Small-group learning, which expands on concepts shared in the large group and works to serve more individual needs - Interest-based learning that gives preschoolers the opportunity to make their own choices - Several transitions (washing hands before a meal, stories before nap time, etc.) that form a predictable routine, which helps preschoolers learn social skills and develop self-help abilities At the end of the day, our staff assists children in a smooth transition out of the classroom. Parents get information and updates on how the day went for your preschooler. To help with name recognition and literacy development, children sign themselves out for the day (along with a parent).

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CC-MAIN-2018-51

https://www.ymcamn.org/child_care__preschool/ages_served/ages_four_to_five_years

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Følelseskunnskap – kunnskapsområde i musikkfaget? Chapter, Peer reviewed MetadataShow full item record - Artikler og bokkapitler Original versionI: F. V. Nielsen, S.-E. Holgersen & S. Graabræk Nielsen (Red.) Nordic Research in Music Education. Yearbook Vol. 11 2009, 185-205 Emotion knowledge – a field of knowledge in music education? This article presents music experience as a mediating tool for emotion knowledge, and further discusses emotion as a field of knowledge in music education. – The empirical project, which provides the basis for the discussion, proves music experienced as a mediating tool for emotion knowledge. The aspects of emotion knowledge related to music experience were in a preliminary analysis categorized as emotional availability, emotional consciousness, emotional empathy, emotional understanding, emotional reflection, emotional expressivity, emotional regulation and emotional interaction. The main analysis revealed other opportunities for investigation and categorisation, such as revocable and new, dynamic and static, individual and intersubjective, mental and embodied, pre-reflexive and reflexive aspects of emotion knowledge. – These results are in the discussion argued to be a field of knowledge in music education, based on arguments related both to phenomenology, pedagogy and music philosophy. However, different categorisations can easily hide important aspects of the research area, and the article concludes pointing in this direction. - Keywords: music, experience, education, emotion, knowledge SeriesNMH-publikasjoner;2009, nr 8 Nordisk musikkpedagogisk forskning;Årbok 11

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The following helpful resources provide information on students that are English Learners (ELs). |Resources for Administrators and English Learner (EL) Directors| Home Language Survey "Success with English Learners" professional development for English Learners |Resources for Teachers| WIDA & Indiana Academic Standards Summer 2014 Training: The Indiana Department of Education's Office of English Learning and Migrant Education and the College and Career Readiness Division presented 7 training sessions across the state in summer 2014 as an overview of the WIDA English language development (ELD) standards and how they work in conjunction with the Indiana Academic Standards. This video represents a 1 hour highlight of the 6.5 hour training. For the full training, please access the WIDA section of the IDOE website at www.doe.in.gov/elme/wida Collaboration & Connection for Our ELL Students: Trish Morita-Mullaney is a Visiting ELL Assistant Professor at Purdue University. She teaches graduate online courses for the ELL K-12 license and supports other related ELL classes for graduate and doctoral students. She coordinates with area school districts and service centers on ELL professional development for teachers and administrators. Her research focuses on the lived practices of teachers and leaders as they enact policy with, for, and among ELLs. Before serving at Purdue, she worked as a building administrator and an ELL District Director. She is a long-term member of INTESOL and is a part of the INTESOL leadership cadre. She was a significant contributor to the creation of Indiana's first set of ELL standards. ELLs in Secondary Classrooms 1: In part 1, Dr. Katie Brooks and Dr. Susan Adams, professors in the College of Education at Butler University, share research behind the stages of second language acquisition and effective strategies that educators can use to facilitate the development of academic language in the classroom for our English learners. ELLs in Secondary Classrooms 2: In part 2, Dr. Brooks and Dr. Adams discuss how to facilitate language development, including reading skills in the second language. Specific strategies are shared to increase interaction and provide language instruction through the content. In order for all English learners to be successful, Dr. Brooks and Dr. Adams share factors that must be considered when teaching long term English learners (LTELs) and students with interrupted formal schooling (SIFEs) with little native literacy development. Information About Our Speakers: Dr. Kathryn Brooks, Ph.D. Katie Brooks is associate professor in the College of Education at Butler University and was the Principal Investigator of Project Alianza, a five-year US DOE Title III Professional Development Grant. Katie's research interests also include ESL student writing, ESL student engagement in mainstream classrooms, and teacher professional development. Dr. Susan R. Adams, Ph.D. Most recently the Project Alianza Director at Butler University, Susan R. Adams is assistant professor of Middle/Secondary education in the College of Education at Butler University where she teaches ESL education courses for preservice and practicing teachers. A former high school ESL teacher and instructional coach, her research interests include equity, teacher transformation, and ELL writing. Information About Our Speakers: Dr. Faridah Pawan Faridah Pawan is an associate professor from the Department of Literacy, Culture, and Language Education at Indiana University (Bloomington, IN). Areas of specialty include ESL/EFL teacher education, research in ESL and content area teacher collaboration in public schools in Indiana and in Beijing, China, and pedagogy in second/foreign language online teaching. Anita Seralathan is a doctoral student in the Department of Literacy, Culture, and Language Education at Indiana University (Bloomington, IN). She was an ESL teacher in California and an EFL teacher in the Czech Republic and India. Her degree goal is ED.D. in ESL/EFL Teacher Education. English Learners and RTI Webinars: This thee part mini-series, titled What Every Administrator Should Know about Separating Difference from Disability, is presented by Dr. Catherine Collier. Dr. Collier has over 45 years experience in equity, cross-cultural, bilingual, and special education. She has authored several books and articles on cross-cultural and multilingual special education. She works extensively with school districts on professional and program development for at-risk diverse learners. Part I: Policy, Programs, and Challenges for English Learners Part II: Pyramid of Resilience, Instruction, Intervention & More Part III: Language Characteristics and Instructional Support for English Learners Part IV: Step 1-2: Build Foundation and Establish Resiliency Part V: Step 3-4: Differentiate and Monitor Instruction & Intervention Part VI: Step 5-7: Resolve/Reference, Integrate, and Serve

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https://www.doe.in.gov/elme/english-learner-resources

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We have used Skype extensively in kindergarten for a number of years, but we have never participated in Mystery Number Skype. After attending Kathy Cassidy's presentation at Awakening Possibilities last month, I was inspired to put this idea into practice with my colleague Leah Obach and her grade 1 class. How does Mystery Number Skype work? Well it's beyond simple actually! Each class chooses a mystery number based on whatever criteria you have set. We are currently focusing on numbers 1-100 at the moment. The classes then connect on Skype. One class goes first, and asks the other class yes/no questions to narrow down what the mystery number could be. Once the first class guesses the number correctly, the other class takes their turn. McGraw-Hill's Monster Squeeze app is a great way for students to increase their understanding of how to narrow down a range of numbers. Hands On Math Hundred Chart app. Learn more about how the app works in this tutorial video. Students were super engaged as they asked questions and coloured in numbers on their device during Mystery Skype. Is it higher than __? Is it lower than __? Is it between __ and __? Is it in the forties, fifties, sixties, etc.? Does it end with a __? After three days of Mystery Number Skype, Leah and I have decided that a few new mini-lessons are needed to stretch the students' thinking and question-asking abilities. Topics we plan to address in the next week include odd/even numbers, skip counting patterns, and the difference between "teen" and "ty" (decade) numbers. Leah's Grade 1 class already demonstrates a good understanding of teen/ty numbers, so her students may actually teach a mini-lesson to my students. Today our classes competed to see who could solve the mystery number asking the fewest number of questions. We tallied each question on the SMART Board as they were asked, which definitely increased student motivation to ask "smart" questions. This provided another role for students to play during Mystery Number Skype as well as some great skip counting practice. After only 3 days of Mystery Number Skype, I am really impressed by the growth I've seen in my senior kindergarten students' abilities to use and ask reasonable questions about the hundred chart. Their excitement and engagement is through the roof as well. If you're looking for a fun way to connect with another class and develop 21st century skills in your students while boosting numeracy skills, this is it!

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Alabama Common Core Standards AL.CC.L.4. Language Standards Vocabulary Acquisition and Use L.4.42. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.4.42.a. Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. AL.CC.RF.4. Reading Standards: Foundational Skills RF.4.21. Read with sufficient accuracy and fluency to support comprehension. RF.4.21.b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. AL.CC.RL.4. Reading Standards for Literature Craft and Structure RL.4.5. Explain major differences among poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. Key Ideas and Details RL.4.2. Determine a theme of a story, drama, or poem from details in the text; summarize the text. RL.4.3. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). Range of Reading and Level of Text Complexity RL.4.9. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the Grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range. AL.CC.W.4. Writing Standards Research to Build and Present Knowledge W.4.30. Draw evidence from literary or informational texts to support analysis, reflection, and research. W.4.30.a. Apply Grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text ”).

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READ Plan Sample for EL Students If an English Learner is determined to have a significant reading deficiency, a READ plan must be developed. Given the unique language and literacy needs of English Learners, the d epartment has created an example plan specific to English Learners. The sample READ plan for English Learners contains the required components of a READ plan which includes components for an individual English Language Development Plan. The sample READ plan for English Learners is an example, not a required template. Districts can determine the format and the name of their plans. The intent of the sample is to illustrate the areas of English language and literacy development a teacher should consider when planning instruction and intervention for English Learners. Documents and Resources WIDA Can Do Descriptors Individual Student Charts for Kindergarten, First through Second Grade and Third through Fifth grade: The “Can Do” Individual Student Charts provide guidance on how to differentiate process and product of the core content to meet the ELD standards and document access to core content. Use the Can Do descriptors to ensure that accommodations are aligned to the language proficiency level of the student. Language proficiency levels are identified on the most recent ACCESS for ELL state assessment or the most recent WIDA W-APT scores if annual state ACCESS data is not available. ELD Functions and ELD Scaffolds Charts The ELD Functions revised 2013 and the ELD Scaffold revised 2013 lists functions and scaffolds by WIDA language levels from 1 to 5. These charts can be used to develop READ plan ELL objectives by adding the appropriate ELD language function and ELD scaffold to a minimal skill competency. Technical assistance is available on request to develop ELL objectives for READ Plans.

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I don't get this question too often, since those who reach out to me have already decided to learn, but it's come up often enough that I'd like to address it for all prospective musicians and music students. First things first: there's no one-size-fits-all answer for every single person interested in learning music. I'll likely add additional posts on the topic because there are simply too many reasons to pack into one blog post. I read something a few months ago about how music educators should stop defending music education. It wasn't saying music wasn't worth defense - the article focused on how we tend to justify the importance of music education by its benefits in other areas ("learning music makes you good at math!" or "learning music boosts test scores!") instead of the benefits of music on its own. Today I'm going to explore one of my favorite reasons for learning music: the social aspect. Music-making has historically been a group activity. The jury's still out on this, but historians and scientists have found some evidence that music evolved before language. This makes sense if we break down the components of both. Language is, at least partially, a form of music. The tone of your voice can make a huge difference. For example, think about shouting, "What are you doing?" at the top of your lungs when someone may be about to run face-first into an obstacle versus asking a friend, " What are you doing?" when you're trying to make plans. You've changed your volume, pitch, and speed (tempo) to convey a different message. Creating music together probably allowed ancient humans to communicate. Think of the beautiful songs of blue whales! Of course, today, we have language, and we also have technology. Technology allows us to connect with people regardless of geography (which is awesome for me as an online music teacher!) but it's also important to remember the original iPod: the humble piano. Back about 120 years ago, nearly every home had a piano, and generally at least one person in each family could play. Music-making wasn't viewed the way it is today as an unusual skill or (perhaps more disheartening) something only talented celebrities are fortunate enough to do. Music was an extremely common pastime for many families. Imagine how different your current home would be if everyone in your home gathered around a piano or a guitar to listen or sing together at night! One of my goals as a music teacher is to bring back this sense of community music. I believe it's extremely important more people take part in music. Not only is it good for our test scores, but it's part of what makes us human, and it's good for our souls. Making music with other people feels good, and gives us a little break from the constant stream of technology. It allows us to use our brain power and skills we've learned, and add our own personal touches to familiar songs. Music connects people across time (I've never met Mozart, but I can play music he wrote over 200 years ago), distance, cultures, and yes - language. I have another story about that I'll share in another post, and today I'll leave you with this: you shouldn't learn music with the main goal of getting better at math. You should learn music because you want to gain a lifelong artistic skill that helps you connect with others - whether that means live performances or your choice in repertoire.

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Willis Tower is a building that dominates the skyline of Chicago. It was formerly known as Sears Tower. In July 2009, the tower was officially renamed. The structural height of this building is 1,450 feet. It comprises of 110 floors. This tower is actually composed of nine different square tube structures. These vertical tubes were formed by welded steel frames. The tubes are uniform in width, measuring to 75 feet square, but diverse in height.At the time of its opening in 1973, it was the tallest building in the world. In 1996, it was surpassed by the Petronas Twin Towers in Kuala Lumpur, Malaysia. Quick Facts: – - In December 1997, this skyscraper was sold to the TrizecHahn Corp, a Canadian real estate firm. - Willis Tower was designed by the architectural firm Skidmore, Owings & Merrill hired by Sears Roebuck and Company. - The chief architect and engineer that worked on this building’s design were Bruce Graham and Fazlur Rahman Khan. - The design of the building was inspired by a pack of cigarettes. - The building is topped by two antennas. The western antenna brings the total height of the structure from 442 meters to 527 meters. - The 103rd floor of the structure has an observation deck. It is also the highest observation deck in the United States. - It is named as Skydeck and attracts approximately 1.3 million visitors every year on average. - The largest tenant of the building is United Airlines and it occupies a total of twenty floors. - Willis Tower provides more than 400,000 square metres of floor space for offices and other activities. Cite This Page You may cut-and-paste the below MLA and APA citation examples: MLA Style Citation Declan, Tobin. " Facts for Kids about Willis Tower ." Easy Science for Kids, Dec 2018. Web. 10 Dec 2018. < https://easyscienceforkids.com/willis-tower/ >. APA Style Citation Tobin, Declan. (2018). Facts for Kids about Willis Tower. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/willis-tower/ We've recently added - Syria Worksheet and Quiz - Samoa Worksheet and Quiz - Neil Armstrong Worksheet and Quiz - Mount Everest Worksheet and Quiz - Henry Hudson Worksheet and Quiz - Guatemala Worksheet and Quiz - Cleopatra Worksheet and Quiz - Carl Linnaeus Worksheet and Quiz - Canada Worksheet and Quiz - Turtle Worksheet and Quiz Sponsored Links :

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I will admit I believed all the hype about the supposed baby “Mozart effect,” that is, that listening to classical music helps to develop a baby’s brain. I didn’t so much as put the headphones on my pregnant belly, but I would definitely put on NPR when I was driving around with my baby on board. Researchers at the University of California at Irvine first documented the Mozart effect in 1993. Their study reported that college students who listened to a Mozart sonata for a few minutes before taking a test, that measured spatial reasoning skills, performed better on the test than students who listened to another musician or to no music at all. In reality, the effect on the students’ cognitive abilities was temporary, lasting only 15 minutes. And, in recent years, many scientists have debunked the Mozart effect and all the corporate hype. However, that is not to say that listening to classical music—or to music in general—does not benefit infant brain development. Exposure to the complex sound patterns in classical music (which the baby’s developing brain must decipher) may help later on in life when it comes to deciphering language, math, and science in that both processes use the same spatial reasoning pathways. According to Diane Bales, PhD, “During the first years of life, the baby’s brain cells form connections with other brain cells. Over time, these connections that are used regularly become stronger. Children who grow up listening to music develop strong music-related connections which will help with other subjects that use spatial reasoning.” Any form of positive stimulation is a good thing for a baby’s development, and music is particularly wonderful. Singing to your wee one is a beautiful way to communicate and bond with your baby, and it is widely accepted that there are benefits of actively playing music in the early developmental stages of childhood. A child is naturally curious, and their first instrument may be as simple as a rattle. They instinctively react to music, and as any of you with a toddler knows, they love to move and dance to the beat. In the early twentieth century, a German composer recognized the benefits of playing music in early childhood and created a music education program for children, known as the Orff Approach. The only person I know on the island who follows this approach is Miss Aubrey from La-ti-Da Music. Her music class for babies and tots (ages three months – two years) is great, and her piano class for kindergarten-aged kids is awesome. (Piano encompasses many techniques that help improve coordination and develop both sides of the brain. It also involves abstract reasoning skills necessary for learning math and science.) On a personal note, I have seen my six-year-old blossom with confidence and grow in Miss Aubrey’s class. The positive effects of listening to and playing music in your young child’s life are numerous. Not only is it enjoyable, it facilitates bonding and is developmentally very supportive. Image Credit: Malia Akinaka

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Joint action in the discursive production of writing subjects. Several distinguished scholars, however, have thoroughly disproven all reasonable objections to spelling reform, including this objection. Effective instruction for English-Language Learners. An expectation of teamwork and shared responsibility, decision making, and leadership. The Reading Teacher, 60 1 In this approach, the teacher and the students engage in active written interaction through journals whose topics and format are initiated by the students themselves. The matter of understanding. Goal setting and self-efficacy during self-regulated learning. There is a specific research base which holds that oral argumentation and dialog supports students being able to develop written arguments see, for example, Kuhn, ; Graff, ; Kuhn, Practice in decoding and identifying words that contain the letter-sound relationships children are learning to read and need for reading and writing Practice activities that involve word families and rhyming patterns Practice activities that involve blending together the components of sounded-out words "Word play" activities in which children change beginning, middle, or ending letters of related words, thus changing the words they decode and spell Introduction of phonetically "irregular" words in practice activities and stories 8. English uses a 26 letter Latin alphabetbut the number of graphemes is expanded by several digraphstrigraphsand tetragraphswhile the letter "q" is not used as a grapheme by itself, only in the digraph "qu" . Teaching vocabulary during shared storybook readings: In pursuit of an illusion: Rather, the most effective teachers only present small amounts of new material at any time, and then assist the students as they practice this material. Bergin and Garvey Publications, Inc. The whole-goal of small group instruction is responsiveness. The interactive read aloud provides students with opportunities to talk and respond to texts, fosters a love of reading, and gives them additional opportunities to practice learned skills and strategies. Talking back and taking over: Conditions of vocabulary acquisition. Educators, in particular Horace Mannbegan to advocate changes in reading instructional methods. A kindergarten writing workshop: Contact us today to schedule a free, no-obligation minute consultation with one of our experts. Story reading introduces children to new words, new sentences, new places, and new ideas. The workshop gives language learners not only a space for language learning but a place to practice. Effective leadership for school improvement. The first three describe the conditions necessary for teacher leaders to emerge and the foundation for teacher leadership: Assessing phonological awareness in kindergarten children: Teacher Education Quarterly, The Cloze method can be used for a number of different purposes: Office of Education Cooperative Research Program has a compilation of these. Journal of Reading, Journal of Reading Behavior, 19, pp.in reading and writing are quite strongly and positively related an emphasis on writing activities results “Studies Back Lessons in Writing, Spelling.” Educational Leadership, November 20, Bear, Donald R. et al. Words Their Way: Words Study for Phonics, Vocabulary, Methods of Writing Instruction. Research Base Underlying the Teachers College Reading and Writing Workshop’s Approach to Literacy Instruction Educational Leadership, 64(4), 56 “Bringing Research Based Practice in Reading Intervention to Scale,” which concludes that effective teachers are able to identify struggling readers and modify the nature and intensity of. Reading education in the United States. Jump to navigation Jump to search. This article has multiple issues. The report found varying evidence-based support for some common approaches to teaching reading. Phonemic Readability indicates the ease of understanding or comprehension due to the style of writing. Reading recovery is a. English Literacy Development: Approaches and Strategies that Work with Limited English Proficient Children and Adults. Teaching Reading Using the Skills-Based Approach The skills-based approach, also called the phonics approach, is characterized by the assumption that learners learn how to read by mastering discrete elements of. What Does the Research Tell Us About Teacher Leadership? By: Reading Rockets is a national multimedia project that o ffers a wealth of research-based reading strategies, lessons, and activities designed to help young children learn how to read and read better. Writing samples from real kids pre-K–3. More in Teaching Reading: Common. Figure 1 illustrates how reading, writing, and understanding are related. inservice programs on reading and writing across the curriculum offer teachers a variety of strategies for integrating reading or writing into their content-based instruction. But such programs rarely ask teachers to examine their own instructional goals and then to.Download

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Creating a Fun Atmosphere with Sing-along Songs One of the most fun group participation activities for family and friends is to engage in sing-along songs. The essence of a sing-along song is that it has a simple enough melody and memorable lyrics for everyone to easily learn. Many of these popular songs have been around for over a century and are taught to children as part of their grade school music education. "Michael Row the Boat Ashore" is a very well known sing-along song. It was a traditional folk song written in the 1860s that became a huge hit in the early 1960s by The Highwaymen. The following sing-along songs are widely known and appreciated by all ages. She'll Be Comin' Round the Mountain Not many songs over a century old are still as popular as "She'll Be Comin' Round the Mountain," which originated in the late nineteenth century by an unknown composer. The song uses metaphorical lyrics, although not everyone who sings these lyrics may be aware of the significance of the words. "She" is a metaphor for the chariot carrying Jesus upon his return. Hence the lyrics "she'll be drivin' 6 white horses." The song was originally based on a spiritual song called "When the Chariot Comes." What A Wonderful World The song "What A Wonderful World" was first popularized in 1967 by Louis Armstrong and in 1999 was inducted in the Grammy Hall of Fame. The optimistic children's song was written by Bob Thiele and George David Weiss. It was written as a good-natured counterpoint to the violence and social divisions of that era. Even though the record was only a marginal hit in the United States, it topped the charts in the United Kingdom. The song's popularity grew over many years due to being covered by so many different artists, including Tony Bennett. Then in 1988 the song was re-released and was a hit all over again. In 2002 it was covered by Joey Ramone as a more upbeat pop/rock song. Louis Armstrong enjoyed one of the longest recoding careers of any singer in history. He was born in 1901 and lived to be 69 in 1971. He rose to fame with his first big hit "Muskrat Ramble" in 1926. His first number one hit was "All of Me" in 1932. Armstrong went on to have over 70 hits including "Hello Dolly" in 1964 before reappearing on the charts in 1988. He was also a national radio host and film star. Don't Worry, Be Happy One of the biggest and more memorable hits of the 1980s was "Don't Worry, Be Happy," recorded by Bobby McFerrin. The song made history by being the first Acapella recording to ever hit number one in America. That's interesting because most casual sing-alongs throughout the world are sung with no instrumental backing. The lyrics were based on a saying by Indian mystic Meher Baba. In 1988 the song was featured in the movie Cocktail, which helped it hit number one that year. The song has become a worldwide anthem for optimism and has been recorded by many different artists and sung in various languages. McFerrin told USA Weekend in an interview that he had seen a poster of Baba with the words "Don't Worry, Be Happy," which was what inspired him to write the upbeat lyrics. Even though McFerrin was the only voice heard on the recording, he recorded several different vocal parts that were mixed together. These tracks included lead vocals, falsetto and bass. McFerrin is widely regarded as a one-hit wonder, although prior to recording his one big hit he recorded the theme song for the television series The Cosby Show.

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This promotion is for Rewards members only. To take advantage of exclusive offers like these, join Office Depot® OfficeMax® Rewards now! Creative Teaching Press® Reading Comprehension Graphic Organizers, Grades 1-3 Item # 535135 Thank you, you will now be redirected to comparisons. Just a moment while we prepare the page Check In-Store Availability In order to be effective, reading comprehension strategies need to be taught directly - Presents a step-by-step process in which students learn to apply comprehension strategies to the books they read. - Students learn literal, inferential and critical reading comprehension skills as they progress through each unit. - Focuses on the genres that are interesting and familiar to the students. - Specific reading skills are modeled and practiced through the use of a graphic organizer. - Lessons present direct explanation, modeled instruction, guided practice and student application of the reading strategy. - A graphic organizer helps students organize information found in the text. - Grade-level appropriate literature suggestions and sample stories for a variety of genres. - Strategies include reteaching and extension suggestions. - A fun, hands-on culminating unit project combines the learned strategies with art and writing. - Contains 96 pages. |manufacturer||Creative Teaching Press| |publisher||Creative Teaching Press|

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There’s more to education than reading, writing, and arithmetic. Children need to learn how to control their growing bodies, deal with complex emotions, and navigate social situations. Academic schools are great for educating the mind, but what about the rest of the child? Recent budget constraints have cut funding for physical education, music and art education, and many other “non-academic” disciplines. Let’s look at some of these “non-academic” areas: - Physical Fitness. Children need healthy exercise, but they also need to learn good eating habits to stay healthy, as well as gross and fine motor skills to develop their coordination and body awareness. Unfortunately, many schools don’t address these needs. - Mental Discipline. It seems more and more children these days exhibit symptoms of ADD (attention Deficit Disorder), and with our short attention span society, they need a structured way to learn to focus or concentrate. Many recent laws have stripped the ability of public schools to enforce discipline. - Emotional Self-Control. In many ways, the difference between a child and an adult is emotional control. Temper tantrums seem to come naturally to children, who have to learn over time that they cannot always get their own way, and must control their emotions in order to be considerate of others. Emotional education is not part of your average school curriculum. - Social Confidence. Learning to deal with other people is a skill set that can be learned. Unfortunately, character education — the very foundation of treating people right – is not a proper academic subject. So, where can concerned parents turn? The martial arts have centuries of experience teaching physical, mental, and emotional discipline. Students learn amazing physical skills. They practice mental discipline every day, learning emotional self-control. Most important of all, they are taught right from wrong, to develop outstanding character and personal leadership. Hundreds of parents in our community have seen their children get a balanced education in our children’s martial arts programs. Why not take advantage of our special offer by clicking the link below? There’s no obligation, and your child will thank you for it. Martial arts is training for life!

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Our printable Third Grade worksheets offer practice of the basics on free printable worksheets. See these below: Our practice Math worksheets show the four operations and offer space to practice equations three times each. We have colorful fraction worksheets, cursive writing ABC worksheets, and Spelling worksheets, Reading worksheets, printable birthday cards, and coloring pages to print. Use our extra columns for easy navigation. No registration necessary. These printable worksheets can be used with any elementary education program or home school curriculum. If you have a bright third grade student, check our higher levels. If you're helping a struggling third grade student, check our lower levels; especially our Phonics and Math worksheets. See our list of 3rd Grade worksheets below the different courses and their icon links. Thanks for patronizing our affiliates since they keep our site running. See our left nav for the different subjects and use our search bar to find topics of interest. Our printable third grade worksheets for Math are an extra help with the basic Math facts like multiplication, division and fractions which simply need introduction and then plenty of practice. Introduce the times tables and the concept of putting amounts together by sets to form products then the math symbols. By second grade most students are familiar with the basic Math facts. If not, reintroduce. Many still benefit by using Addition Worksheets and Subtraction Worksheets for practice; yet by third grade most students are learning or are interested in the “easy addition” of multiplication. These are our favorite Reading resources that incorporate the use of Phonics. They teach the basics of Phonics that you will see throughout our site: By the time that students are studying 3rd Grade Spelling words, they frequently have a grasp of the basics in Phonics. If not, be sure to visit our Phonics Worksheets page in the left column. Our list is from an old third grade reader so that we would publish a useful version to both faster and slower students. The main download has 106 pages including a six page printable Spelling list for reference. The six page reference list of spelling words is next to it for easy reference. I like to print this on card stock for my students so that it lasts through the year. Rather than wait till a higher grade to learn endings, these worksheets show many words with the different endings so that your students have an opportunity to see how the word meanings change with different suffixes. It also shows some examples of different spelling rules. Isolated practice spelling lists like our 3rd Grade Spelling words can also be lists of vocabulary words. I find that when a student can spell and pronounce vocabulary words, write them correctly from dictation, use them in sentences of his own, distinguish the prefixes and suffixes with their meanings, and have the habit of using the dictionary with new words his reading comprehension will improve. How can one comprehend words that have no meaning? This is why studying Vocabulary words is so important. Any time that you recognize words that are from your students' Spelling lists, be sure to explain them. Also, if you look through your student’s reading activities for important words to understand and then offer those words as spelling words and vocabulary words. You can do this manually on our blank spelling worksheets with the line-ruling on our printable writing paper and columns that you choose. Also, encourage your student to keep his own notebook or binder of misspelled words for Spelling practice, Spelling rules, and definitions. Even a brief synonym, symbol, or picture can help students remember a word's spelling and definition. In this way the same notebook can be used for many years. I find that isolated spelling lists are more useful when a personal list of difficult spelling words is also kept for practice. If the student forms the habit of keeping a list of his own misspelled words from his essay writing, practicing the correct spelling and looking up the vocabulary words, he will know how to learn new words in any science or study. Use our practice printable Third Grade worksheets for spelling to help your kids form this habit and can be printed out to fill a binder with divided sections as for 3rd Grade Spelling words, etc. You can buy our K-6 spelling worksheets in one bundle with convenient files. This also includes our phonics spelling words. Thank you for visiting our third grade worksheets. Printable Worksheets › Third Grade Worksheets

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A seasoned art scholar, editor and author presents an overview of art history with a suggested approach for identifying “true” visual art. As the co-editor of the renowned art journal Aristos and co-author of What Art Is: The Esthetic Theory of Ayn Rand (2000), Kamhi brings to her newest book decades of study and practical experience in the art world. She provides a history of visual arts as viewed by Aristotle, Kant, Rand and others, and offers her list of “basic assumptions” about “true” art’s essential characteristics: “First, all works of art are made with special skill and care—they are not the product of casual whim, chance, or accident,” and, among other assertions, “They are not abstract.” She concludes: “Any work that does not possess all these attributes is either failed art or non-art.” In Chapters 3 and 4, Kamhi reviews 20th-century innovations she believes depart from conventionally accepted visual arts—including abstract art, pop art, installation art and similar visual art forms. Other chapters cover film as art, art education, the role art critics have played in promoting bad art, and the rewards of “real art.” Chapter 7, perhaps the book’s most engaging, reveals that, according to data from cognitive science, emotions are tied to sensory experiences, and perceptions of beauty and meaning aren’t really subjective. Online links to dozens of artists’ works help bring the text to life, and the extensive chapter endnotes offer solid supporting resources for further study. Kamhi’s writing is forceful and persuasive as she defends her conventional concept of art: “Prior to the early twentieth century, artists…employed imagery to embody meaning.” Abstract art is not “an intelligible vehicle of meaning or emotional expression,” she says; rather, it is “essentially a failed enterprise.” Certain appreciators might agree, but the art world no doubt has a compelling rebuttal. An impressive companion for advanced studies in visual arts, accessible enough for general-interest readers.

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M.A. in Elementary Education Interdisciplinary and Inclusive Education College of Education Ability grouping in education; Grading and marking (Students); Nongraded schools Elementary Education and Teaching This study compared the effects of multiage education and graded education on academic performance, social skills development and parent, student and teacher attitudes toward school. The 34 multiage students and the 27 graded students were assessed through curriculum based tests and informal reading inventories. Statistical analyses were completed A significant difference was found. Both groups of students completed a social skills development survey. Cafeteria/playground aides were surveyed and discipline referrals were examined to find the percentage of students in each group who received a detention for a discipline violation. Data was collected, and statistically analyzed. No significant difference was found. The parents of both groups of students completed a survey about their impressions of the education of their children. Both groups of students completed a survey about their attitudes toward school. The two multiage teachers and the two graded teachers added information through discussion and interview to determine their altitudes toward their respective educational programs. Data was statistically analyzed. No significant difference was found. Buff, Cheryl L., "A comparison of multiage education and graded education in the areas of academics, social skills and attitudes of participants" (1997). Theses and Dissertations. 2039.

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Numeracy for life Information and challenge for parents The challenge is a call to action to the whole of the UK to work together to improve adult numeracy skills, transform negatives attitudes and ensure everyone has the essential maths skills they need for everyday life. Aims of the National Numeracy project To increase parents’ active engagement in their children’s maths learning through: - Breaking down barriers to involvement and transforming attitudes to maths - Highlighting opportunities to bring numbers and aspects of numeracy into everyday life - Creating and disseminating resources and information that support both parents/carers and those who work with them Click on the link below to find out more details: We have been a Numbers Count school for 3 years now and have seen considerable improvement with many children in regards to their mathematical understanding and knowledge. Numbers Count is a highly effective intervention. It is delivered by Mr Byatt to children who find mathematics extremely difficult. It helps them to get back on track and catch up with their peers. Over 50,000 children have taken part in Numbers Count since 2008, making average Number Age gains of 16 months after 4 months. Here are some of the concepts that are covered and gained by the children during the intervention programme. The idea is that you can use this page to support your child along with the Numicon which is available to borrow from school for a short agreed period of time. Please speak to your child`s class teacher if you are interested in doing so, helping your child reinforce what is being covered within these lessons.

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Grounded in the topic of inclusion, stems the debated question of academic inclusion. Those on the side of viewing academic inclusion under the general umbrella of inclusion because of the social factors associated with it, advocate that no matter what the grade level (and oftentimes, student’s needs), the goal should be to maintain the student with mainstream peers for the majority of the day. The rationale for this belief is that the mainstream environment provides role models. The approach to providing supports under this view of inclusion, is to push in the supports, often times offering a shadow to remain with the student throughout the day working 1:1 and providing any modifications necessary. Developed over many years of working with students with varying exceptionalities, Kesher’s philosophy on academic inclusion takes on a different lens. This lens challenges the notion of the benefits of role models by asking the question, “if a student has significant deficits in the areas of self awareness, self monitoring, perspective taking or social awareness, regardless of the appropriateness of the role models present, will the student really make use of these role models?” The answer more often than not, is no. This is because the student is not developing these skills innately, and rather, needs to be taught these skills, and only then can be able to implement them to benefit from picking up cues in the environment. Kesher’s lens on this topic challenges the notion even further by offering two more ideas to ponder. The first is that the executive functioning/social emotional skills required of a student (ie perspective taking, social awareness, self monitoring etc) are directly connected to higher order critical thinking academic skills. The skill a student uses to problem solve on the playground by attempting to understand the friend’s point of view, is the same skill necessary to understand a character’s point of view in a book, the author’s purpose or the effects of plot on the development of characters. In other words, the skills are not mutually exclusive. If a student needs to taught these executive functioning/ social emotional skills, there needs to be instruction time set aside for the teaching of said skills, as well as scaffolded opportunities for practice and feedback throughout the child’s day. The second idea that Kesher poses for pondering is that the lower school years really be seen as foundational years. These are the years that a student transitions from learning to read into reading to learn. These are the years that the classroom environment offers nurturing of key foundational skills before middle school, where students are expectation to begin to take said skills and apply them even more. Making sure in the lower school years that there are minimum amounts of gaps in learning is crucial, specifically in the areas of academics, social emotional learning and executive functioning skills. It can be said that Kesher believes that a strong foundation sets students up for success further down the road. It is in the lower school years that this strong foundation is constructed. Therefore, in Kesher the focus in the lower school years is on more social mainstreaming opportunities, and not on academic inclusion. The term early intervention is used to describe services available through IDEA (Individuals with Disabilities Education Act) typically referring to children with developmental delays under the age of three. However, the term also refers to the importance of evaluating and retaining necessary special education and related services as early on in a child’s life as possible. In the early school years, children are exposed to a vast amount of skills in the school setting. These skills connect and can be compared to a staircase of skills, one building upon the next. Gaps in a child’s learning can significantly impact his/her skills further down the road. If a child presents with deficits in the areas of academics, behaviors, executive functioning or social emotional skills, parents should seek guidance towards evaluating to determine if there is a need for intervention (ie special education or related services). Kesher partners with the schools it services to offer support in identifying intervention needs. A crucial part of the process is parent education. Properly informing parents about the areas of deficits and the impacts of early intervention are crucial in building a team that works together in sync for the child’s educational success. Progress monitoring is another key factor in determining need. This is to say that while sometimes a need arises, or a deficit area appears, often this is seen as a temporary issue that will sort itself out with time. It is therefore key that when such issues arise, that proper documentation be taken in order to monitor progress or lack thereof. Only then can it properly be determined if the need is transient or that an intervention is necessary. Time is of the essence when speaking about development, especially in the early years.

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Fun Durdle Door Quiz – FREE General Knowledge Quiz for Kids Online Enjoy this Easy Science for Kids Durdle Door Quiz – you’ll get your quiz score after completing this FREE online interactive quiz on Durdle Door. You need to answer all the questions to be able to get your score. You can do this fun quiz about Durdle Door 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 Durdle Door. About Durdle Door 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 Durdle Door quiz helps your kids learn fun facts about Durdle Door while enjoying this FREE quiz online. If your kid is home-schooled by you, or is in a science enrichment class, then this is an easy 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 online quiz on Durdle Door. As a reading comprehension training 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 Durdle Door quiz topic, before they do the actual general knowledge quiz for kids online in our fun quiz website. 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 Durdle Door quiz answer they think is correct, and at the end you get the Durdle Door quiz score. Your child can try many times, till gets the perfect score faster, as he or she learns 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 Durdle Door Quiz – FREE General Knowledge Quiz for Kids Online - ." Easy Science for Kids, Dec 2018. Web. 10 Dec 2018. < https://easyscienceforkids.com/fun-durdle-door-quiz-free-general-knowledge-quiz-for-kids-online/ >. APA Style Citation Tobin, Declan. (2018). Fun Durdle Door Quiz – FREE General Knowledge Quiz for Kids Online -. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/fun-durdle-door-quiz-free-general-knowledge-quiz-for-kids-online/ We've recently added - Syria Worksheet and Quiz - Samoa Worksheet and Quiz - Neil Armstrong Worksheet and Quiz - Mount Everest Worksheet and Quiz - Henry Hudson Worksheet and Quiz - Guatemala Worksheet and Quiz - Cleopatra Worksheet and Quiz - Carl Linnaeus Worksheet and Quiz - Canada Worksheet and Quiz - Turtle Worksheet and Quiz - Saudi Arabia Worksheet and Quiz - Poland Worksheet and Quiz Sponsored Links :

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How do children develop fine motor skills? Children’s development is influenced by their physical capabilities, environment and the demands of the activity in which they’re engaging. Children’s ability to grasp objects develops gradually over the first five years of life from grabbing a toy with their whole hand to being able to hold a pencil between several fingers and write the letters of the alphabet. Over this period of time, children’s fingers increase in length, their hands increase in breadth and they move from using all fingers to grab a toy to picking up small pieces with just two fingers. By 2½, children can have a strong desire to put things together and take them apart. They become increasingly able to do quite complex finger plays like Five Little Ducks. These games not only provide opportunities for fine motor skill development, but other learning as well!

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Creative Commons License This work is licensed under a Creative Commons Attribution 4.0 License. Instruction in science can be difficult for students with visual impairments due to the use of visual instruction that is often used for conceptual understanding. Pedagogical approaches to teaching science continue to evolve, with inquiry-based science instruction as a primary instructional method used in current classrooms. In teaching students with visual impairments, inquiry is a strategy that has been traditionally been used in orientation and mobility (O&M) instruction, in an effort to teach students with vision loss to explore and make conclusions about their environments through the use of all senses. The purpose of this review is to outline how orientation and mobility (O&M) lessons can reinforce early science concepts for students who are blind or visually impaired through inquiry based experiences. Fast, Danene K. and Wild, Tiffany A. "Teaching Science through Inquiry Based Field Experiences Using Orientation and Mobility," Journal of Science Education for Students with Disabilities: Vol. 21 Available at: https://scholarworks.rit.edu/jsesd/vol21/iss1/4 Accessibility Commons, Curriculum and Instruction Commons, Educational Methods Commons, Elementary and Middle and Secondary Education Administration Commons, Elementary Education and Teaching Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, Science and Mathematics Education Commons, Special Education and Teaching Commons

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ERIC Number: ED356929 Record Type: RIE Publication Date: 1992 Reference Count: N/A Help! They Don't Speak English Starter Kit for Elementary Teachers. State Univ. of New York, Oneonta. Coll. at Oneonta. Eastern Stream Center on Resources and Training. This teaching guide is a resource for the classroom teacher of limited-English-proficient (LEP) migrant students. Following introductory information about LEP students, the guide contains sections on: (1) organizing your class for language learning, emphasizing cooperative learning; (2) language development, emphasizing social interaction; (3) literacy development, focusing on English reading; (4) English in the content areas; (5) cultural awareness; (6) parent involvement; and (7) assessment. The sections are interspersed with teaching tips, activities, and article reprints addressing the various aspects of teaching LEP students. The assessment section includes reproducible student language surveys in English and Spanish. Also included are a chart of state and local contact persons, a glossary of second-language-education terms, and additional readings. (KS) Descriptors: Content Area Reading, Cooperative Learning, Cultural Awareness, Elementary Education, Elementary School Students, Elementary School Teachers, English (Second Language), Instructional Materials, Language Acquisition, Limited English Speaking, Migrant Children, Parent Participation, Reading Instruction, Teaching Methods Eastern Stream Center on Resources and Training, Bugbee Hall-Room 305, Oneonta, NY 13820. Publication Type: Guides - Classroom - Teacher Education Level: N/A Audience: Teachers; Practitioners Sponsor: Department of Education, Washington, DC. Authoring Institution: State Univ. of New York, Oneonta. Coll. at Oneonta. Eastern Stream Center on Resources and Training. Note: For a related document, see ED 347 024. Originally produced by the Virginia Department of Education Migrant Education Program.

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Microsoft Excel: Basic Microsoft Excel Basic course will equip you with hands-on knowledge to create and develop Microsoft Excel worksheets, perform simple calculations and to create a simple chart. The course provides all necessary foundational skills on this topic. This course is intended for students who wish to gain the foundational understanding of Microsoft Office Excel that is necessary to create and work with electronic spreadsheets. - Training is hands-on using easy-to-follow step-by-step instructions. - Instructor-Led Training (ILT) on live exercises of each topic. Training will be conducted by our experienced local trainer who has more than 10 years of experience with relevant certification. Lesson 1: Getting Started with Microsoft Office Excel 2016 - Topic A: Navigate the Microsoft Excel User Interface - Topic B: Use Microsoft Excel Commands - Topic C: Create and Save a Basic Workbook - Topic D: Enter Cell Data - Topic E: Use Microsoft Excel Help Lesson 2: Performing Calculations - Topic A: Create Worksheet Formulas - Topic B: Insert Functions - Topic C: Reuse Formulas and Functions Lesson 3: Modifying a Worksheet - Topic A: Insert, Delete, and Adjust Cells, Columns, and Rows - Topic B: Search for and Replace Data Lesson 4: Formatting a Worksheet - Topic A: Apply Text Formats - Topic B: Apply Number Formats - Topic C: Align Cell Contents - Topic D: Apply Styles and Themes - Topic E: Apply Basic Conditional Formatting - Topic F: Create and Use Templates Lesson 5: Managing Workbooks - Topic A: Manage Worksheets - Topic B: Manage Workbook and Worksheet Views - Topic C: Manage Workbook Properties Lesson 6: Printing Workbooks - Topic A: Preview and Print a Workbook - Topic B: Set Up the Page Layout - Topic C: Configure Headers and Footers

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– Tranquility is invited with a Smile and a long, slow, deep breath (shamatha). – Tip of the Nose is the first step toward unwavering steadfastness in meditation. For the beginner practitioner, putting the attention on the tip of the nose starts the training of meditative focus. – Flow invites our senses to do what they do: sense, feel, experience, delight, and report. This introduces the qualities of vipassana. How so? Vipassana is clear perception, a use of the senses together with logic and the reasoning capacity of mind. The senses are used to gather a wide variety of information. With that, the practitioner can begin the deductive process of ascertaining what brings benefit, what induces stability, what is light and how many different ways can it be experienced? Each of these questions (and many more) leads the meditator deeper into the sensations, the qualities being experienced, and thus into the experience itself. Direct experience is the best teacher for a human being, whether that is about the taste of a strawberry, the qualities of fire, or the nature of Awareness and Reality. The step “Flow” is pivotal in all of the above and more. Additionally, there is flow itself. Flow is the experience of ease, coming and going expressing through the breath but describing the impermanence and changeable nature (the coming and going) of everything. Thus Flow trains the practitioner in how to dance with the natural arisings that occur within a meditation session as well as in life. – Soften and Open begins to blend the two skills of tranquil abiding – shamatha and clear perceiving – vipassana, long before they are skills and before the beginning practitioner can actually hold a state of concentration. Nonetheless, the incremental training of The Practice through its steps brings forward the refined capacities of mind-Awareness and states of well-being through using the qualities represented by Samantabhadri (she) and Samantabhadra (he). The rest of the steps continue as this, enhancing these foundational skills in meditation practice, and helping the meditator integrate the benefits of shamatha and vipassana into everyday life.

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Study Habits Introduction Essay Problem and Its Setting Education plays a vital role in the development of a learner. The acquisition of new knowledge, information and the way one responds to the learning environment makes him a holistic learner. It must be uncalculated in our minds that one of the purposes of education is to train learners on how to formulate solutions to problems, how to grow independently, how to apply what they learned inside the classroom in their real life situations, and how to understand things and make them useful to one’s life. You cannot learn simply by being told what to do or by watching others, you have to practice and practice frequently. Successful students employ time management systems to create study …show more content… However, at this point in time, the researchers would like to determine the possible relationship of study habits to the academic achievement of Bachelor of Elementary Education students in Nueva Ecija University of Science and Technology. Statement of the problem This study intended to find out the factors affecting the study habits of undergraduate –Bachelor of Elementary students in Nueva Ecija University of Science and Technology. Specifically, it aims to answer the following: 1. What is the profile of the respondents according to: 1.1 Time management 1.2 Learning Skills 1.3 Study Skills 2. What extent of influence did the independent variables have on students study habits? 3. Did the

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Henry David Thoreau was known throughout Concord, MA as a quirky fellow. Rather than work all day, Henry preferred to walk. And walk. And walk. He would walk the woods and fields of his town for hours every day, observing, noticing, and thinking. Sometimes, Henry would collect things that he wanted to study more closely at home, and carry them in his hat, in which he modified the liner to create a shelf of sorts for the purpose of holding such found items. Henry paid close attention to the plants and animals in the world around him, and came to truly love what he saw. Henry’s Hat® is an elementary education curriculum created by the Walden Woods Project. Henry’s Hat® provides standards-based lessons and activities in a wide range of STEAM topic areas, including English Language Arts, Math, Science, Technology, Engineering, and Art. Through these lessons, students learn about Henry David Thoreau while completing exercises that augment instruction in core educational areas. The curriculum is designed to facilitate a pick-and-choose approach to the material, to be used throughout the year (rather than in a condensed, time-limited unit), allowing you to use the lessons and other materials to support and enrich existing curriculum. As Henry collected experiences and natural objects throughout each day–which he would think about, write about and learn from later that night or a day or two later–the Henry’s Hat® lessons invite students to "collect" their own experiences throughout the school year from which to learn through observation and exploration. (COMING SOON!) Professional Development for educators using Henry’s Hat® For the 2016-2017 school year, we are looking for classrooms to pilot some of our Henry’s Hat® lesson plans. Contact us if you are interested in using the lessons in your classroom!

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Focus on Sound is an exciting music education digital encyclopedia for Windows®, Apple®Mac®, tablets and smartphones. It develops students’ listening and composing skills as well as enhancing their general musical knowledge. Focus on Sound contains two multimedia software products: Instruments and Sound Words. Developed for students aged 9 to 18, the Instruments section introduces around 200 musical instruments, voices and groups - in classical, jazz, rock, folk and world music. Sound Words has more than 50 topic areas covering harmony, rhythm, structure, melody, instrumental techniques, technology, music reading and music theory. Written by music education software specialist Dr. Simon Foxall, an experienced music director and senior examiner.

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At Jump Primary School we believe that an eff ective education in Music has the power to inspire and engage pupils providing them with a creative outlet in which to express their emotions, skills and talents. We encourage children to participate through listening, responding and performing both vocally and through playing a variety of instruments. Barnsley Music Service provide sessions for KS1 children to develop their aural memory. Opportunities are planned for children to learn how to play the guitar in Year 4, the ukulele in Year 5 and the recorder in Year 6. Each year our Key Stage 2 children are invited to participate in the Young Voice’s Concert. It is our aim that children are able to further enrich their Music education through participation in these sessions and events.

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Good Language Model Remember you are your child’s language model. If your child says a word or sentence incorrectly, repeat it so they hear the correct way of producing the word/sentence. This way they hear the correct way of saying it – you are the model! Try not to make them repeat it or correct it as this tends to make them shy away from speaking. - Simple Language Try use simple language that your child understands rather than using long winded sentences and complex words. Explain any new words, especially when they ask – this is when they are curious and ready to learn. - Floor Time Make the time to sit down and play with your child and play one-on-one. The more you can do this one-on-one time with your child the more opportunity they have to learn language from you. You can look at a book or pictures on a play mat etc. - Follow Your Child’s Lead Let your child lead the play instead of forcing them to play with specific things. This takes off the pressure to speak/interact with you all the time. If you let your child take the lead, he/she builds confidence and will usually be more receptive to learning. - Observe and Comment Don’t feel like you have to fill in every silence that happens when playing with your child. Comment on some of the things they are doing so they can build onto their rapidly growing vocabulary. - Books are IMPORTANT It is so important that children are exposed to books frequently and from early on. Story book reading is ideal, even if it is just one or two pages a night. This helps with early literacy development and promotes vocabulary growth as well as listening skills. - Nursery Rhymes and Songs These contain rhythm and rhymes that are so important for speech and literacy development. It is also a fun way to learn language. - Create Language Opportunities It is so important to make every opportunity a language learning activity by pointing to things, naming them, singing songs/nursery rhymes or asking questions. If you incorporate daily activities and language learning into one, then it creates a perfect environment for learning speech and language.

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Literacy rate, youth (ages 15-24), gender parity index (GPI) Definition: Gender parity index for youth literacy rate is the ratio of females to males ages 15-24 who can both read and write with understanding a short simple statement about their everyday life. Description: The map below shows how Literacy rate, youth (ages 15-24), gender parity index (GPI) varies by country. The shade of the country corresponds to the magnitude of the indicator. The darker the shade, the higher the value. The country with the highest value in the world is Lesotho, with a value of 1.18. The country with the lowest value in the world is Yemen, with a value of 0.43. Source: United Nations Educational, Scientific, and Cultural Organization (UNESCO) Institute for Statistics. Development Relevance: Literacy rate is an outcome indicator to evaluate educational attainment. This data can predict the quality of future labor force and can be used in ensuring policies for life skills for men and women. It can be also used as a proxy instrument to see the effectiveness of education system; a high literacy rate suggests the capacity of an education system to provide a large population with opportunities to acquire literacy skills. The accumulated achievement of education is fundamental for further intellectual growth and social and economic development, although it doesn't necessarily ensure the quality of education. The Gender Parity Index (GPI) indicates parity between girls and boys. A GPI of less than 1 suggests girls are more disadvantaged than boys in learning opportunities and a GPI of greater than 1 suggests the other way around. Eliminating gender disparities in education would help increase the status and capabilities of women. Literate women implies that they can seek and use information for the betterment of the health, nutrition and education of their household members. Literate women are also empowered to play a meaningful role. Limitations and Exceptions: In practice, literacy is difficult to measure. Estimating literacy rates requires census or survey measurements under controlled conditions. Many countries report the number of literate people from self-reported data. Some use educational attainment data as a proxy but apply different lengths of school attendance or levels of completion. Ant there is a trend among recent national and international surveys toward using a direct reading test of literacy skills. Because definitions and methods of data collection differ across countries, data should be used cautiously. Other Notes: Each economy is classified based on the classification of World Bank Group's fiscal year 2017 (July 1, 2016-June 30, 2017). Statistical Concept and Methodology: This indicator is calculated by dividing female youth literacy rate by male youth literacy rate. Literacy statistics for most countries cover the population ages 15 and older, but some include younger ages or are confined to age ranges that tend to inflate literacy rates. The youth literacy rate for ages 15-24 reflects recent progress in education. It measures the accumulated outcomes of primary education over the previous 10 years or so by indicating the proportion of the population who have passed through the primary education system and acquired basic literacy and numeracy skills. Generally, literacy also encompasses numeracy, the ability to make simple arithmetic calculations. Data on literacy are compiled by the UNESCO Institute for Statistics based on national censuses and household surveys and, for countries without recent literacy data, using the Global Age-Specific Literacy Projection Model (GALP). For detailed information, see www.uis.unesco.org. Aggregation method: Weighted average

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What is the mood before class? Indeed, it can be more complicated and time-consuming than any other form of assessment, but the insights that teachers get and the resulting benefits that it gives the child makes it more rewarding and worth it in the end. It can be used to perform initial exploration of an area which can then be further studied using more focused methods. One Portfolio of Child Observations 9 day, the subject approached me and told me that he loves our classes and is learning so much in the few hours that we spend together. Teachers should pay special attention to details and note any unconscious behaviour which may indicate learning or signs that student teaching observation essays for child towards readiness for learning or lack thereof. I have also talked about how my understanding of child development was very limited and the module contents and the child observations boosted my understanding immensely. As this was my first observation, I was a bit anxious about how Sara might react about me watching her, and while her parents consented about the observations, Sara did not know that I am here to observe her; it is this scenario that made me uncomfortable. I did not understand why Sara was not able to talk; I was comparing her with my son who was able to talk by the age of two. However this is not to say that observation must be unethical. After all, that is the reason why observation was done in the first place, to provide a feedback mechanism where teachers can base their instructional decisions on a regular basis, taking adoptive measures whenever necessary. Similarly, understanding theories of language development can help us identify how children such as Sara develop their own language and communication skills. When I enquired how Sara learned these, objects, I was told she uses ipad at home. His shyness may be an innate characteristic of his personality, and is something that may just be a function of his racial and cultural background. Observations are scheduled based on the availability of staff during the time that you request. The weaknesses will be attended to without neglecting other aspects of development. Observation is very effective as a means to perform initial exploration of an area which can then be further studied using more focused methods. Aside from instant feedback and intervention, another advantage of the observation method is that teachers are able to create profiles in several developmental and cognitive domains at the same time. He exhibits impatience and is unable to delay satisfaction, especially in terms of having his own way. More importantly, observation is very accurate because students act in their most natural environment, without any affect or pretensions. Any faculty member, graduate student, or post-doc teaching at Vanderbilt can request a teaching observation. Observation is unobtrusive and provides a more holistic view on the student, and not just focusing on one particular skill or domain alone as some tests tend to do. However, because this kind of feeling is common among student child observers, gave me some comfort and internal support. No other assessment technique can provide instantaneous feedback and response. Theory and PracticeHarlow:I took notes and paid attention to what topic the teacher was teaching and how she presented the topic to her class. I then examined the teacher's lessons to see if the teacher herself understood the subject matter. Essays Related to Classroom observation. 1. Given a classroom observation, the student will identify the /5(16). Student Observation Report Essay - Confidential The names in this Observation Report have been changed to protect the privacy of the parents and the child. Student’s Name: Calvin Sex: Male Place of Observation: Inside the classroom of County Preschool. Amanda Welter MusEd Observation Essay I. Teacher Skills and Learners The teacher that I observed for this project is quite competent. I appreciate many of the things that she does in her classroom. Observation Reflection Paper Tyler Smith Intro to Teaching 4/26/ Being the "student observer", I was curious to how the student would act towardlme and treat me in their class. Infrequently, I caught a couple gawks For my second observation, I went to Manchester Elementary and observed Margie. Miller's 3. rd. Student teaching observation essays The physical setting was that of a typical modern band room. Immediatly upon entering the room you see silver lockers all along and half way up the back wall, the wall to the left, and wall to the right. The top half of the mauve colored walls were stratigically. INTRODUCTION: The topic for this observation paper is an elementary classroom setting. A second grade teacher and her class were observed for about one hour. I chose this subject because I currently attend school for elementary education, and because second grade is one of the grades that I am interested in teaching in the future.5/5(6).Download

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Most children begin learning phonics by sounding out letters and learning what items represent that sound and that letter, i.e. A is for apple; A sounds like “aaaaaaaaaaaaaa”. Children begin learning phonics from parents, siblings, videos, and music at a very early age (2-4 years old) even before entering school. Phonics and phonemic awareness are comingled when teaching children in this manner. Phonics involves the relationship between sounds and written symbols, whereas phonemic awareness involves sounds in spoken words. Therefore, phonics instruction focuses on teaching sound-spelling relationships and is associated with print. Most phonemic awareness tasks are oral. Even though parents are the initial teachers, it will take a professional to instill all of the rules of phonics and to teach students decoding skills as they begin to read. Hiring a tutor with experience teaching early learners will ensure a student’s success as they begin elementary school. A professional tutor can also reinforce phonics for those students that were taught the Whole Language approach to reading and are still struggling in 2nd and 3rd grades. Hiring an Advanced Learners tutor is a guarantee that you will receive a professional tutor that can make a difference in a child’s ability to read. The basic learning blocks of every child's education are built in elementary school. It is here that a life long love for learning is fostered. The fundamental reading, writing, and math skills are introduced to your child for the first time in elementary school. In order to be successful, elementary students need to master basic listening and study skills. Elementary school should be a positive, nurturing environment where children are introduced to learning. Tucson, AZ is home to hundreds of our amazing tutors. From early education teachers to professors at the University of Arizona, Advanced Learners provides a tutor that will meet you and/or your student’s individual needs. Known for its booming high-tech industries, Tucson is a Mecca for new businesses. As the city continues to thrive and grow, our tutors will be available when you need them the most. From the Catalina Foothills to the Tortolita Mountains, our tutors will travel to all parts of Tucson to provide our premium tutoring services. Our Tutoring Service We believe that the most effective tutoring occurs when you have the undivided attention of a highly qualified and experienced tutor by your side. Our exceptional tutors are not only experienced and educated, but are experts in their field and passionate about teaching others. We will always provide you with a tutor specifically qualified and experienced in the subject matter you need. And for your peace of mind, we conduct a nation-wide criminal background check, sexual predator check and social security verification on every single tutor we offer you. Before you invest money and time into tutoring sessions, be sure you have selected the right tutor for you.

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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.

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Enhance your purchase of the 'Magnets' Story Sack with the book and supporting materials. These resources will help develop and stimulate language activities and make reading a memorable and enjoyable experience for all children. This is the perfect resource to develop activities within a school environment, an excellent tool in which to build children's imaginative and role-play skills, and would also make the perfect present for any child! Story Sack Bundle Includes 'Magnets' Draw String Story Sack MATERIAL: 5oz Cotton SIZE: 17" x 20" Magnets: Pulling Together, Pushing Apart:Amazing Science (Paperback) - Compasses and magnetite, magnetic poles and motors - learn about how magnets affect our lives. Magnetic Electricity! The Power of Magnets and Their Role in Electricity - Science for Kids - Children's Energy Books (Paperback) - Those little magnets that you play with, those are actually more than just toys. There are magnets that very powerful, they’re used for electricity, too. The purpose of this educational book is to open your child’s eyes to the world of magnets. With the combination of texts and images, this learning resource will make one mean children’s book! What Makes a Magnet? Let's-Read-and-Find-Out Science 2 (Paperback) - Why does a magnet pick up a paper clip but not a leaf or a penny? How can the whole world be a magnet? Follow the step-by-step instructions about how to make your own magnet, and then find out for yourself what makes a magnet! What Magnets Can Do: Rookie Read-About Science (Paperback) - The natural world comes alive for young readers with Rookie Read-About "RM" Science! With striking, full-color photos and just the right amount of text, this series immediately involves young readers as they discover intriguing facts about the fascinating world around them. Magnet Max (Paperback) - Magnet Max loves experimenting with magnets. He knows all about how they work and loves using them to attract new types of things. But when he shows them to his friend Nick, the other boy is baffled. Will magnets stick to a paperclip? A refrigerator? A horse? How do they work, anyway? It must be magic! Join Max and Nick as they explore the science behind the magic. Magnets and more 24 piece set - With Deluxe Magnet Set, you can discover the fun of magnets. This 24-piece set has a variety of 23 magnets and paper clips for pick-up play. Recommended for ages 7+ Magnetic Match Rings - Magnetic match rings are the fun way to learn about magnetism, help develop visual matching skills, and improve eye-hand coordination. When you stack the rings they either snap together or repel the next ring and cause it to float. Select one of 40 pattern matching challenges and stack the magnetic rings so they match the colors and pattern as shown. Magnet Science Kit - Teach children about the invisible power of magnetism with the 4M Magnet Science Kit. The Magnet Science Kit teaches young scientists about the effects of magnetism through a combination of fun science experiments and games. The kit contains materials to make interactive magnetic objects like the Super Power Horseshoe Magnet and the Magnet Wand. Construct Super Magnet Racer, a Yacht Compass, or a Mysterious Dangler. Activities like the Fishing Game provide hours of fun and provide hands-on learning about the effects of magnetism. Recommended for ages 8+ 126 Piece Magnetic Building Blocks - 126-piece mini magnetic building blocks in 5 different shapes. Durable construction block toys for endless building games. Ameliorate motor skills, creativity, construction and stacking skills. Stimulate educational learning parent-child fun gaming. No gravity problems, no balance required. Mini size magnet blocks for easy handling. PLEASE NOTE... SOME ITEMS IN THIS STORY SACK ARE FOR AGES 7+ This product hasn't received any reviews yet. Be the first to review this product!

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I saw this a few days ago in an inclusive classroom, and I thought I should share. Dear teachers in Nigeria, A visual schedule like this is a good way to manage the behaviour of a child with autism in your classroom. It shows the sequence of events in the classroom, helping a child to be organized and to know what to expect in his/her day. A visual schedule has many benefits for children on the autism spectrum. Let me share a few here: 1. It helps for easy transition from one activity to another in the class. 2. It reduces anxiety, as the child knows what to expect. 3. It reduces the need for adult prompts, thereby helping the child to be more independent. 4. It helps with literacy development, as the child gets used to the words, especially if it comes with pictures as well 5. It helps to teach sequence, and the child can reference what he/she did during the day. 6. Children can learn to plan and follow instructions. This will help them in completing tasks, preparing for the work place as adults, and in doing activities for daily living. 7. It benefits the neurotypical children in your class too. Another benefit is that a child can also learn to be responsible. You can make it a fun experience for a child, if you give the child or all the children an opportunity to arrange the visual schedule. I must say here that it is important to put in perspective the needs and the ability of the child with autism in your class. For more functional children, your visual schedule may have words only, while another teacher may need to have pictures on the visual schedule. For some children, it will be good to arrange just a few activities at a time. For example, for a younger child, you may just put up two activities at the same time, saying “Now” and “Next” or “First” and “Then”. You can have three activities, and add to it as the day progresses. |You can post your own picture on it (photo credit: Pintrest)| A visual schedule is a step in the right direction for an inclusive classroom, as it shows that you are putting things in place to accommodate the needs of a child with autism that can be in your class. I hope you consider putting one in your class today. Have you been following my #ThrowbackThursday #AutismAwareness with Adelola on Twitter? Join @adelolaonautism on Twitter for today’s throwback

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JM - The Jolly Music Programme Teaching Music Skills to infants. Includes FREE 144 page Manual & 6 CDs by post containing all 524 performance tracks. A step by step music programme for infants, doing for music what Jolly Phonics has done for reading! This self-paced online course contains detailed information, instructional sequences and teaching suggestions for working within our music curriculum, touching on listening, responding, performing and composing. In summary, we set out to explore: - Successful approaches to early years music teaching - Musical skills and how to teach them - Features of a high-quality music curriculum and teaching practice - Basic principles and techniques of the Kodály approach to teaching music and the tools the Kodály approach uses to achieve its goals - Approaches to teaching the lessons of the Jolly Music programme specifically - Teaching of performance skills using practical material from Jolly Music showing the progression of the teaching across several months, with the skills being taught simultaneously, not consecutively - Teaching of abstract skills such as composition and improvisation Teachers will discretely & systematically engage with the school self-evaluation processes & instruments with a view to later formulating and implementing a self improvement plan. The on-line format of this course enables you to study at a time and place that best suits your own needs. You can access your course anytime until February 28th 2019. Within this highly interactive web based course, a dynamic learning experience awaits, where you can interact with your fellow course participants through the in-course chat forums and communication tools provided by the CPD College learning system. Our friendly and knowledgeable tutors actively support each course, providing expert interaction, guidance and feedback for all participants on chat questions and assignments which call for critical reflection, self-analysis and a reasoned response. On successful completion of your course, you can download and print off your CPD record and certificate of completion. We look forward to welcoming you to your course. This course aims to: - Appraise and evaluate the important place that Music should rightly occupy within our primary school curriculum. - Identify and outline the range of music skills and plan routines to develop them. - Understand the tools the Kodály approach uses to achieve its goals. - Detail and sequence a range of performance skills for further development and progression. - Teach abstract skills such as composition and improvisation. - Analyse and assess the structured lessons of the Jolly Music programme. - Prepare teachers to confidently deliver the programme and to choose music material from beyond the Jolly Music programme itself. - Exploit the many literacy/mathematics activities that can be effectively supported while engaged in music listening/making or appreciation. - Look at, review and score one’s own ‘Teacher Practice in Music’ as part of the SSE process. |01 - Contexts for primary music teaching. Teachers will be able to identify the successful approaches to early years music teaching along with acquiring an understanding of the value of a solid music curriculum.| |02 - Musical skills and how to teach. Teachers will become familiar with the range of music skills and how to teach them.| |03 - Teaching fundamental skills. Teachers will evaluate the teaching of performance skills using practical material from the Jolly Music programme.| |04 - Teaching advanced skills. Teachers will explore and assess approaches within a series of lessons for teaching abstract skills such as composition & improvisation.| |05 - Beyond the lesson plans. Teachers will be able to rate and select a range of songs to incorporate into their scheme for class singing based on certain selection criteria. Teachers will engage with the processes and tools of school self evaluation with a view to putting in place a self improvement plan.| "I can't recommend this course enough! I gained so much knowledge and confidence from it as well as lots of new ideas to take with me to the classroom. The videos were fantastic, the beginners level book and CD's that come with the course are a great resource. I am full of ideas and can't wait to get started teaching music in September!" Cora, 2018

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Online degree programs in elementary education are ideal for professionals who want to be influential in children’s lives at a critical stage. Elementary educators work with children before they reach intermediate and high school. They often teach multiple subjects, depending on the grade level. Some might think that elementary education is simpler than secondary education. However, elementary education is a complex field that requires dedicated, well-educated teachers. For many future educators, online degree programs in elementary education provide the training they need to do the job well. Online Associate Degree Programs for Elementary Education An associate degree in elementary education is a two-year program that includes many core courses in the elementary education curriculum. An associate degree does not meet the minimum education requirement to apply for teacher certification or to teach in an elementary school setting. As a result, associate degree holders must transfer to a four-year degree-granting institution to complete their bachelor’s degree in elementary education. Some aspiring teachers pursue an associate degree in elementary education to save on tuition costs before transferring to a larger university. Others want to explore the field before committing to a four-year degree. Online Bachelor’s Degree Programs for Elementary Education A bachelor’s degree in elementary education is the minimum degree level required to become an elementary teacher. Most schools require a four-year degree, a state-granted teacher certification, and supervised teaching experience for new teachers. Most online degree programs for elementary education combine subject courses with courses in psychology, sociology, and child development. Courses in teaching methods, curriculum design, and instruction will also be required. A bachelor’s degree program will generally include courses in writing and composition, social sciences, and foreign language as well. Courses discussing English as a Second Language (ESL) instruction may also be included. Online Master’s Degree Programs for Elementary Education Online degree programs in elementary education are widely available at the master’s degree level. A master’s degree in elementary education can significantly broaden career opportunities. Educators with master’s degrees in elementary education may be more competitive in the marketplace and might also be eligible to teach community college courses in elementary education. A master’s curriculum will focus almost entirely on elementary education topics. Students will also have the opportunity to choose an area of specialization in most online degree programs in elementary education. Some master’s programs will require a thesis. However, many online degree programs in elementary education offer a non-thesis option. Online Doctoral Degree Programs for Elementary Education Online degree programs in elementary education are less common at the doctoral degree level. However, some universities offer individual doctoral courses or an online option. A doctoral degree in elementary education focuses on research and the development of proficient research and analysis techniques. After a few semesters of course work, students embark on a lengthy research process in which they explore an issue or research interest within the field of elementary education. They present their work in a doctoral thesis or dissertation, which is much more in-depth than a master’s thesis. Pending their completion and the department’s approval of their dissertation, students are awarded the doctoral degree. Please note, many online degree programs in elementary education have a residency requirement that brings doctoral students to campus for a short time. Online Degree Programs in Elementary Education in the Work Place Graduates with degrees in elementary education often become elementary school teachers. According to the U.S. Bureau of Labor Statistics, elementary school teachers can earn approximately $51,000 per year on average. However, salaries for teachers at all levels can vary significantly from one state to the next. The cost of living in the school’s state or area is one of the biggest factors affecting salary, as well as the candidate’s individual experience and qualifications. The U.S. Bureau of Labor Statistics predicts that openings for elementary school teachers will grow by approximately 17% in the coming years, which is about as fast as average. However, job availability will vary, depending on the individual.

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Hamilton Education sells hard copy teaching resources that support Hamilton plans at very low cost. Group Readers, phonics books, number lines and 'Five Minute Fillers' can help you teach literacy and numeracy skills in your classroom. Year 2 English Plans Hamilton's Y2 English plans cover all of the statutory objectives of the National Curriculum for England for Year 2. The Coverage Chart shows you where. Medium and Long Term Plans summarise books used and grammar taught. Children read and discuss some wonderful Anthony Browne books looking at the features that make them distinctive. They use skills of inference to interpret the stories and create characters for an illustrated story book of their own, based on The Night Shimmy. Books also used in this plan by Anthony Browne are Gorilla, Willy the Wimp and Silly Billy. Children read a range of quest stories, exploring structure and language choice. They explore 4 types of sentence and experiment with tense. Children write their own extended stories, concluding by performing their writing to a younger child. This plan uses the books Lost and Found and The Way Back Home, both by Oliver Jeffers and We're Going on a Bear Hunt by Michael Rosen. It also uses Hamilton Group Reader The Quest. Children learn about the different dinosaurs in Harry and the Bucketful of Dinosaurs. They explore the features of information texts using Hamilton Group Reader, Nana, what's an information text?, and write a fact file about a dinosaur. They write questions, design a quiz and use past and present verb tenses. Children learn about the structure and vocabulary of recounts first by listening to, reading and writing fictional recounts. Then they plan and write a recount from their own experience using conjunctions to write longer sentences. Hamilton Group Reader, Boris and Sid go camping, is used is used to prompt discussions about a trip or outing. Children listen to and read a range of poems of different types. They choose their favourite of each type and write it out in their best handwriting. Discuss punctuation used in poetry and the features of good handwriting. Children recite their favourite poem from home. Children use their imagination to write a class poem about where they would go if they could fly like a bird. They look at eagles and swans and find exciting vocabulary. Then they write short poems based on haiku about birds that interest them.

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Citation: Ingalls Vanada, D. (2016). An equitable balance: Designing quality thinking systems in art education. International Journal of Education & the Arts, 17(11). Retrieved from http://www.ijea.org/v17n11/. Dynamic learning environments in the arts that nurture all students’ capacities for deep meaning, synthesis and connection-making have the best chance of standing in the gap toward educational justice. New paradigms for teaching and learning are needed that elevate all students’ capacities—not just the select few who excel in narrow subsets of intelligence. This article argues for a more socially just and equitable education that can be realized through and within cultures of thinking that develop students’ balanced intelligence. A mixed model, research study conducted in visual art classrooms is highlighted, reporting the positive effect of balanced, learner-centered pedagogy and environments on the development of students’ quality thinking and dispositions. More learner-centered classrooms also positively affected students’ self-beliefs. This study resulted in new assessments for measuring students’ balanced thinking skills and dispositions, as well as an emerging theory of “Quality Thinking Systems” (Ingalls Vanada, 2011).

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8th-Grade Math Achievement Tied To Focus on Algebra, Geometry Eighth graders' achievement in mathematics may be linked to how much teachers emphasize algebra and geometry in their classrooms, an analysis of results from the National Assessment of Educational Progress suggests. The study, prepared by the Council of Chief State School Officers, is scheduled for release this month. It uses state-by-state data from the NAEP math tests given in 1990 to look for patterns linking 8th graders' performance to other conditions in the classroom, such as the kind of instruction students had received or the training of their teachers. As part of the NAEP examination, students' teachers were asked to indicate whether they had given heavy, moderate, or little or no emphasis to particular aspects of mathematics in their classrooms. Those aspects were: numbers and operations, measurement, data analysis and statistics, geometry, and algebra and functions. In states such as Alabama, Hawaii, and North Carolina, where larger percentages of teachers said they had maintained a traditional focus on numbers, operations, and measurement in the classroom, students tended to score low on the NAEP exam. In contrast, students from states in which more teachers said they emphasized algebra and geometry fared better on the assessment. For example, in the nine states whose students scored in the top fifth on the test--North Dakota, Montana, Iowa, Nebraska, Minnesota, Wisconsin, New Hampshire, Wyoming, and Idaho--an average of 37 percent of teachers surveyed said they had focused heavily on algebra and geometry. This compares with an average of 31 percent of teachers in those states whose students ranked lowest on the tests. Moreover, in most of the high-performing states, teachers also said they had placed little emphasis on more basic mathematics. Researchers said the correlations were significant. "If teachers are addressing more ambitious, complex math, there seems to be a clear relationship with kids doing better,'' said Ramsay Selden, the director of the council's state education-assessment center, which conducted the analysis. "This is going to be really important for the states.'' he added. "We're beginning to get to a point where all of this hangs together.'' 'On the Track' The results also appear to provide some statistical backing for the kind of teaching advocated by the National Council of Teachers of Mathematics. In 1989, the council published national standards for mathematics instruction that favor reducing the traditional emphasis on teaching students how to add, subtract, multiply, and divide. Rather than spending year after year on such basic mathematical functions, the standards suggest, students should be introduced early on to so-called "higher mathematics,'' such as algebra and geometry. Although the standards have been widely praised, they have also become the focus of controversy in recent years. Some educators and parents have begun to express concerns that in the new emphasis on more complex mathematics, students may fail to learn basic calculation skills. But the council's study suggests that "we're on the track,'' said Mary Lindquist, the president of the N.C.T.M. "The standards didn't come out of the blue,'' she said. "They reflect good practice in a balanced curriculum that was there all along.'' She also pointed out that, by 1990, the NAEP exam had just begun to reflect the kind of mathematics curriculum suggested by the standards. In a similar vein, the researchers found that allowing students to use calculators in class and on tests did not hurt their performance on the NAEP exam. Students from states where calculator use is allowed tended to score higher on the exam than their counterparts in states that prohibited the practice. Students were not allowed to use calculators on more than 60 percent of the examination. The study also found that: - Even though 41 states had incorporated the N.C.T.M. standards into state-level curricular guidelines, the dominant approach to teaching math in most states in 1990 was still the traditional emphasis on numbers, operations, and measurement. - Students taught by teachers certified in mathematics tended to be more proficient on the tests than those whose teachers were certified only in elementary education. - Students scored higher in states where more teachers reported having had two or more days of in-service training in mathematics over the past year. - States with more teachers who said they lacked the resources and materials for teaching math had lower overall math proficiency as assessed by NAEP. Copies of the report are available for $12.50 each from the Council of Chief State School Officers, State Education Assessment Center, One Massachusetts Ave., N.W., Suite 700, Washington, D.C. 20001-1431. Vol. 12, Issue 40

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Mathematics is a key indicator of intelligence for educators and schools as well as employers when recruiting. Good maths skills will help in every subject studied and are required in almost every profession. Benefits of Maths Tuition At Think Smart Tuition numeracy and mathematics are key subjects. We teach students to enjoy the challenge of maths and help them build the confidence to think clearly and tackle maths questions. Numeracy and mathematics is widely used throughout the school curriculum including subjects such as Science, Humanities and Technology. The core numeracy and maths skills taught at the Ipswich Tuition Centre build academic confidence that will have benefits in all subjects. We communicate and show parents how to support students at home, including homework tasks written especially for each individual child. Whether your child needs help with their times tables or help to gain a high GCSE pass our maths tutors can help students develop the skills required. Importantly we will build up their confidence so they can improve their maths skills. Our Maths tutoring services are available now for all students. Enquire to improve maths and numeracy skills from Key Stage 2 up to A Level. Call us today on 020 3034 5010.

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Jazz has long been known as the first all-American art form. It is, in many ways, both a metaphor for and an example of the blending of culture and knowledge that has taken place in the United States over the course of its history. Jazz was born out of African-American communities in the South who combined traditional spiritual music and syncopation with European instrumentation to make something truly innovative. The style was so impactful that nearly all popular music of today can be traced in some way back to early jazz. Unfortunately, jazz often does not receive its due attention in the world of music education. Much of the material seems inaccessible to younger learners, relegating jazz education to later years after students have already developed their musical tastes. With jazz being such an integral part of American music history, introducing young musicians to it earlier helps to build a depth of musical understanding that many students lack. But how do we introduce jazz to students at a younger age? That is the question that the Jazz for Young People series seeks to answer. Jazz legend Wynton Marsalis, renowned music teacher and clinician Sharon Burch, and Jazz at Lincoln Center Vice President of Education Todd Stoll have teamed up to produce the definitive work on introducing young musicians to jazz music. Jazz for Young People is a resource that provides teachers with lesson slides, audio recordings, and classroom activities that are perfect for even the youngest musicians. Pepper had the pleasure of speaking with Burch and Stoll about the new series. You can watch the full video on our YouTube channel. Authenticity is important in teaching anything, which is why Jazz for Young People focuses on the contributions of well-known artists like Louis Armstrong, Jelly Roll Morton and more. These forefathers of jazz give students an authentic look at what the real world of jazz was all about. In addition, through studying these founders of jazz and their successors, students can see the progression of American music up to the current day. By learning the full progression of American music from its roots to modern times, students can better connect to all the things jazz music has to offer. Jazz for Young People seeks to bring jazz music to the next generation, a mission that all musicians can support. If you are teaching young musicians, consider introducing them to the wide world of music using this excellent new resource.

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Morgridge College of Education faculty member, Dr. Douglas Clements, sat down with NPR Morning Edition to discuss Why Math Might be the Secret to School Success. Across the country, enhancing the education of young children has been a major area of focus from academia to politics. This podcast focuses on Building Blocks, a math curriculum developed by Dr. Clements and Dr. Julie Sarama.Currently, in New York City, a $25 million study is collecting evidence on ways to effectively raise educational outcomes for children in poverty. Building Blocks is one math curriculum being tested in the study. Dr. Clements and Dr. Sarama believe that math may be key to increasing educational outcomes. The NPR Morning Edition podcast was released a day prior to the December 10, 2014, White House Summit on Early Childhood Education. Morgridge faculty are at the forefront of the conversation of early childhood learning. Their work is pushing the envelope on how teachers engage and promote educational outcomes for future generations.

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PDF (Acrobat) Document File Be sure that you have an application to open this file type before downloading and/or purchasing. States Of Matter and their Properties: The purpose this whole unit is to make students aware about basic states of matter such as solids, liquids and gases and their properties with change of states of matter. This unit in the form of pdf file is prepared on 'STATES OF MATTER'. My units have been made to be both informative and visually stimulating for all students. It will be a great addition to your States of Matter curriculum and will add discovery and excitement to your Science class! It includes engaging, colorful, informative, visually stimulating and eye-catching photos and diagrams as per the topic need that will greatly enhance your explanation to your students. It also provides basic information about various STATES OF MATTER, their properties, change of their states with numerous worksheets and activities to hands on practice and review of knowledge for the students. Please view the Preview File to obtain a sense of my style, see how my unit is structured and evaluate my work. At the end of the unit, different worksheets and activities are provided to evaluate the understanding of the students in the classroom. Hope students will love it while answering and will have the fun. The following points are covered : Matter and its classification Characteristics of S-L-G-P-BEC Overview of kinetic molecular theory Interchange in states of matter Physical change of matter •Melting, freezing, boiling, condensation, sublimation, deposition, ionization, deionization, BEC. Effect of change in temperature/pressure on states of matter Latent heat and its types Properties of solid, liquid and gases Chemical changes Versus physical changes of matter *1- Reading comprehension Don't forget to give your valuable comments and ratings after downloading this unit. NOTE: While I always strive for accuracy, I am human and can make editing mistakes. If you find anything that needs correcting, please send me a message immediately in Q/A section. I would be happy to correct and upload a new file before you rate it! :) Thank you in advance. Please note: these units are for the use of one educator. If you would like to share my lesson plans with a co-worker, your team, your school, or your district, please purchase multiple licenses which are offered at half price. When you click “add to cart”, please also click on “ buy licenses to share” and then enter the quantity of half-price licenses. Thank you so much!! Sue from Science for Kids :) LEAVE FEEDBACK AND RECEIVE TPT CREDIT! Dear buyer, I wanted to remind you about the fact that you can build up TPT credit by leaving feedback on my products. You can submit feedback at the time of purchase or go to My Purchases for a list of what you have bought in the past. Next to each title you`ll find a Leave Feedback button. If you click and leave a rating and comment you`ll receive the credit. Then go to TPT Credits to learn how to redeem your credits on future purchases! BECOME A FOLLOWER OF MY STORE! Being a follower of my store you`ll learn about my new products, sales, and discounts! Become my follower by clicking on the green star on any of my pages and receive email updates in your TPT inbox. You will find lots more in my store, including math, science, ELA, activities/craftivities, special education, interactive activities, and more! You may also like:

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By: CECILIA SANDELL, World Literacy Foundation’s UK Office Coordinator ‘Literacy and Skills Development’ for improved lives. International Literacy Day is celebrated on September 8, whilst there are much excitement and celebration, this date also serves as a stark reminder of some realities of literacy in the world. At least 750 million people still lack basic literacy skills, two-thirds of the people concerned are women and 102 millions of them are youth aged 15 to 24. At the same time, many of the 192 million unemployed worldwide are unable to find a decent livelihood due to the lack of foundational skills, including literacy, and failing to meet the skill demands of the rapidly changing labor market. This year, World Literacy Foundation joined celebrations at the UNESCO Headquarters in Paris, where Delegates, activists, teachers, NGOs and volunteers from around the globe met to discuss present challenges and celebrate achievements in the world of literacy. The 2018 conference´s theme was ‘Literacy and Skills Development´, and it sought to identify effective and combined approaches to literacy learning and skills development, in order to help the most vulnerable populations accessing to decent work opportunities and improved lives. One of the most remarkable conference sessions was ´Exploring Implications of Digital Technology for Integrated Approaches´. With speakers such as Ms. Luisa Gockel of Pearson, and Mr. Mark West of UNESCO, who highlighted how billions of new technology users are confronted with new challenges regarding gender, language, and education in the internet age. As we all know, literacy and education play an essential role in a globalized and digitalized world. Therefore, UNESCO and Pearson for digital literacy launched its “Guidelines for Designing Inclusive Digital Solutions and Developing Digital Skills”. These guidelines target to prevent marginalization not only in the physical world but in digital area as well. All the ideas and issues aroused in the conference are significant to World Literacy Foundation projects. Especially they are important to our Sun Books Initiative, where we tackle the combined issue of increasing literacy whilst providing the innovative technological means by which to do so. Our aim is to supply tablets powered by sustainable resources to the world’s poorest children in order to further their education. We believe every child should be able to get a quality education and poverty does not have to define their future.

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robin fenlon victoria azarenka dating - Against teen dating Therapy and time has helped her move past the digital abuse she endured. One afternoon, she offered some advice on what teens should do if they are victims of digital dating violence. Abusive teens may also exert their control by preventing their partners from using technology, experts say. About 10 percent of teens interviewed say a romantic partner stopped them from using a computer or cell phone. The study examined 4,400 responses from 11- to 18-year-old students in one school district in the southern U. The study's authors say this is one of the first attempts to quantify how often digital dating abuse is occurring among teens. "It may be checking her text and pictures to make sure she's not texting with any other boys," explains Sameer Hinduja, co-founder of the Cyberbullying Research Center and associate professor of criminology at Florida Atlantic University. Teens can call in for help at the hot line and web site "Love is Respect.." Allyson Pereira also continues raising awareness about digital dating abuse. She recently graduated from community college with a degree in elementary education. The abuse online and through cell phones can sometimes turn into physical violence, she warned. Since digital abuse does not leave physical marks on their children, parents may be clueless about the abuse. She never expected the image would be spread like wildfire. "Someone actually came to me and said 'You're Ally. A new study released this week finds more youths are using their tech gadgets and social media to abuse each other in romantic relationships. One in 10 teens reported they received a threatening cell phone message from their romantic partner, according to new results from the Cyberbullying Research Center, a research group dedicated to tracking bullying behaviors online among youth. Kids are also afraid to report the abuse to their parents because they may believe the abuse is not that big a deal, or they fear losing cell phone and laptop privileges, experts say.Tags: Adult Dating, affair dating, sex dating

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ABOUT THE KODÁLY PHILOSOPHY OF MUSIC EDUCATION Zoltán Kodály (1882-1967) was a visionary teacher, composer and philosopher whose work has influenced musicians and music educators around the world. Following his folk song collecting trips with Béla Bartók in Hungary in the early 1900s, Kodály conceived of a monumental idea: that music could be taught artistically using the traditional folk songs of a culture. Gathering talented, creative teachers around him, Kodály developed a philosophy of music education based on the radical idea of universal music literacy. Singing is “the essence” of the concept. The voice is the universal instrument, free and accessible to all; it can be considered our own instrument. As Kodály said, “If we ourselves sing often, this provides a deep experience of happiness in music. Through our own musical activities, we learn to know the pulsation, rhythm, and shape of melody. The enjoyment given encourages the study of instruments and the listening to other pieces of music as well.” Kodály-inspired teachers believe that all children–barring rare physical limitations–can match pitch; tone deafness is simply a myth. Experiencing music cannot begin too early. Music is the birthright of every child. The child’s first connection to music comes through the voices of the parents. Once, when Kodály was asked when music education should begin, he replied, “Nine months before the birth of the mother.” Traditional folk music provides the best and most natural material for becoming a literate musician. Everyone has a mother tongue—the language spoken at home. The traditional folk music of that language provides the source from which the basic elements of music literacy can be drawn. Following the study of authentic folk songs of the native culture(s), we can then explore of the music of other cultures and connect traditional music with all styles of composed music. Music literacy is like language literacy. Kodály once said, “We should read music in the same way that an educated adult will read a book: in silence, but imagining the sound.” He believed that musical literacy, like language literacy, is the right of every human being. Using a sequential approach. Kodály-inspired teachers consider the culture and age of the student when developing a sequential curriculum, teaching easier melodic and rhythmic concepts and skills first, and building on their musical knowledge. We use developmentally appropriate literature, foster to their learning styles (physical, visual, and aural), and allow students experience music extensively before introducing notation and musical terms. Quality music is the best material for teaching. Kodály believed that only the best music by the greatest composers and the most beautiful and representative folk music of the culture should be used. He said, “Let us take our children seriously! Everything else follows from this…only the best is good enough for a child.”

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History of Reading Recovery® Reading Recovery was developed in the mid – 70’s by Dr. Marie Clay, a New Zealand educator and child psychologist. In 1984, The Ohio State University initiated Reading Recovery in the USA. Today, Reading Recovery is implemented in 49 states and has served over 2 million children. Dr. Marie Clay, a New Zealand developmental psychologist and founder of the Reading Recovery intervention, dedicated her career to identifying and helping struggling readers. Her work profoundly influenced early intervention. In this picture, Dr. Clay discusses implementation issues with South Carolina Teacher Leaders in Savannah, Georgia. Clemson University was the second university training center established in the USA (1989). Betty Boseman, Director of Elementary Education in Dorchester District #2, is credited with bringing Reading Recovery to South Carolina. Dr. Boseman, along with John Kelley from Oconee County School District, formed the State Advisory Council that brought together leaders from Clemson University, the State Department of Education, and various school district administrators. Dr. Joe Yukish, who trained at OSU as a Reading Recovery specialist, became the first Reading Recovery Trainer. Under his leadership, the Teacher Leader training program was developed and the training of Reading Recovery teachers in school districts expanded. Dr. Yukish served as Trainer until 2002. While the search was conducted for Dr. Yukish’s replacement, Dr. Kathy Headley served as Site Coordinator of the University Training Center (UTC) and directed the center’s responsibilities of providing off-site graduate courses for the Reading Recovery teacher training courses. She worked with the SC Reading Recovery Advisory Council and State Department of Education to recruit Dr. Susan King – Fullerton to the university as the next Trainer. Dr. Fullerton joined the faculty at Clemson in 2004. Dr. Fullerton trained two classes of Teacher Leaders and provided professional development to all the Teacher Leaders. In an effort to strengthen the quality of Reading Recovery implementations, she developed and hosted Summer Institutes for trained Reading Recovery teachers. With support from the State Department of Education, she increased the staff at the UTC to include a Teacher Leader in residence and a second Trainer, Georgia Nemeth. In addition to her work as Director of the Clemson University RR Training Center, Dr. Fullerton is a practitioner and researcher of literacy for the deaf. She stepped down as the Director in 2007 and is now a Clemson University Reading faculty member. In the interim, Clemson University in cooperation with the North American Trainers Group, appointed Dr. Floretta Thornton-Reid of Georgia State University to serve the Teacher Leaders in South Carolina as well as train a class of Teacher Leaders for South Carolina and Tennessee. Dr. Thornton-Reid brought together Teacher Leaders from the GSU and Clemson sites for professional development. With the assistance of Dr. Bill Fisk, Clemson University conducted a search for a new trainer. During the 2009-2010 Academic Year, Dr. C.C. Bates attended The Ohio State University where she completed a year of post-doctoral study to prepare for the Reading Recovery Trainer position. Dr. Bates has research interests in primary classroom practices, early intervention, and use of technology in professional development. During her tenure at Clemson University, Dr. Bates has trained over twenty Teacher Leaders. Dr. Bates was integral in helping secure Clemson’s subaward for an i3 Federal Grant for Reading Recovery. The Ohio State University in partnership with 17 other Reading Recovery University Training Centers was one of four recipients (2010-2015) for this scale-up grant, which required the most evidence of effectiveness. The grant provided for the initial training of Reading Recovery teachers, and brought $2.4 million to the Clemson University Training Center.

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The employment outlook for special education teachers is expected to remain favorable over the next decade. Job openings will be available for qualified individuals with a passion for helping youth cope with learning, emotional, physical, or mental disabilities. Special education teachers are licensed educators who adapt general curriculum to accommodate the unique needs of students with mild to severe disabilities. They help students with autism, blindness, deafness, ADHD, dyslexia, Down syndrome, cerebral palsy, epilepsy, etc. turn their disabilities into abilities. Special education teachers play a pivotal role in developing Individualized Education Programs (IEPs) for students to maximize their learning potential. Special education is a rewarding career filled with PreK-12 employment opportunities for aspiring teachers who are patient, compassionate, and flexible. Employment Outlook for Special Education Teachers According to the U.S. Census, 2.8 million school-aged children with disabilities across the United States qualify for special education services. That’s approximately 5.2 percent of America’s youth aged 5 to 18. Increased awareness of various disabilities has caused higher enrollment in elementary and secondary special education programs. As more children are properly diagnosed, the number of special education teachers will grow. The BLS predicts that employment of special education teachers will grow as fast as average by six percent through 2024. This will open roughly 31,000 new jobs nationwide in special education. Special education is a demanding job, so job turnover and retirement will cause the need for new hires. Best Job Prospects in Special Education Job growth will likely vary by state depending on the amount of available government funding for public education. The highest need for special education teachers will be in the South and West. Special education teachers willing to work in inner-city urban or underserved rural schools will have a promising outlook. Employment prospects are better in certain special education specialties also. Teachers trained to work with children with multiple disabilities, severe disabilities, speech/language impairments, or autism spectrum disorders are in high demand. An increased focus on early childhood intervention has spiked job creation too. Special education teachers can even find jobs outside PreK-12 schools in daycare centers, residential programs, hospitals, and students’ homes. Steps to Become a Special Education Teacher Taking advantage of the positive job outlook for special education teachers will require that you obtain at least a bachelor’s degree. Universities typically offer a Bachelor of Arts (B.A.) or Bachelor of Science (B.S.) in Special Education. If not, consider majoring in elementary education or a content area while minoring in special education. You’ll have to successfully complete a student teaching semester working with disabled youth. Certification requirements vary by state, but most mandate that you pass the Praxis exams and a background check. States like New York will require a master’s degree to maintain licensing. Earning a Master of Education (M.Ed.) in any special education specialty area can unlock more career options. Special education teachers equip their students with the tools to progress beyond their limitations and achieve success. Although the average yearly salary of special education teachers is decent at $56,460, the intrinsic rewards are very lucrative. Not only do special educators teach math and English, but they also give students the life skills to live independently. If you’re interested in this profession, you’ll be happy to learn that the employment outlook for special education teachers is bright.

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Here's a chance for students to turn detective and apply their mathematical knowledge to solve some murder mysteries. Each of the 16 activities is intended to be a consolidation exercise covering topics such as arithmetic, algebra, shapes and simple graphs and charts. For teachersApart from the obvious use as homework activities, the activities can play a great role in generating mathematical discussion too. Students often work well in pairs on this sort of activity as they are able to discuss their methods and combine forces when coordinating several features of a problem. Some of the tasks require a reasonable level of logical thinking and students need to understand mathematical terms such as product, factor, prime etc. The benefits to the students will be greatly improved if their knowledge of such mathematical language has been reinforced before attempting these murder mysteries. Success through this type of activity can increase student's confidence and make them eager to progress. Some of the tasks included here reflect wider topics met in the primary school curriculum and there is an element of general knowledge evident. Further investigative work could be generated from these, for example, in Water - can you find a river whose length would fit between the Severn and the Thames ? In Romans - can you find an emperor who reigned for less than 10 years ? For parentsThese murder mysteries use mathematical skills learnt at school but will both reinforce knowledge and stretch students who crave a challenge. It is important to check that students have covered and understand the topic before using them. The exercises are intended to be entertaining, as children love using their mathematical skills to find out whodunnit. Contents1.Mixed Arithmetic 12.Mixed Arithmetic 23.Number and Algebra 14.Number and Algebra 25.Number and Angle Mix6.Money7.Coordinates8.Shape9.Charts10.Family11.Sports 12.Music13.Europe14.The Romans15.Water16.Missing Pieces We all like to think we can solve a murder given the right clues. Here's a chance to use mathematics skills to identify whodunit for ages 12-14. The students are given the data or a diagram to solve a problem - which of four characters is a murderer. To find out, the student must solve all or most of the questions on the sheet to identify wrong answers as well as correct ones. Problems are staged, so there is an element of suspense for the individual...and racing between students to solve the mystery. The topics covered in this book are all included in the year 7 & 8 schemes of work in mathematics. The tasks have been used successfully with older pupils too as a reminder of topics covered previously. They would also be suitable for younger pupils who have met the appropriate language and content. They are likely to take about 40 minutes but this will depend on the ability of the class to coordinate the different aspects of each task. For ages 13-15 see the sister titles More Mini Mathematical Murder Mysteries. The book is for both teachers and parents. TEACHERSThis is a set of consolidation resources rather than a teaching tool. They have worked well with a variety of classes, often putting the students in pairs to enable them to talk about the methods they're using while they solve the murder. The author has found that their cooperative skills have improved as has their ability to plan and delegate in a bid to win. PARENTSMuch more fun than having endless mathematics exercises to trawl through! Children will engage with the mathematics here presented in an entertaining way. Ideal for use in review or other consolidation exercises. They are also great fun for after school clubs such as mathematics clubs, seeking to run short activities. Mathematics days or mathematics weeks will be greatly enhanced by their inclusion. Check out the latest activities in our KidsZone.

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A Program Paced for Success on the Florida Standards Assessments® The Florida Standards Assessments require students to learn “real world” complex mathematical concepts. MATH: Rehearse • Master • Excel prepares students for the rigors on the Florida Standards Assessments by building specific strategies to master these standards. Using the method of direct instruction, review, and test simulation, students learn a Step-by-Step Math Problem-Solving Plan to reinforce their understanding and deepen learning. SKILL SPECIFIC INSTRUCTION INSTRUCTION, REVIEW & REINFORCEMENT Rehearsal® MATCHES the FSA Administer Test 1 to establish baseline. Approx. 2-4 class sessions. Teach the math standards. Approx. 33 class sessions. Instruction - Review - Practice of the standards. Approx. 30 class sessions. Test-based instruction - Teach the instructional sections in MAFS Rehearsal®. Approx. 4-5 class sessions. Rehearsal® MATCHES the FSA - Administer Test 2 to measure progress.Approx. 2-3 class sessions. Instructional Review - Go over Tests 1 and 2 to explain answers. Approx. 2 class sessions.

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The history of Leblanc dates back to 1750 when Ets. D. Noblet was established in France making instruments for the court of Louis XV. Noblet would help establish France as the center of woodwind manufacturing. In 1904, Noblet found himself with no heir to the family business, and it was sold to Georges Leblanc. The Leblanc family was known for using scientific acoustic research in the development of clarinets. Georges’ son Leon was an outstanding clarinetist and won the top prize from the Conservatoire de Paris. As an accomplished player, he believed heavily in the scientific principles of manufacturing and brought a high level of consistency and playability to their hand-made instruments. In 1921, Leblanc began distribution in the US with Gretsch & Brenner in New York. However, the Leblanc family became unhappy with the amount of work involved in making adjustments to the instruments after months of travel at sea from France. In 1946, Vito Pascucci, a repairman for the Glenn Miller band, founded Leblanc USA in Kenosha, Wisconsin and took over the distribution of Leblanc France products in the US. Vito opened a small store front and began building his own student level instrument, leaving Leblanc to focus on the full range of professional instruments. In 1950, Vito hired his first educator to help develop a focus on programs and materials specific to the area of music education. Leblanc continued its focus into establishing a stable base of school music focused dealers that would later found the organization National Association of School Music Dealers (NASMD). In 1960, the brand Vito was created with a complete line of composite student clarinets. In 1961, the Positive Radial Alignment Guide (P.R.A.G.) which is still used today, was patented to help beginning clarinet students properly assemble the top and bottom joints of their instruments. In 1964, Leblanc would acquire the Frank Holton Company and in 1971, the Martin Band Instrument Company. The focus on a full line offering of brass and woodwind instruments provided significant growth and in 1989, Vito purchased 65% of the Leblanc France Company. As Leblanc France was considered a National Treasure by the French government, it was difficult to process an entire purchase agreement with an American company. It wasn’t until 1993, that the remaining 35% was acquired by Vito. In 2004, Leblanc was acquired by Conn-Selmer and a new era of manufacturing began. In 2009, Leblanc released the Bliss line of clarinets in partnership with namesake, Julian Bliss. The Bliss clarinets offered unique features and playability not typically found in affordable student instruments. With all clarinet production for Leblanc Vito and Bliss clarinets moved to Elkhart, Indiana, a new level of craftsmanship and innovation emerged.

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A high quality education system is the cornerstone of a progressive society and plays a vital role in preparing children and young people for the future. Years of flawed management by successive Ministers has resulted in a fragmented and disjointed education system which fails too many of our young people. While a minority leave school with better qualifications than counterparts elsewhere on these islands, many leave school illiterate and lacking numeracy skills. An investment in educating children is an investment in our economy and in our ability to compete globally. Equipping our pupils with cutting edge skills will create a sustainable, vibrant economy able to generate modern jobs in the future. Put simply, it means young people can enjoy prosperity and employment throughout their lives. We recognise the value of faith based education and the initiative of various churches in this regard. The SDLP is committed to parental choice and access for pupils to faith based, integrated, Irish medium and state education. We want to see local schools based within and supported by local communities.

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The Victorian Age was the period of Queen Victoria’s reign and it was the longest reign in British history, a period of growing in economy thanks to the development of industry and transports and period of political expansion: the British Empire took enormous proportions. Victorian age was also the age of social reforms for example there were Factory acts: this act improved the condition of workers in factories and the elementary education Acts: elementary school became free and compulsory This period is also named Puritan age because sex became a taboo, families was strictly patriarchal and so women were under the authority of their fathers or husbands, even if, during the Victorian Age, women began to fight for freedom and emancipation with the suffragette’s movement If in the one hand Victorian Age was a period of developing, in the other hand it was a period of social problems: this is the Victorian compromise. The Victorians made a compromise between these two aspects and hide them behind optimism and hypocrisy. The ideal Victorian woman was an “angel in the house”, her place was in the house, she was pious, respectable and busy wife, mother and daughter Victorian women did not have the same rights as men, they had limited education and, therefore, limited employment opportunities

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INDIA'S GROWTH THROUGH ADVANCEMENT IN EDUCATION SECTOR *Research scholar,sri Venkateshwara university,gajraula **Supervisor, Maharaja agarsen college,Delhi university. Education in India today is nothing like it was in Pre-Independence and Post-Independence Era. Education System in India today went through a lot of changes before it emerged in its present form. Present education system in India is also guided by different objectives and goals as compared to earlier time. Present system of education in India, however is based around the policies of yesteryears. After independence, it was on 29th August 1947, that a Department of Education under the Ministry of Human Resource Development was set up. At that time the mission was the quantitative spread of education facilities. After, 1960’s the efforts were more focussed to provide qualitative education facilities. The present research focus on steps through which our indian education system had gone through. The basic moto of this research is to show that india has done serious efforts in education nd has shotremendous development but it is still lacking in comparison with developed nations. This study is an effort to suggest some measures for its improvement. Education in every sense is one of the fundamental factors of development. No country can achieve growth without substantial investment in human capital. Education improves the quality of their lives and lead to broad social benefits to individuals and society. Education including formal education, public awareness and training should be recognized as a process by which human beings and societies can reach their fullest potential. The pre british indian Education system comprised of three types Although Higher education is seen as the producer of elite class in society which largely contribute in the system of governance. The dawn of independence saw the significance of higher education in its reach and coverage. At the time of independence, there was bleak situation of higher education in India as the three important indicator:the number of Educational institutions, the number of teachers and the students enrollment in Education. OBJECTIVE OF THE STUDY First objective of the research is to get a understanding of various Educational changes that have taken place in India from pre Independence era. To study various Act launched for Education growth. To Find current scenario of Education sector in India To suggest some meaningful meausures to improve our Education sector. The study is based upon secondary data. Data has been collected from various sources like www.world bank.in,UNESCO,UNTDA.Statistical figures are main vehicle to achieve objective. It has studied internet research as well as policy papers and other official documents. CHANGES IN EDUCATION The changes which we are watching today due to education are may be because of various policy of government .Few of them are following: The National policy on Education 1986 had underscored the constitutional resolve to provide quality Education to all.under this policy government decided to review the growth and development of higher Education through five year plan which paid rich dividend in promoting education in India The Eighty sixth constitutional amendment act in December 2002,made elementary Education a fundamental right for all children in the age group of 6-14. The Government initiated the scheme of area intensive program for Educationally backward minority and scheme of financial assistance of madrasa Education as part of its revised programme of action(1992). Taking into consideration the need for technical Education so that skill is acquired, the Government took steps to open industrial training Institute, medical colleges,polytechnics. At present... References: Ministry of Human Resource Development. (2001). Selected Educational Statistics 2001-2002, Government of India, New Delhi. Ministry of Human Resource Development. (2001). Annual Report, 2003-2004, MHRD, Government of India, New Delhi. Shukla, Snehlatha, et.al (1998).Attainment of Primary School Children in India, NCERT.Strides in Education in India, Ministry of Human Resource Development, Government of India Registrar General and Census Commissioner. (2001).Census of India 2001. Provisional Population Totals Paper-I of 2001, Controller of Publications, New Delhi. Ministry of Human Resource Development, Analysis of Budgeted Expenditure on Education 2000-01 to 2002-03, Government of India,New Delhi. Please join StudyMode to read the full document

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Date of Award College of Fine Arts Type of Degree Susan C. Power This study focuses on the dialog between Henri Matisse and Pablo Picasso and lays a unique groundwork for instructors in Discipline-Based art education (DBAE). Using two artists, rather than one, it reveals the importance of the basic art elements in a comparative analysis and stylistic variation of both. The art of Matisse and Picasso was intertwined even before their first meeting as it continued to be even after Matisse’s death. It is popular belief that Matisse and his work influenced Picasso’s career, but surprisingly little attention has focused on the influence of Picasso on Matisse’s work or, more specifically, on the way in which they communicated these eloquent visual conversations. To show the extent of the communication between Matisse and Picasso, ten still life and portrait groups are analyzed and connected through their brilliant exchange of the elements of art. The emergence of the Picassian and Matissian styles will also be discussed as the language of art seems to merge what began as two distinct styles, into a wonderful and complex mix. The art elements have been used universally as communication between the artist and the work of art, and this language of visual signs speaks to us from all of the known civilizations. Matisse and Picasso took this artistic language a step further in communicating not only of themselves, but also to each other in a back and forth artistic interchange that lasted nearly fifty years. The conversation in this study is between the language of the artists’ works, rather than a verbal exchange between the two. Instead of literal words to create a dialog, it is a conversation between two different personalities by use of the universally used art elements. With differing backgrounds, their impressions, thus their art varied greatly, even within similar themes. Matisse and Picasso provide an astonishing artistic interaction that would certainly provide a classroom teacher with motivational dialog and stimulating subject in teaching all four areas of Discipline-Based art education. By helping the students understand the connection between two artists, they can know more about and better understand the importance of each. Matisse, Henri, 1869-1954 - Criticism and interpretation. Picasso, Pablo, 1881-1973 - Criticism and interpretation. Art - Study and teaching. Hooser, Marisa Jones, "The Language of Art: A Conversation Between Henri Matisse and Pablo Picasso" (2001). Theses, Dissertations and Capstones. 649.

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What is GCSE Mathematics? Mathematics can best be described, at this stage, as the formulation and application of numerical and abstract concepts. Students build on their basic numeracy skills to learn more advanced mathematical procedures and how to apply them. During the course they develop a feel for numbers, learn to carry out calculations and understand the significance of the results obtained. From a practical point of view Mathematics is a vital tool in vocations such as Accountancy, Architecture, Engineering, Economics and Finance as well as being one of the key qualifications for access to Further or Higher Education courses. Employers also hold this qualification in high esteem. EDEXCEL Mathematics B 2MB01 - The scheme of assessment consists of two tiers: Foundation Tier and Higher Tier. Foundation Tier assesses grades G to C and Higher tier assesses grades D to A* (E allowed). |5MB1H Statistics and probability||75 min exam||30%| |5MB2H Number, algebra, geometry 1||75 min exam||30%| |5MB3H Number, algebra, geometry 2||105 min (H) 75 min (F) exam||40%| The course will vary in breadth and complexity according to the tier being examined and will cover: Using and applying mathematics: problem solving; communicating; reasoning Number and Algebra: numbers and the number system; calculations; solving numerical problems; equations, formulae and identities; sequences, functions and graphs Shape, space and measures: geometrical reasoning; transformation and coordinates; measures and construction Handling data: specifying the problem and planning; collecting data; processing and representing data; interpreting and discussing results |Edexcel GCSE Mathematics - Higher||Heinemann|

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Usually a first or second-class Honours diploma in a associated subject or professional expertise within the space of examine. Plato’s writings include some of the following concepts: Elementary education can be confined to the guardian class till the age of 18, adopted by two years of compulsory military training and then by increased training for many who certified. This final critic asserted that academic analysis ought to move toward a Nietzschean form of ‘unnatural science’ that leads to higher health by fostering ways of figuring out that escape normativity” (Lather 2004, p. 27)—a suggestion that evokes the response mentioned in Section 1.three above, namely, one of incomprehension on the a part of most researchers and people philosophers of education who work within a distinct tradition the place a means of realizing”, with the intention to be a method of realizing, should inevitably be normative. Nonetheless, some works on this style are among the many classics of academic thought”—a more felicitous label than philosophy of training”; circumstances in point can be the essays, pamphlets and letters of Thomas Arnold (headmaster of Rugby school), John Wesley (the founding father of Methodism), J.H. (Cardinal) Newman, T.H. Huxley, and the writings on progressive education by A.S. Neill (of Summerhill college). Waldorf education (also referred to as Steiner or Steiner-Waldorf schooling) is a humanistic approach to pedagogy primarily based upon the academic philosophy of the Austrian thinker Rudolf Steiner, the founding father of anthroposophy Studying is interdisciplinary, integrating practical, creative, and conceptual parts. It emerges that in pluralistic societies such as the Western democracies there are some teams that do not wholeheartedly support the development of autonomous people, for such folk can weaken a gaggle from within by considering for themselves and difficult communal norms and beliefs; from the point of view of groups whose survival is thus threatened, formal, state-supplied training is not essentially a great thing.

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Last modified: 25 May 2018 11:16 This course covers key concepts in physical chemistry which underpin our understanding and ability to control chemical and biological processes. The principal points include thermodynamics (enthalpy, entropy and free energies), chemical kinetics (zero, 1st and 2nd order reactions, rate laws and half-lives and the relationship of rate laws to reaction mechanisms), and basic principles of electrochemistry (redox chemistry and the Nernst equation). A strong emphasis on calculations helps students get to grips with the course material and develops numeracy skills. Laboratory experiments support and complement the taught material. |Session||First Sub Session||Credit Points||15 credits (7.5 ECTS credits)| This course provides a grounding in basic physical chemistry. The principal points include: This is the total time spent in lectures, tutorials and other class teaching. 1st Attempt: 1 two-hour written examination (60%), laboratory assessment (25%), continuous assessment (15%). Resit: 1 two-hour written examination (100%).

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Elementary students have music for one forty-five minute period each week. While in music, students participate in movement activities, learn a variety of songs, and play percussion instruments. Lessons address the Common Core State Standards of Music Education. Seasonal activities are also incorporated into the curriculum. For example, songs at the beginning of the school year may be about returning to school, apple picking, or other fall activities. All elementary students also have the opportunity to perform in the school concerts. To accommodate everyone, students in second grade perform in the winter concert, while students in third grade perform in the spring. Detailed information is sent home well in advance of the concert dates.

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Please forward this error screen to sharedip-1071809830. Remote preschool education help improve it or discuss these issues on the talk page. This article needs to be updated. Please update this article to reflect recent events or newly available information. This article needs additional citations for verification. This article may require cleanup to meet Wikipedia’s quality standards. The specific problem is: Article needs to be rewritten from scratch. Education in Thailand is provided mainly by the Thai government through the Ministry of Education from pre-school to senior high school. A free basic education of twelve years is guaranteed by the constitution, and a minimum of nine years’ school attendance is mandatory. Formal education consists of at least twelve years of basic education, and higher education. Basic education is divided into six years of elementary education and six years of secondary education, the latter being further divided into three years of lower- and upper-secondary levels. 3 years depending on the locale, and are variably provided. Non-formal education is also supported by the state. Administration and control of public and private universities are carried out by the Office of Higher Education Commission, a department of the Ministry of Education. Basic education in Thailand is free. It is divided into three levels: pre-primary, primary, and secondary. Pre-primary education was introduced in 2004 and made free in 2009. Participation in pre-primary education is “nearly universal”. At the age of six, compulsory education begins. Upper secondary education, grades 4-6, is not compulsory. It is divided into general and vocational tracks. Ninety-nine percent of students complete primary education. Only 85 percent complete lower secondary. For every 100 students in primary schools, 85. 6 students will continue studies in M1, 79. 6 students will continue until M3, and only 54.

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Focusing on the Learner A pluriliteracies approach aims at building learners’ meaning making potential in order to help them move along the knowledge path into a subject. This process focuses on enabling individuals to become independent thinkers and autonomous learners within subject communities. According to our model, learner progress can be measured by how well learners can link the conceptual continuum and the communicating continuum, or, in other words, how well they can demonstrate their understanding of subject knowledge. From that point of view, the question of "How do I know you know until I hear what you say, read what you write or see what you show me in an appropriate way?” becomes fundamental to literacy teaching and learning and that puts the learner, a learner’s individual needs and talents, and learner development at the core of a pluriliteracies approach. Rushing through content just in order to satisfy the demands of a curriculum will not create opportunities for deep learning and will not lead to literacy development. Content that has not been processed or conceptualized by the learners is meaningless to them and will soon be forgotten. Providing students with more opportunities to engage in communicative activities may lead to greater fluency over time but will not automatically increase the quality of the students’ output in terms of complexity or task appropriateness of the language used. Neither will such activities guarantee a deeper understanding of the respective content. We believe that a purely content oriented approach to learning will fail just as likely as a purely communicative one when it comes to deep learning (defined as internalization of conceptual knowledge and mastery/automatization of target skills). Learning will not reach its full potential until we take a closer look at students’ actual task performance in terms of the conceptual understanding expressed in appropriate language. In other words, we need to make sure the quality of the learner output is appropriate to the task demands, the purpose of the communication and that it reflects the desired level of content processing and understanding. So instead of saying “I taught the Solar Eclipse today” teachers will facilitate learning and create opportunities for knowledge construction and meaning making and not move on to another topic until they can be sure that a full understanding of the underlying concepts has been actively demonstrated at the appropriate level by their students.

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US Department of Education The US Department of Education has its own search site that allows you to search the department, any of its agency web sites (NCES, for example), or a Cross-Site index page that can access some 150 DOE-connected sites. It also maintains a searchable set of research summaries of ERIC Digests from 1992 to the present. Typing in the word "standards" turns up documents about such topics as social studies, the public perception of standards, and standardized tests. National Education Goals Panel The National Education Goals Panel was set up to monitor progress towards Goals 2000 and to "assess and report state and national progress toward achieving the National Education Goals." From this site you can examine the eight national education goals set up by Congress and state governors, review national and state "scorecards" for 1998 and 1999 that provide data for 34 different progress indicators, and compare the results for up to three states at a time. The site also has a publications page with free ordering instructions and download links for quite a few documents. [Thanks to Kirk Winters of the USDOE for keeping people informed about this and other DOE-related programs via his regular mailings.) National Council for Accreditation of Teacher Education The National Council for Accreditation of Teacher Education page on standards has links to several key documents. First is its 1997, Standards for Identifying and Supporting Quality Professional Development Schools, along with a second report that specifically relates to technology. Second, anticipated revisions in that document appear in an Adobe Acrobat file called May 2000 Revised Standards. Third are new standards for elementary education programs. Fourth is a set of draft standards for professional development schools. And fifth is a page of links to program guidelines for seventeen specific subject and professional areas, developed in conjunction with related professional organizations. These areas include computing technology education, early childhood education, educational communications, educational leadership, English language arts, elementary education, health education, mathematics education, middle level education, physical education, reading education, school library media specialist, school psychology, science education, social studies education, special education, and technology eduction. Parent Teacher Association The PTA has published six National Standards for Parent/Family Involvement Programs and has put the standards, a rationale, research results, quality indicators, sample activites, a model parent/family involvement policy, and a lot more on its web site.

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At last, you are ready to begin writing the rough draft of your research paper. Putting your thinking and research into words is exciting. It can also be challenging. In this section, you will learn strategies for handling the more challenging aspects of writing a research paper, such as integrating material from your sources, citing information correctly, and What you have written is not the finished essay, but a first draft, and you must go over many times to improve it a second draft, a third draft, as many as necessary to do the job right. Your final draft, edited and proofread, Or, write a very quick, very rough draft of the whole paper without any notes. Then spend later writing sessions expanding, developing, and clarifying sections within that initial draft. This guide entails how one is to write a research paper in the college environment. The introduction is the first paragraph of the paper. It often begins with a general statement about the topic and ends with a more specific statement of the main idea of your paper. The purpose of the introduction is to: let the reader know what the topic is inform the reader about your point of Essay# 4: Research& Analysis Rough Draft: Final Draft: In the dialectical journals and class discussions for this unit, we will focus on George Orwells characterization of poverty in Down and Out in Paris and London. A paper for an elementary education course that discusses the results of an experiment the writer conducted to compare the effectiveness of two different methods of mathematics instruction; For these types of papers, primary research is the main focus. Research Paper First Draft Many Drafts of research papers make the mistake of writing a report, not an argumentative essay, when they write a research paper. Step 10 Research Paper Conclusion; Now that you've completed your outline and have found plenty of scholarly sources to back up the points you intend to make, the time has come to hunker down and crank out the first draft of your essay. Research Paper: Write a First Draft. Every essay or paper is made up of three parts: introduction body conclusion; The introduction is the first paragraph of the paper.

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Kindergarten-Animals in Action 2 1st Grade-Setting the Scene 1 After listening to or reading a familiar fairy tale, the students chose one scene from the story to recreate in ScratchJr. They were responsible for creating the scene with backgrounds, characters, action, and voice recordings. 2nd Grade-Computer Science Explorers 1 The students learned about the encompassing nature of computer science and how it is used in our everyday lives. They read a story and informational piece about computer science and began to work on a program that will keep score as they play a math game. 3rd Grade-Variables Rule 1 4th Grade-Senses Exploration 2 Each part of the brain regulates specific functions in the body. The students learned about how our senses receive input, how our sense receptors are specialized, and the part of the brain responsible for each sense. Rotating through stations, the students watched a short animated video about the sense, labelled a diagram of the body for that sense, and completed an experiment using the sense. 5A & 5B-Inputs/Outputs 2 5C & 5D-Data Collection & Display 2 Using the Tynker iPad app, the students are learning to code their first game by following step-by-step directions. The students learned about x and y axes, how to add characters to the game, and code actions the characters can follow. Welcome to the STEAM Studio Blog for Jamestown Upper & Lower Elementary Schools in Hudsonville, MI. Here you will find the latest projects and concepts we've been working on in class. comes to Hudsonville with 17 years of teaching information and technology skills to elementary students. After earning a BA in Elementary Education at the University of Northern Iowa and a Master’s degree from the University of Iowa in 2000, she drew a circle on the map and chose Southwest Michigan.

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My grandfather used to say that most of the work a parent puts into the salvation of a soul and the development of the person happens in the first three years. Later, the study of brain growth and anatomy would reveal that the most of a child’s brain is hardwired by the age of three. He simply observed his eleven younger brothers and sisters, nieces and nephews, and his own three children to come to this conclusion. As an early childhood music specialist and homeschooling parent, I have researched this topic extensively. In the end, we can spend a lot of time teaching children many things, but it is the first few years of life that establishes the brain synapses that set up a child’s aptitude for language, music, math, art, physical and psychological achievement. We also now know that the brain is integral in religious and spiritual experience, with evidence that the frontal lobes are utilized in spiritual exercise. So it is safe to assume that the brain will also respond to spiritual stimulation in its development, allowing a child to develop a proper aptitude toward the eternal. Studies have shown that atheists tend to have heavily developed parietal lobes and less developed frontal lobes, while the deeply spiritual have unusually strong frontal lobes. Keep in mind that the frontal lobes connect intimately with our physical movements and are responsible for much of our personality and identity, so it is vital to introduce the faith to our children as the brain is hardwiring. With this heavy on my mind, my husband and I spent several years developing the Making Music Praying Twice program, bringing early childhood music practices together with a curriculum that integrates the Catholic faith. We found, as parents, that our parish had programs for children and adults of all ages, but not much for children and their parents in this key time of development. We soon discovered that there were other parishes with the same challenge, unsure of how to reach out to the youngest parents and youngest children. I continually ponder the Biblical metaphor warning us that a proper foundation is vital to the success of a building. We need to invest the foundations of our families, marriage and the earliest years of parenthood and childhood, if we expect to grow strong, healthy Catholics for the future of our Church. Over the past two years, we have revised and streamlined the Making Music Praying Twice program to an affordable and device-friendly digital edition. We hope to bring the gift of faith-integrated early childhood music education to as many families and parishes as possible. There is a parish kit to help parishes offer a program for littles with a parent or caregiver or for use with playgroups, co-ops, or parish preschool and daycare programs. There is also a version for families to use at home or with friends. While I encourage families, ministers and teachers to explore what we created, I also challenge you as parents, grandparents, and faithful Catholics to consider how important being a part of Church and a living faith is for children in the very earliest years. I challenge you to consider how you can help increase the culture of faith in the lives of these children in our families and communities. Please share your ideas or success in this area you’ve seen in the Catholic Church so we can all learn from these models and reach out to this important demographic. Copyright 2017 Kate Daneluk

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PSHE and SMSC Personal Social and Health Education (PSHE) is delivered at key stages 3 and 4 with constant regard to Spiritual, Moral, Social and Cultural (SMSC) content: - Throughout the subject curriculum - Through form time - Through assemblies and liturgies - Through extra-curricular opportunities KS3 and KS4 Curriculum All subject areas contribute to the delivery to PSHE and SMSC. Here are some examples: - Science – Sex Education and Growing Our Food, Keeping Healthy and Medicine and Drugs - PE – Health Related Fitness - Geography – The Working World, Crime, Managing Places in the 21st Century - RE – Peace and Conflict, Rights and Responsibilities - History – The Second World War, the Holocaust and the Industrial Revolution - MFL – Health and Healthy Living, Jobs and Career Plans and Social Issues and Equality This list is not exclusive. For further details on the curriculum content at key stages 3 and 4, please browse all subjects. As a Catholic College, we have a daily act of collective worship and a strong emphasis on ethos, values and community. Form time is used productively including activities to develop Literacy and Numeracy skills, discussions on current affairs, support for social and emotional concerns, pupil responsibility and being a citizen in British society. Assemblies and Liturgies All year groups have a weekly assembly which is based on a cycle of SMSC themes. The assemblies are based on Gospel values and pay due respect to pupils of all faiths reflected in modern British life. There are liturgies for Christian celebrations such as Advent, Christmas, Lent and Easter. A wide range of enrichment activities are offered to pupils (please see Enrichment section). There are opportunities to further develop pupil interest in a particular subject such as Science Club, Sports Clubs and Music practices, as well as activities which provide additional interventions for study skills. There is also a range of opportunities to develop pupil citizenship such as: - Pupil chaplains - Student Council - Year 7 ambassadors - Paired reading - Peer mentors - Charity activities - Eco champions Newman College is committed to serving its community. It recognises the multi-cultural, multi-faith and ever-changing nature of the United Kingdom. It also understands the vital role it has in ensuring that groups or individuals within the school are not subjected to intimidation or radicalisation by those wishing to unduly, or illegally, influence them. It follows equal opportunities guidance which guarantees that there will be no discrimination against any individual or group, regardless of faith, ethnicity, gender, sexuality, political or financial status, or similar. Newman College is dedicated to preparing students for their adult life beyond the formal examined curriculum and ensuring that it promotes and reinforces British values to all its students.

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A 45-year-old Hispanic immigrant undergoes a job-related health screening and is told that his blood pressure is very high. He goes to the local public hospital and is given a prescription for a beta-blocker and diuretic, each to be taken once a day. One week later, he goes to the hospital after experiencing dizziness. His blood pressure is very low, and he says he has been taking the medicine just like it says on the bottle. The case is discussed by multiple practitioners until one who speaks Spanish asks the patient how many pills he took each day. “Twenty-two,” he replies. The provider explains to his colleagues that “once” means “11” in Spanish.—Help Patients Understand, American Medical Association Defining Health Literacy - Health Literacy is the degree to which individuals have the capacity to obtain, process, and understand basic health information and services needed to make appropriate health decisions.—Patient Protection and Affordable Care Act of 2010, Title V - Health literacy includes reading and writing skills necessary to understand health and medication information. It is also an individual’s ability to complete complex forms, locate available health providers and services, share health history, and negotiate signage at health care facilities. - Health literacy includes numeracy skills for such things as understanding cholesterol and blood sugar levels, measuring medications, and understanding nutrition labels. - Health literacy includes effective communication between health care professionals and patients with low literacy skills and/or individuals with limited English. Why is Health Literacy important? - Nearly 9 out of 10 adults have difficulty using the everyday health information that is routinely available in our healthcare facilities, retail outlets, media and communities.—Centers for Disease Control and Prevention - Current data indicates that more than a third of American adults—some 89 million people—lack sufficient health literacy to effectively undertake and execute needed medical treatments and preventative health care.—AMA Foundation - Without clear understanding of health literacy information, individuals are more likely to skip necessary medical tests, forgo preventative health measures, and have higher rates of hospitalization and emergency services.—Centers for Disease Control and Prevention - Persons with limited literacy skills are more likely to have chronic conditions such as high blood pressure, diabetes, or asthma, and are less likely to manage them effectively.—U.S. Department of Health and Human Services - Poor health literacy is a stronger predictor of a person’s health than his age, socioeconomic status, education, or ethnicity.—AMA Foundation - Forty-six percent of American adults cannot read and follow medical instructions.—AMA Foundation - One study revealed the following problems experienced by persons with limited health literacy when they interacted with the health care system (AMA Foundation): • 26% did not understand when their next appointment was scheduled • 42% did not understand instructions to “take medication on an empty stomach” • 78% misinterpret warnings on prescription labels • 86% could not understand rights and responsibilities section of a Medicaid application. - Every day, millions of adults must make decisions and take actions on issues that protect not only their own well-being, but also that of their family members and communities. These actions are not confined to traditional health-care settings such as doctors and dentists’ offices, hospitals, and clinics. They take place in homes, at work, in schools, and in community forums across the country. Health-related activities are part of the daily life of adults, whether they are sick or well.—AMA Foundation - Over 300 studies have shown that health information cannot be understood by most of the people for whom it was intended, suggesting that the assumptions regarding the recipient’s level of health literacy made by the creators of this information are often incorrect.—AMA Foundation - The combination of medical errors, excess hospitalizations, longer hospital stays, more use of emergency departments, and a generally higher level of illness—all attributed to limited health literacy—is estimated to result in excess costs for the US health care system of between $50 billion and $73 billion per year.—Center for Health Care Strategies YouTube video (23 minutes)—American Medical Association Foundation, featuring Toni Cordell, former adult learner from Oklahoma Health.gov/Communication/about.asp— Health.gov from Office of Disease Prevention and Health Promotion

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This specific ISBN edition is currently not available.View all copies of this ISBN edition: Unusually comprehensive coverage! This highly regarded volume covers the many facets of vocal music education. It is a practical tool for those preparing to be choral conductors and vocal music educators. It is abundant in constructive and insightful information and will remain an important source of many useful ideas and solutions. Special features include: addresses nuts and bolts administrative concerns such as budgets, music, supplies and equipment; offers particular insight to the challenges of junior high vocal music education; presents topics related to conducting, rehearsal technique, style and performance so that students of conducting may be introduced progressively, starting with the basic skills and leading to the finer points of style and performance. "synopsis" may belong to another edition of this title. Titles of related interest from Waveland Press: Decker-Kirk, Choral Conducting: Focus on Communication (ISBN 9780881338768); Hoffer, Introduction to Music Education, Second Edition (ISBN 9781577662228); and Robinson-Winold, The Choral Experience: Literature, Materials, and Methods (ISBN 9780881336504). "About this title" may belong to another edition of this title. Book Description Waveland Pr Inc, 1994. Condition: New. book. Seller Inventory # M0881338079 Book Description Waveland Pr Inc, 1994. Paperback. Condition: New. Never used!. Seller Inventory # P110881338079 Book Description Waveland Pr Inc. PAPERBACK. Condition: New. 0881338079 New Condition. Seller Inventory # NEW99.1539190

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PROFESSOR CHRIS ORR CBE RA PRINTMAKING IN SCHOOLS YOUNG ART 2019 | Capture “THE MOMENT” Making prints can be both enjoyable and valuable and can play a significant part in Art Education. It is rewardingbecause making prints involves learning practical skills towards expressing ideas and feelings. It is problem solving allied to emotional content. Many of the greatest artists have made prints from Hokusai through Rembrandt to David Hockney. The list is very extensive in all cultures. Printmaking is important in India, South America and of course China and Japan. Some schools are lucky enough to have sophisticated printmaking facilities up to professional standards, but the essence of original printmaking is equally found in simple methods. Paper shapes, wood cutting, stencil, frottage and dry point on plastic can yield fabulous results and there are many ways to print as yet to be developed! Simplicity can be a virtue, and no School should say that they don’t have the resources.

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By Teachers, For Teachers While children are filled with excitement and first-day jitters, parents are filled with thoughts of “Am I prepared enough?” To help eliminate these thoughts, and help you and your child prepare for the new school year, all you need is a little organization and forethought. Here are 10 back to school tips to kick-start the new year and get you prepared for a fresh start. 1. Get back into your sleep routine. To help eradicate those stressful school mornings, set up a regular bedtime and morning time routine to help prepare your child for school. Begin your usual school sleep routine about a week or so before school starts. 2. Shop for school supplies together. To get your child excited about starting a new grade, shop for supplies together. Allow them to pick out their own backpack, lunchbox, etc. This is a great way to give them a little bit of responsibility too! 3. Re-establish school routines. Have your child practice getting back into the rhythm of their daily school routine. You can do this by having them wake up at the same time every day, and eat around the same time they would at school. About a week or so before school starts, plan a few outside activities where your child will have to leave and come home around the same time they would if they were in school. This will help them be rested and ready for the big day. 4. Set up a homework station. Sit down with your child and together designate a time and place where he can do his homework each day. This can be somewhere quiet like in the den, or even in the kitchen while you are preparing dinner. Make sure to choose a time where you are available in case your child needs your help. 5. Prepare for the unexpected. Working parents know that it can be difficult to find a sitter when your child is sick. Before school even begins, it’s a good idea to have a sitter already lined up in case you get that phone call home from the nurse saying your child is ill. 6. Make an after-school game plan. Make a plan for where your child will go after school lets out for the day. Depending upon the age of your child, figure out if they will go to a neighbor’s house, an afterschool program, or be allowed to stay home by themselves. This will help eliminate any confusion during the first few weeks. 7. Turn off the TV and video games. For a lot of children summertime is filled with endless video games and TV programs. Children are usually in shock when they begin school and realize that six hours of their day is going to spent learning and not playing games and watching TV. Ease your child into the learning process by turning off the electrics and encouraging them to read or play quietly. 8. Review school material and information. For most parents, schools send home a packet with a ton of information regarding their child’s new teacher, important dates to remember, emergency forms, and transportation routines. Make sure that you read through this information carefully, and mark down all important dates on your calendar. 9. Get organized. The best way to prepare for back to school time is to be organized. With school comes a massive amount of paperwork which can consume your household. Designate a spot in your house for homework, permission slips, and any other school-related papers. This can help eliminate all of that paper clutter and make your life less stressful. 10. Get your child’s yearly checkup. School and germs go hand in hand, so it’s best to get your child’s yearly checkup before school even starts. Get any required vaccinations and ask your pediatrician the best ways your child can stay healthy throughout the school year. Through preparation and organization, you can ensure that your child will have a smooth transition to the start of the new school year. By doing so, you and your child can enjoy the rest of your summer break. How do you prepare your child for going back to school? Share with us in the comment section below, we would love to hear your thoughts. Janelle Cox is an education writer who uses her experience and knowledge to provide creative and original writing in the field of education. Janelle holds a Master's of Science in Education from the State University of New York College at Buffalo. She is also the Elementary Education Expert for About.com, as well as a contributing writer to TeachHUB.com and TeachHUB Magazine. You can follow her at Twitter @Empoweringk6ed, or on Facebook at Empowering K6 Educators.

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- This event has passed. Unveiling the Science Behind Early Childhood and Music Education 24 November @ 9:30 am - 12:30 pm Attend this exclusive session and gain unique and valuable insights from two internationally recognised experts on different childhood methodologies, the latest research into early childhood education and the effects of musical and literacy-based activities on the social, emotional, intellectual and cognitive development of young children. Benefits for parents who attend: – Understand the history and evolution of early childhood education for the past two centuries and explore the key differences between the four methodologies of Frobel, Montessori, Waldorf-Steiner and Reggio Emilio methods. – Find out more about the new approach to early childhood education that will prepare our children to meet the challenging needs of the future. – Does playing Mozart to infants create geniuses? Find out what research says – or doesn’t say – about how children develop musical literacy. – Learn how cutting-edge research on music can be turned into a practical and engaging approach that opens up learning in areas beyond music itself. Register online to reserve a seat at this must-attend event for parents.

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The sessions are designed to help parents and carers support their child to complete the set homework and improve general literacy and numeracy skills. Key Stage 3 MathsHomework is set on a Friday for all students, and should be returned on the following Friday. They are given the whole week so that everyone can complete the work, even if they are away for the weekend or have clubs on week nights etc. Home work is very important as it gives students the chance to do some mathematics outside of the classroom. It can reinforce concepts and topics taught in school and can also give them the chance to work together with parents, grandparents, carers etc. Some tasks can ignite a interest in certain areas of maths or show how maths can be used in the real world. The homework could be a set of questions on a topic learnt in class. Alternately, it could be an open question in which a simple answer can be found or a much more robust answer that requires logic and elements of mathematical proof. Such a question could be: How many different ways can you make 15 pence using everyday coins. It is surprising how many different ways there are. Students who are very good at maths will find a method to find all the answers that exhaust all possibilities, but all can find some answers. There are lots and lots of websites that can help with mathematics, any google search will find thousands of good maths sites. Two of the best are BBC Bitesize and also YouTube. YouTube is excellent as many videos will have a teacher explaining what to do and students enjoy using YouTube anyway.

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Kindergarten-Animals in Action 3 1st Grade-Setting the Scene 2 After listening to or reading a familiar fairy tale, the students chose one scene from the story to recreate in ScratchJr. They were responsible for creating the scene with backgrounds, characters, action, and voice recordings. 2nd Grade-Computer Explorers 2 The students worked on a program that will keep score as they play a math game. Using ScratchJr, the students used functions and conditions to move a soccer ball toward the net. Each time a player scored in a card game, the ball got closer to the corresponding goal. 3rd Grade-Variables Rule 2 Using Hopscotch ( a coding app on the iPad), the students built an interactive program that responds to new events like tilting, shaking, and tapping the tablet. The students learned how to move characters around the x-y grid and learned how to create a variable to track score, lives, and a timer. 4th Grade-Brain in Action 1 With this activity, students investigated how the brain processes sensory information to store it as memory and how it effects their reaction times. The students participated in a memory card game, a reaction test on the iPad, and "remember the objects." 5A & 5B-Create a Toy 1 Teams worked collaboratively to create a prototype of toy using the engineering design process and VEX IQ® components. The criteria for this problem was that the toy had to have at least one moving part, but could not use the robot brain, motors, or sensors. Each team designed, sketched, built, and presented the prototype to the rest of the class. 5C & 5D-Data Collection & Display 3 Using the Tynker iPad app, the students are learning to code their first game by following step-by-step directions. The students learned about x and y axes, how to add characters to the game, and code actions the characters can follow. Welcome to the STEAM Studio Blog for Jamestown Upper & Lower Elementary Schools in Hudsonville, MI. Here you will find the latest projects and concepts we've been working on in class. comes to Hudsonville with 17 years of teaching information and technology skills to elementary students. After earning a BA in Elementary Education at the University of Northern Iowa and a Master’s degree from the University of Iowa in 2000, she drew a circle on the map and chose Southwest Michigan.

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Between prepping meals, eating meals and cleaning up after meals, my family spends the majority of our waking time in the kitchen. Our kitchen also opens into the hearth room which adds to the number of hours spent in this area. So, this got me thinking about what one could do in the kitchen to help promote literacy development in our youngsters. The ideas kept flowing, so I thought I’d share some of the better ones with you! Salt or Sugar Writing Tactile learners will enjoy practicing letter or word writing with their finger in a shallow container of salt or sugar. When they are done, store the sugar or salt in a labeled Ziploc bag for future use. ABC of Spices Have you had some spices in the back of the cupboard for years? Pull them all out (Throw out the ones that don’t have a scent anymore!) and let your child put them in ABC order. Not only will it provide a literacy opportunity for your child, but it will also organize your life. I’ve had my spice cabinet alphabetized for years. It makes cooking so much easier. For over a year now, I’ve created a weekly dinner menu and posted it on one of my favorite blogs, This Week for Dinner. I’ve found that it has decreased our grocery bill and has helped me to create more balanced meals. Creating a menu for a day or week is a great activity to do with your kids. This especially works well with picky eaters. If you allow the kids to have some input into planning the menu, they generally will try more foods. Pull out some cookbooks, and pick out some new recipes out to try. You are not only helping your child make food choices, but you are helping them develop their reading and writing skills. Kids could post the weekly menu on the refrigerator or display it on the table for the whole family to see. Then, get the kids to help you create a grocery list to support the menu! Oh, the real world writing possibilities! A tasting passport is an extension of the idea above. Create a passport complete with your child’s picture. On each page your child can draw a picture of a new food or cuisine they have tried. Younger children can label each picture using inventive spelling. Older children can write about each tasting experience. The goal is to see how many passport pages your child can fill. What a great way to get picky eaters to try new foods. Muffin Tin Reading Games Last year, I posted several muffin tin literacy games that use a muffin tin and a few other supplies. It is my most popular post to date. If you haven’t seen it, check it out. Pancake Letters and Sounds For an extra special breakfast, make pancakes shaped like letters. Then, during breakfast, have your child brainstorm words that begin with the sound each pancake shaped letter represents. aWhy not share the book, Pancakes for Breakfast by Tomie DePaola during this special morning time too. A variation of this to idea and use it when baking bread or pretzels. Let your youngster form letters using strings of cooked spaghetti. This is a simple activity for your child to do while you are prepping something in the kitchen. Have your child create placemats for tonight’s dinner. Simply give your child some paper and crayons/markers and a literacy starter. Here are a few ideas to get you started. - Draw your favorite scene from a book you read today. - Pick a letter sound and draw or write as many things as you can think of that begin with that sound. - Divide your placemat into three sections. Draw a picture of the beginning, middle and end of a story we read today. - Write a note to each family member and then decorate it. - Create and decorate a name poem for each family member on their very own placemat. M- Memory keeper O- Outstanding cook M- Master hugger Don’t forget some of the common, simple and easy ideas such as using magnetic letters on the refrigerator to spell words. The refrigerator is also a great canvas for displaying your child’s work. Or, how about pulling out the cereal box and reading the nutritional label. How do you help develop literacy in the kitchen? Please check out the linky party page to see where this post has been linked to for the week.

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Instructional materials support learning content, allow students to engage in the application of concepts and provide an opportunity for evaluation. They are developed to facilitate learner understanding. Provides Facts and Information These materials provide a wealth of knowledge in all topics, offering in-depth information based on facts. It also gives learners background on the topics as well as how the topics relate to other pertinent information on the subject. Materials offer a jumping off point to start learning new information. Engages and Teaches Learners Instructional materials allow the instructor to engage learners by supporting concepts through the use of multimedia, including sound clips, video, images, hands-on experience and interactive games. Because there are different types of learners like auditory and visual learners, these materials vary in presentation to help reach all students. Teaching Concepts Materials offer learners the opportunity to practice concepts and develop a product that demonstrates their level of understanding. When learning something new, it's important to hear examples and apply knowledge directly. Instructional materials provide sample questions and answers as well as providing a variety of examples to help cement new information in the learner's mind. Evaluates Knowledge Consequently, those products are then used to evaluate learners' knowledge. Instructional materials allow the instructor to support learners with varying levels of ability and foundational skills by providing additional support. These materials include quizzes and tests. Importance of Traditional Instructional Materials The longstanding and traditional source of instructional materials is textbooks. These textbooks are published by big companies, which offer a peer-reviewed and teacher-approved set of information and a guideline for learning certain topics. Importance of Modern Instructional Materials In addition to traditional textbooks, there is increasingly greater demand and consumption of electronic textbooks. Also, major publications including professional journals offer electronic access to their studies and research papers. These electronic materials are updated easily and offer greater ease of access for students. Effectively Using Instructional Materials For instructors, choosing the right instructional materials is paramount to the success of the course. While textbooks are useful, it's necessary to supplement the information with other relevant materials. Also, not all instructional materials are created equal. Some are clearer than others whereas others move at different paces. Choose one that best suits the level of the course. For students, using the instructional materials effectively means having a good understanding of how to read and review information. The best way to use these materials is to preview them to prepare for class and review them afterward alongside the notes. Also, if any of the concepts are unclear, ask the instructor for supplemental sources of information or seek them out yourself. Disadvantages to Instructional Materials Instructional materials are important to help provide a guide and reference to learning new topics. However, it alone cannot be enough to teach learners effectively. It must be coupled with a good teacher who can elaborate on the materials. As well, it's necessary to view the materials with a critical eye. All written materials are created from a specific point of view, so questioning the information and doing your own supplemental research is the best way to understand new topics.

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Music Therapy is a discipline in which accredited music therapy professionals use music purposefully within therapeutic relationships to support development, health and well-being. Music therapy can be used to meet client-specific goals and improve skills in areas such as language-specific goals in verbal communication, social skill development, sensory issues, perceptual and motor skills, behaviour, cognition and personal independence. Clients shown to benefit from music therapy include: The Beckett School at Laurier is please to introduce music therapy sessions to the public in a group or individual format. Our music therapists are mobile and can travel to you. Everyone has the ability to learn and experience music, but a traditional lesson structure or format may not work for every person desiring music education. The potential for therapeutic music education arises from the overlapping space between the fields of music therapy and music education and provides each individual the opportunity for music study using a lesson format adapted to the specific needs of the individual. Contact [email protected] for dates, times and fees. We see you are accessing our website on IE8. We recommend you view in Chrome, Safari, Firefox or IE9+ instead.×

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Hamilton Education sells hard copy teaching resources that support Hamilton plans at very low cost. Group Readers, phonics books, number lines and 'Five Minute Fillers' can help you teach literacy and numeracy skills in your classroom. Year 4 Maths Plans Hamilton's Y4 maths plans cover all of the statutory objectives of the National Curriculum for England for Year 4. The Coverage Chart shows you where. The Medium Term Plan lists each week's teaching focus, activities, starter and National Curriculum outcomes cross-referenced to the Hamilton Assessment Plan. There are problem-solving investigations linked to each week’s teaching available in the left hand navigation bar. The Resource List provides a comprehensive list of physical resources suggested by the Hamilton plans. The Outcomes Sheet allows you to record quick day-to-day judgements about children's mastery of objectives in the back of their maths books. Answers to exercises appear at the end of each week's resources document. Take a look at our Year 4 Flexible Maths Blocks which organises the National Curriculum content into mathematical category blocks. If these blocks are not suitable for you, then this chart will help you adapt Hamilton Weekly Maths Plans into Blocks. Please look at the document carefully - it is three pages not one! Use place value to add or subtract to and from 4-digit numbers. Place 4-digit numbers on a line. Round 4-digit numbers to the nearest 10, 100 or 1000. Count on and back in steps of 25 and 1000. Write Roman numerals to 100. Use written subtraction, expanded then compact decomposition to subtract pairs of 3 and 4-digit numbers. Use mental subtraction by counting up (Frog) to subtract pairs of 4-digit numbers. Choose a strategy to subtract pairs of 4-digit numbers depending on the numbers involved. Written subtraction using decomposition to subtract any pair of four-digit numbers, including those needing 3 moves. Written addition using compact column addition to add any pair of 4-digit numbers. Add and subtract near multiples of 10, 100 and 1000 to or from 3- and 4-digit numbers using place value, Choose mental or written methods to add and subtract. Solve word problems involving addition and subtraction. Includes bar model examples. Find area of rectilinear shapes by counting squares. Find perimeter of rectilinear shapes in centimetres by counting. Calculate perimeter in centimetres and metres of rectangles. Use co-ordinates in the first quadrant and join to draw posited polygons. Mark numbers with 1 decimal place on an Empty Number Line and round to the nearest whole. Know what each digit stands for in numbers with 2 decimal places. Multiply and divide by 10 and 100 to give tenths and hundredths. Know equivalent 0.1s and 1/10s, and 0.01s and 1/100s. Write place value related additions and subtractions for numbers with 2 decimal places. Compare and order number with 2 decimal places. Place numbers with 2 decimal places on landmarked lines (marked in 0.1s). Add and subtract 0.1 or 0.01 to or from numbers with 2 decimal places. Count on or back in tenths and hundredths. Add or subtract multiples of 0.1 or 0.01. Solve simple measure problems using place value in lengths in metres with 2 decimal places. Find factors of numbers less than 50. Use factors to carry out mental multiplication. Find the product of 3 single-digit numbers using commutativity to help. Use times tables and place value for mental division of multiples of 10. Solve scaling problems (by whole number factors). Convert from centimetres to metres. Solve correspondence problems. Complete shapes with respect to a line of symmetry. Recognise and compare acute and obtuse angles and angles of 90 degrees. Compare and classify triangles and quadrilaterals, based on properties including types of angles. Read the 24-hour clock converting times to am and pm, both digital and analogue formats. Find time intervals using 24-hour clock. Read, interpret, draw and describe a time graph. Convert between units of time. Identify equivalent fractions, including decimals. Find non-unit fractions of amounts. Solve fraction word problems. Written division by chunking of two-digit numbers by single-digit numbers, answers less than 30. Includes bar model examples. Use the written ladder method to multiply 3-digit numbers by single-digit numbers, estimating answers first. Choose mental or written methods to solve addition, subtraction, division or multiplication word problems and calculations. Includes bar model examples.

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Chocolate Education for One Hundred Third Graders at a time! Posted by Jeff Stern on September 14, 2017 One of the main uses of cocoa pods is to educate. Most people have never seen a cocoa pod, let alone set food in a cacao producing country or cacao plantation. Holding a cocoa pod in your hand and seeing cocoa beanswill give you a much better understanding of just what chocolate is and where it comes from. When we first started our business in Ecuador, we frequently had student groups as well as tourists visit our chocolate shop, and cocoa pods were always a main attraction. We gave presentations about the origins of chocolate to the British School Quito as well as other local schools. A few weeks ago Ms. April Peralez, of Weslaco, TX purchased some of our pods and asked if I could provide a presentation via video to her class. I remarked that I didn't have any prepared videos on hand, but that I'd be glad to do a skype chat with her class and answer questions about chocolate. She was totally excited about the idea and managed to include multiple third grade classes from the district. She was using this lesson on chocolate to enhance her curriculum and reading of the book The Chocolate Touch by Patrick Catling. One thing led to another, on my request she had the students prepare a list of questions, and we got to work setting up the skype conference. Yesterday we had an amazing call with her well prepared group, several classes of third graders, over 100 in total! Some of the students questions included: What is chocolate? Where do chocolate trees grow? Does cacao need a lot of rain to grow? How is chocolate made? And many other insightful questions. We had a great call and the class was enthusiastic, and certainly left with a much clearer idea about where chocolate comes from. I got this lovely note from the school afterwards: I couldn't thank you enough for all the great facts you gave and your time and effort to help me get this going! This meant so much to us all here and you have become quite the celebrity throughout our district already!!! I can't wait to continue collaborating with you and please feel free to ask me anything you might need! April also sent me this note from the district: Mrs. April Peralez and Mrs. S. Gutierrez, Thank you so much for inviting me to your extended reading lesson via Skype with Jeff Stern, a real life cocoa grower/exporter and chocolatier from Ecuador. All 3rd grade students were able to make connections betweenThe ChocolateTouch by Patrick S. Catling and the real world. It was evident that the selected students took their questioning skills to a deeper level. Furthermore,students were actively engaged with this meaningful lesson and enjoyed the interaction with Mr. Stern. Also, thank you for inviting KWES and Public Information to highlight the wonderful lessons taking place at Sam Houston Elementary. I know that many wonderful and exciting lessons are taking place on our campuses and I am looking forward to seeing them highlighted on KWES. Great job April! Assistant Superintendent for Elementary Education & Leadership If you'd like to check out a recording of the event, just click here. If you'd like to work with us on a lesson or presentation in your classroom, please reach out via our contact form, which is available at both the top and bottom of our website. - Check out our Interview with Millcreek Cacao Roasters! - Chocolate Maker's Series-Part V Roasting - Learn About Creo Chocolate and Sign Up To Win 3 Free Creo Bars, and Cocoa Pods and Nibs! - Chocolate Education for One Hundred Third Graders at a time! - Check Us Out At The National Museum of the American Indian

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Individual Support Program (ISP) The Hardisty K-9 School Individual Support Program (ISP) assists students with severe to profound developmental delays who may also experience physical, sensory or behavioural challenges or medical conditions. Students participate in programming to gain functional skills that enhance their quality of life. Students benefit from a positive, supportive and structured learning environment with programming tailored to meet their special education needs. Individual Support classrooms provide students with the structure, regular routines and close, constant supervision that they need. Students are supported in smaller sized classes by teachers and educational assistants with training and experience in special education. Classrooms are wheelchair accessible and provide students with adaptive equipment, furniture and assistive technology. In addition to program staff, a team of service providers and community agency supports can be available to meet student needs. Students are grouped into classes with other students of approximately the same age. Individual Support programming focuses on building each student’s skills, promoting participating in school activities and enhancing quality of life. Students learn and practice skills that are important for community, social interaction, self-management and for personal pursuits. Programming builds foundational skills and concepts selected from the Alberta Program of Studies.

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November 1, 2017 By Amr Selim Public schools cut music and art budgets, art institutions train technicians, and some religions ban art education altogether. Art education in the Arab world faces all of these, but there's hope to turn this around. Imagine is the name of the first Performing Arts Summer Camp in the Arab region, targeting students age 10-16 at LAU, teaching them music, acting, and dance, and we finished our first edition with great success. As an Arab musician, I struggled being "the weird kid" at school due to my artistic interest. It is hard to find friends who share such interests, and it is even harder to find programs to foster talent. What our camp accomplished was exactly what I needed 20 years ago. Our two main inspirations were adding imagination to the art curriculum and changing the approach of teaching and learning. Most school programs require students to be inside a box; the teacher is required to cover a certain amount of material over a certain time, and the standardized test system kills creativity and requires students to stay inside the box. Our learning centered program is based on three elements. Attitude: Teachers approach teaching from a sharing viewpoint, not teaching at the students. Attitude directly influences: Knowledge: Expanding students' knowledge through a supportive and inclusive environment. This leads to the most important element: Imagination: Every idea and innovation starts with imagination, and in this part of the world it has become tough for young people to imagine. The violence, instability, the education system, and parents' expectations prevent students from imagining and create fear of being different. We needed to break that taboo. The goal is to create a small community that believes in the power of attitude, knowledge, imagination, empathy, and acceptance so that they can improve their communities, which will have a direct influence on the culture of their homes and environments. We know that a note, a dance, or a play will not stop a bullet, but we believe that a good art education will equip the young generation with critical thinking, teamwork, and social skills that will have them think twice before spreading violence through a word or a bullet. This article was first published in Cornucopia Magazine, November 2017 issue. Dr. Amr Selim is from Egypt. He earned his bachelor’s degree from Cairo Conservatory and master’s and doctorate from SUNY Stony Brook.

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Biography of Fernando Amorsolo by Edwin A. Martinez Fernando Amorsolo was born on May 30, 1892 in Calle Herran in Paco, Manila to Pedro Amorsolo and Bonifacia Cueto. Although born in the nation’s capital, Amorsolo would spend most of his childhood in the small town setting of Daet in Camarines Norte where his love for the simple rural life would become the foundation for his artistic output for which he is most well-known. The Early Years Amorsolo’s earliest memories would bring him back to a quiet life in the countryside. When he was only seven months old, his father moved the family to Daet to work as a bookkeeper for two abaca firms. Pedro was able to earn a modest income, enough to keep his family comfortable. Fernando showed early signs of his artistic talent. He would go out to the coast to draw pictures of the ships by the wharves. It was his mother who recognized the young Amorsolo’s talent. She would send her son’s drawings to her cousin Fabian dela Rosa, a prominent painter in Manila. At this early age, Amorsolo displayed an affinity for the rural landscape --- a reflection of his own small world. Tragedy struck early in Amorsolo’s life. One night, when Fernando was still very young, his father was awakened by shouts coming from outside his window. It was the head of the revolutionary movement fighting against the Spaniards demanding that Amorsolo’s half brother, the eldest son Perico, join the group. Against his father’s wishes, Perico relented and went down to join the rebels. The family never saw him again. After the failure of the 1896 uprising, neighbors told the family that they saw Perico, bound with a bamboo pole strapped to his back, being taken to jail. He was later executed by the Spaniards. Shattered with grief by the death of his son, Amorsolo’s father Pedro never recovered from the ordeal and died of a heart attack a few years later. Amorsolo’s penchant for depicting an idealized world is viewed by his critics as the work of someone who has never experienced pain in his life. It is apparent that the artist’s preference was not due to a lack of exposure to the ills of society but to a conscious effort to hang on to what is pure and good before the harsh realities of the world shattered his peaceful life in the countryside. His father died when Amorsolo was eleven years old. Before he passed away, Pedro made his wife promise to give Fernando a proper art education. The widowed Bonifacia gathered her family and returned to Manila in hopes of finding better prospects to provide for her family. Her cousin Don Fabian dela Rosa opened his doors to the family. It was here that Amorsolo had his first real exposure to the art world. To make ends meet, Bonifacia did embroidery to feed her family. Fernando made himself useful by assisting Don Fabian in his studio. It was during this time that Amorsolo received his first art instruction from Don Fabian. The family’s limited financial means made it difficult for the artist to receive consistent formal art instruction. He earned money the only way he knew how. Amorsolo drew sketches and sold them for 15 centavos a piece to help his family and to pay for his schooling. Despite the family’s financial difficulties, in 1914, he finally earned his degree, with honors, as a member of the first graduating class of the University of the Philippines School of Fine Arts. Amorsolo lived during a turbulent time in the Philippines. He came of age during a transition period in Philippine history. The former Spanish colony became a territory of the United States of America. As American influence slowly crept into Filipino culture in the bigger cities, the artist yearned for the life he knew during his early childhood days in Daet. This clearly manifested itself in his artistic output where he clearly showed a partiality towards the rural setting where American culture was slow to trickle down. His paintings would embody an affinity for the traditions and lifestyle he knew during the Spanish era. His canvases were filled with scenes of fiestas, old churches and rituals that were the legacy of the Philippines’ former colonial masters. The Early Years | Striking out on his Own | The War Years | The Prime of his Years | At the Sunset of his Life

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In St. Peter Chanel, Priest and Martyr (Feast day – April 28) The protomartyr of the South Seas, St. Peter Chanel was born in 1803 at Clet in the diocese of Belley, France. His intelligence and simple piety brought him to the attention of the local priest, Father Trompier, who saw to his elementary education. Entering the diocesan Seminary, Peter won the affection and the esteem of both students and professors. After his ordination he found himself in a rundown country parish and completely revitalized it in the three year span that he remained there. However, his mind was set on missionary work; so, in 1831, he joined the newly formed Society of Mary (Marists) which concentrated on missionary work at home and abroad. To his dismay, he was appointed to teach at the seminary at Belley and remained there for the next five years, diligently performing his duties. In 1836, the Society was given the New Hebrides in the Pacific as a field for evangelization, and the jubilant St. Peter was appointed Superior of a little band of missionaries sent to proclaim the Faith to its inhabitants. On reaching their destination after an arduous ten month journey, the band split up and St. Peter went to the Island of Futuna accompanied by a laybrother and an English layman, Thomas Boog. They were at first well received by the pagans and their king Niuliki who had only recently forbidden canabalism. However, the kings jealousy and fear were aroused when the missionaries learned the language and gained the people’s confidence; he realized the adoption of the Christian Faith would lead to the abolition of some of the prerogatives he enjoyed as both highpriest and sovereign. Finally, when his own son expressed a desire to be baptized, the king’s hatred erupted and he dispatched a group of his warriors to set upon the saintly head of the missionaries. Thus, on April 28, 1841, three years after his arrival, St. Peter was seized and clubbed to death by those he had come to save. And his death brought his work to completion – within five months the entire island was converted to Christianity.

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