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Introducing your child to music education at a young age offers an incredible array of developmental benefits. more Learning styles in children Understanding how your child learns can make their education a better experience for all. Learning and school is not a one-size fits all. Children have different ways of learning which the education experts have roughly grouped these into three basic styles – auditory, visual and kinaesthetic. When parents know their child's best way to learn, they can help their child learn more effectively. And part of this process is for parents to understand their own learning style, because we tend to teach in that style. To find out what type of learner both you and your child are, read on. But before you pigeonhole yourself or your child, it’s worth remembering that while you may have a dominant style of learning, everyone borrows a little bit from all the styles to learn about the world around them. Learning styles explained Auditory or language learners These types learn through listening to what others have to say and talking about what they’re learning. They’re also more likely to: - remember information by talking aloud - need to have things explained orally - may have trouble with written instructions - talk to themselves while learning something new - enjoy discussion groups over working alone. Worth noting: auditory learners might look like they’re not paying attention when you talk to them, but their listening skills are more developed than their visual skills. As their name suggests, these people learn through watching. It’s believed to be the most dominant learning style and many traditional classrooms are geared towards the visual learner. For their learning to make sense they need to be able to see, visualise and illustrate their knowledge skills and concepts. Visual learning characteristics include: - remembering visual details - preferring to see what they are learning - needing to have paper and pens handy - doodling while listening - liking to write down instructions or see them demonstrated. Worth noting: Telling these learners how to do something may not make sense to them at all – they need to see it. These learners like to be actively involved in the learning process, and learn best through hands-on activities and movement. Other kinaesthetic characteristics are they: - want to actually do whatever is being talked about or learned - like to move around while listening or talking - often “talk” with their hands - like to touch things in order to learn about them - remember events by recalling who did what rather than who said what. Worth noting: These types of learners can be misdiagnosed as ADHD or troublemakers because the more tradition visual or auditory learning styles just don’t work for them. Is there a fourth style? While the above three are the major styles discussed, some experts talk about logical or analytical learners. These learn through exploring patterns and understanding how things relate to each other. These learners also: - love knowing how things work - are capable of quite logical thinking at a very young age - ask a lot of questions so they can understand how things interrelate - show an early aptitude at solving mathematical problems - can grasp strategy games at a young age. Finding out which learning style your child responds to The above checklists can help you work out which style you and your child/children respond best to. There are also quite a few online tests you can do simply by ticking a few boxes – but these are more fun than scientific. Try this one at Scholastic . Find more study tips: - Understanding learning styles - Auditory learning style - Kinaesthetic learning style - Visual learning style - Preparing your child for school success - Does your child need a tutor? - Fostering curiosity - how to engage your child in education - How to get kids off the internet and into their school books - Study tips for kids - Creating motivation for school work - Why extra-curricular activities boost study skills - Reducing exam stress - Going to high school - School readiness - Easy homework ideas - 5 ways to keep kids organised at school - The great homework debate Discover more School Zone This story was written by Fiona Baker for Kidspot, Australia’s leading education resource from sources including Kids Life

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Digital Technology and the Study of Music Brown, Andrew R. (1995) Digital Technology and the Study of Music. International Journal of Music Education, 25(1), pp. 14-19. This paper examines three functions of music technology in the study of music. Firstly as a tool, secondly as an instrument and lastly as a medium for thinking. As our societies become increasingly embroiled in digital media for representation and communication, our philosophies of music education need to adapt to integrate these developments while maintaining the essence of music. The foundation of music technology in the 1990s is the digital representation of sound. It is this fundamental shift to a new medium with which to represent sound that carries with it the challenge to address digital technology and its multiple effects on music creation and presentation. In this paper I suggest that music institutions should take a broad and integrated approach to the place of music technology in their courses, based on the understanding of digital representation of sound and these three functions it can serve. Educators should reconsider digital technologies such as synthesizers and computers as music instruments and cognitive amplifiers, not simply as efficient tools. Impact and interest: Citation counts are sourced monthly from and citation databases. These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards. Citations counts from theindexing service can be viewed at the linked Google Scholar™ search. Full-text downloads displays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one. |Item Type:||Journal Article| |Keywords:||music, sound, education, technology| |Subjects:||Australian and New Zealand Standard Research Classification > STUDIES IN CREATIVE ARTS AND WRITING (190000) > PERFORMING ARTS AND CREATIVE WRITING (190400) > Musicology and Ethnomusicology (190409)| |Divisions:||Current > QUT Faculties and Divisions > Creative Industries Faculty| |Copyright Owner:||Copyright 1995 Sage Publications| |Copyright Statement:||Reproduced in accordance with the copyright policy of the publisher.| |Deposited On:||14 Feb 2007| |Last Modified:||09 Jun 2010 12:37| Repository Staff Only: item control page

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Neurogames by Dr. Jonathan Reed presents a great fun numeracy game based on the concept of 'error-free' learning. This bright and vibrant game provides a fun and rewarding way for your children to develop their numeracy skills. Focusing on 5 main numeracy skills: With three difficulty settings it is great for beginners and older children to use, as you progress through the game each correct answer receives a seed as an award. This can then be planted in the garden to create a rich and full living world, all based on how well you do within the game. The whole game has easy to follow instructions and voice overs from Belinda the Bee who will talk you through every aspect of the game. This allows for the app to be used without adult supervision, as all the help the child needs is right there on screen, in a fun and informative way.

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An education background opens many doors to employment opportunities. With a degree in education and teaching credentials, you can hold teaching positions in both public and private schools. Other career options include guidance counseling, school social work, library science, and administration. With post-graduate degrees, you can choose to go into adult education and teach at colleges and universities. You might even venture out into the world of business or government, becoming a trainer, human resource specialist, manager or planner. - Public school teachers must be licensed, which typically requires a bachelor's degree and the completion of an approved teacher education program; private school teachers do not have to be licensed but may still need a bachelor's degree. - Washington States offers an alternative licensing program to attract people into teaching, especially for hard-to-fill positions. - Teachers must have the ability to communicate, inspire trust and confidence, and motivate students, as well as understand students' educational and emotional needs. - Job prospects are best for teachers in high-demand fields, such as mathematics, science, and bilingual education, and in less desirable urban or rural school districts. In order to improve your chances of getting into a four-year univerity or college of education, and ultimately a teaching position, volunteer in your community and observe in actual classrooms. Programs such as Junior Achievement give you experience as a group leader, tutor, teaching assistant or mentor. Volunteering in the public schools can gain you invaluable experience in preparation of bulletin boards, charts, posters, and in computer applications and in other instructional communication technologies. It is important for you to develop solid communication skills, particularly writing and public speaking. Elementary education is looking for generalists with a variety of knowledge and skills to teach elementary students. Crafts, hobbies, sports and musical abilities can be strong assets to draw upon in the teaching profession. Secondary education is looking for specialists with expertise in disciplines offered to secondary students. Inside the Elementary Education Curriculum Guide is a description of some of the requirements for teacher certification programs at several universities. You will also find an outline of the general requirements of the Associate in Arts and Sciences - Transfer. Within that degree, we recommend that you include Education 202 (Introduction to Education), Education 250, 251, 252 (Education in Action observation series) and Education 256 (Education in Action Seminar), and CMST 103 (Public Speaking for Educators). Other courses like Education 170 (Education Portfolio), Education 190 (Education Controversies) and Education 210 (Education Philosophies) are also recommended as "B' electives. Check with the Career Center, Third Floor, Parks Student Union, for additional information on career options and considerations. You can also find information in the Occupational Outlook Handbook.

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International Perspectives on the Design of Technology-supported Learning Environments Edited by Stella Vosniadou, Erik De Corte, Robert Glaser, Heinz Mandl Routledge – 1996 – 408 pages In recent years, the use of technology for the purposes of improving and enriching traditional instructional practices has received a great deal of attention. However, few works have explicitly examined cognitive, psychological, and educational principles on which technology-supported learning environments are based. This volume attempts to cover the need for a thorough theoretical analysis and discussion of the principles of system design that underlie the construction of technology-enhanced learning environments. It presents examples of technology-supported learning environments that cover a broad range of content domains, from the physical sciences and mathematics to the teaching of language and literacy. The emphasis in this book is not on the design of educational software but on the design of learning environments. A great deal of research on learning and instruction has recently moved out of the laboratory into the design of applications in instructional settings. By designing technology-supported learning environments instructional scientists attempt to better understand the theories and principles that are explicit in their theories of learning. The contributors to this volume examine how factors such as social interaction, the creation of meaningful activities, the use of multiple perspectives, and the construction of concrete representations influence the acquisition of new information and transfer. "…introduces the reader to some of the key international developers who are designing instructional settings to improve education and add to our knowledge of instructional-learning theory….through the many applications presented in the 18 chapters, the reader can appreciate the bidirectional effect of research on new developments in both practice and theory….this book is full of new approaches to learning and instruction and is an important addition to your personal library." —Journal of Computing in Higher Education "The editors of this fine book have been working cooperatively on topics in instructional psychology and technology for a long time. I recommend this book for use in seminars dealing with instructional design and technology. Each chapter presents foundational information that is valuable for the novice reader while presenting case studies for the advanced scientist. As such, the book serves as a reference guide for the international instructional design field." —Journal of Educational Computing Research "There is much here that is of interest, importance, and relevance for a wide range of educationists and researchers….it is likely to that many of those involved in the design and use of technology-supported learning environments will find useful reading here." —British Educational Research Journal Contents: Preface. R. Glaser, E.L. Ferguson, S. Vosniadou, Introduction: Cognition and the Design of Environments for Learning. Part I: Representation. S. Vosniadou, Learning Environments for Representational Growth and Cognitive Flexibility. J. Bliss, Externalizing Thinking Through Modeling: ESRC Tools for Exploratory Learning Research Program. R. Kozma, J. Russell, T. Jones, N. Marx, J. Davis, The Use of Multiple, Linked Representations to Facilitate Science Understanding. B. Schwarz, M.J. Nathan, L.B. Resnick, Acquisition of Meaning for Arithmetic Structures with the Planner. K. Reusser, From Cognitive Modeling to the Design of Pedagogical Tools. E. Lehtinen, S. Repo, Activity, Social Interaction, and Reflective Abstraction: Learning Advanced Mathematical Concepts in a Computer Environment. E. De Corte, Changing Views of Computer-Suppported Learning Environments for the Acquistion of Knowledge and Thinking Skills. Part II: Social Interaction. M. Scardamalia, C. Bereiter, Adaptation and Understanding: A Case for New Cultures of Schooling. P. Dillenbourg, Distributing Cognition Over Humans and Machines. G. Kanselaar, G. Erkens, Interactivity in Cooperative Problem Solving with Computers. J. Torney-Purta, Conceptual Change Among Adolescents Using Computer Networks and Peer Collaboration in Studying International Political Issues. Part III: Meaningful Contexts and Multiple Perspectives. J.D. Bransford et al., MOST Environments for Accelerating Literacy Development. S.R. Goldman et al., Anchoring Science Instruction in Multimedia Learning Environments. Cognition and Technology Group at Vanderbilt, Multimedia Environments for Enhancing Learning in Mathematics. H. Mandl, H. Gruber, A. Renkl, Learning to Apply: From "School Garden Instruction" to Techonolgy-Based Learning Environments. P. Mendelsohn, Mapping Models of Cognitive Development to Design Principles of Learning Environments. Part IV: Principles of System Design. A. Collins, Design Issues for Learning Environments. G. Salomon, Studying Novel Learning Environments as Patterns of Change.

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"Toddlers learn from toys that let them problem solve, construct, sequence and create," says pediatrician and author Ari Brown, MD, a contributor to MommyMDGuides.com. "It doesn't have to high tech. Look for toys that let your child use his brain." Here are a few that will give your toddler a chance to learn while having a blast: These fun tables offer visual stimulation and motor skill development while playing a catchy tune. Some offer ample opportunity to learn about letters, numbers and colors as kids bounce to the beat of learning. Toys that teach him about letters and letter sounds will keep him ahead of the curve. Bonus: Toys that attach to the fridge keep your tot entertained while you're making a meal. These soft singing and flashing toys are sure to be your little one's new pals. In a variety of animals and features, many offer entertainment through songs coupled with exposure to shapes and colors. Wooden, plastic, foam or paper, blocks will expand your toddler's imagination and help him develop his motor skills. Stackable, interlocking bricks -- perfectly sized for a toddler's hands -- can open the floodgates of your child's imagination. Whether soft and flexible or plastic, building toys will help develop his motor skills while he has tons of fun. Wooden puzzles can help develop your toddler's concentration, fine motor, problem solving, hand-eye coordination and abstract thinking skills as she figures out which shapes fit where. What toddler doesn't like to fill things up and dump them out? This fun learning toy comes in a broad variety of shapes, sizes and features, teaching your little one about shapes, sorting and colors. Whether in the tub or on dry land, nesting toys such as stacking cups are great for teaching your kiddo about counting and object permanence while developing basic motor skills. Your little tyke will step up the learning and fun when he interacts with classic refrigerator magnet letters. Work together to optimize learning and to ensure letters don't become a choking hazard. These colorful rings will stimulate your tot's senses, help develop his motor skills, and advance his cognitive abilities, just as they did when you were a kid yourself! Toys can help toddlers learn as they play, but the way you interact with your child is just as important as the toy with which he's playing. So, remember to get down and play with your youngster; you may be surprised to see what you learn! And you'll see personalized content just for you whenever you click the My Feed . SheKnows is making some changes!

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Although many fans of electric-guitar god Jimmy Page only know the mandolin as the high-pitched, plucky sounding background instrument in Led Zeppelin’s “The Battle of Evermore,” the mandolin was largely responsible for the spread of the guitar in the late 19th and early 20th centuries, and was itself a major musical phenomenon. The craze began in the 1880s, when a group of Spanish musicians took Boston and New York by storm playing bandurrias, an instrument that resembles the mandolin in several respects. The mandolin was an easy instrument to popularize, given the role of music in society at the time. In an era before iTunes, CDs, 8-track tapes, vinyl records, or even radios, being able to play an instrument was a highly desirable social skill—those who could play at home would be able to entertain friends and family without having to go to an expensive show or concert. People who grew up without a music education in working- or middle-class families knew that instruments like the piano and the violin required an early start, so they largely resigned themselves to musical illiteracy. The mandolin, however, promised a way out. Mandolin manufacturers like Gibson sent representatives called teacher agents out into towns to stir up interest. The teacher agents would find a few people who already played the violin and would teach them to play the mandolin, since the two instruments have the same tuning. Teacher agents would then organize a performance to be given by those they had taught. These concerts were generally fairly impressive, which allowed the representatives to pitch the mandolin to audience members as something they, too, could learn—these performers had only been playing for a few weeks, and look at all they could do! Soon, mandolin orchestras performing popular classical songs were widespread. These orchestras often included up to 50 or 60 pieces, including mandolins, guitars, mandolas (the mandolin equivalent of the viola), mandocellos (the mandolin equivalent of the cello), and mando-basses. In fact, one of these orchestras was still active in New York City into the 1950s. For collectors today, mandolins made by Gibson are by far the most desirable. While still owned by Orville H. Gibson himself, Gibson began manufacturing mandolins in Kalamazoo, Michigan, in 1894 with great success, and in 1898 he received a patent for a mandolin design. Gibson sold his company in 1902, but the Gibson Mandolin and Guitar Company (as it was then known), continued to manufacture mandolins. Instruments made from the 1890s to the late 1900s are most prized by collectors, though many musicians consider them lacking in volume and tone. For such aficionados, the 1909 Gibson F-style mandolins are the first ones with a good, “modern” tone... The absolute zenith of mandolin design came in the 1920s, thanks to an acoustic engineer at Gibson named Lloyd Loar. His F-5 model is considered the best mandolin ever produced, and those with Loar’s signature on the label inside command the highest prices of any mandolins on the market, thanks both to their superb construction and their selection by the pantheon of famous American mandolin players, including the legendary Bill Monroe. Aside from the F-5, Gibson’s F-7, F-10, and F-12 from the 1930s are rare, too, though less valuable. Gibson also manufactured mandolas, mandocellos, mando-basses, and even mando-lutes. Mandolas and mandocellas are quite rare, and collectors tend to value them more than their equivalent mandolin models, with the exception of Loar-signed mandolins. Martin and Epiphone also produced mandolins, mandolas, and mandocellos, many of which were high-quality instruments and are quite sought after today. Martin’s Style 20 and Style 30 are rare and well made, but still not as collectible as the Gibsons. No company in the United States in the early 20th century could challenge Gibson’s dominance in the mandolin market. Throughout the 1920s, though, even as Gibson was producing some of the best mandolins ever made, mandolins were falling out of favor. Once the accessible instrument of choice, the mandolin began to be replaced in the national spotlight by an exotic new instrument that was even easier to play—the ukulele.

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EDUCATORS FROM CHEROKEE ELEMENTARY GO BACK TO SCHOOL Educators from Cherokee Elementary go back to school Twenty-four educators from Cherokee Elementary School recently went back to school themselves for instruction on the Common Core State Standards at the North Carolina Center for the Advancement of Teaching (NCCAT) in Cullowhee. Their training included two professional development seminars in which teachers learned how to implement the Common Core State Standards, which replace the North Carolina Standard Course of Study in mathematics and English language arts. The Common Core State Standards reflect the knowledge and skills that are essential for the 21st century, and help prepare students to be career and college ready. Maura Colvin, fifth-grade music education teacher from Cherokee Elementary School, described how the NCCAT training provided teachers with engaging activities to bring back to their classroom. "We learned many hands-on activities during the seminar. For example, we took a storybook, and fleshed out all the different ideas in the book. After doing that, we created a scavenger hunt through the Common Core documents to find where each element of the story was related," Colvin said.

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SHAMROCK GARDENS "NEW BALANCED LITERACY LAB" Balanced Literacy incorporates all reading approaches realizing students need to use multiple strategies to become proficient readers. It provides and cultivates the skills of reading, writing, thinking, speaking and listening for all students. Balanced literacy is not merely a philosophy but rather a cohesive approach to teaching literacy. A balanced approach to literacy instruction combines language and literature-rich activities associated with holistic reading instruction with the explicit teaching of skills as needed to develop the fluency and comprehension that proficient readers possess. Such instruction stresses the love of language, gaining meaning from print, and instruction of phonics in context. The Balanced Literacy approach to reading instruction incorporates many reading strategies in order to meet the varying needs of all students. Some of the components of the approach include phonemic awareness and phonics instruction, reading aloud to children, independent reading, guided reading, shared reading and literacy centers for independent practice. Balanced literacy cultivates the skills of reading, writing, thinking, speaking, and listening for all students. It allows for flexibility within the classroom giving teachers the tools to meet each child where he/she is and move him/her forward in the manner and time best suited to the individual. At Shamrock Gardens our Literacy lab gives teachers access to authentic literature, guided reading books, professional learning materials, and the Leveled Literacy Invention program developed by Fountas & Pinnell, and much more to help guide and develop a LOVE of READING for all students at Shamrock Gardens Elementary School. Below are pictures of the NEW BALANCED LITERACY LAB at Shamrock Gardens Elementary School.

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Art Teaching Ideas for Primary Teachers Lesson plans and resources for 5-11 year olds. K-6 Arts Lesson Plans Arts Education K-6 Visual Art Lessons ArtsEdNet This section of ArtsEdNet includes a variety of teaching and learning materials, including many art images. Sorted by Grade Level Lesson Plan links Lesson Plans for the Arts Lesson Ideas Lesson Plans for the Arts ArtsEdge Lesson Plans The Kennedy Center ArtsEdge Marco Polo Fine Arts Arts Lessons Plans Elementary Educators Lesson Plans About.com Lesson Plans Arts Ed Net Highlights lesson plans, curriculum ideas, and art exhibitions from the J. Paul Getty Museum and Arts Education Web Site Heartland Curriculum Resources Listed here are several curriculum companies linked to their web sites. They are arranged by subject within levels. Lessons Plans Page Terrific resource of lesson plans in art as well as all fields. Crayola This jam-packed art site has something of everyone. For teachers there are excellent lesson plans, techniques, product information, newsgroups, grants and more. Crayola Lesson Plans Favorite Art Lessons Art Teachers Lesson Plans Art Lesson Plans Links The Art of Teaching Art CSG Publications - downloadable lessons Art Studio Chalkboard lessons on drawing, painting Art Takes Time This site contains lessons that meet the following National Standards for Visual Arts Education. Art Teacher on the Net ArtsEdge Instructional Resources for teaching the Visual Arts. Curriculum units. Art Dictionary! ArtLex AskERIC Lesson Plans ARTS Awesome Library links to tons of Art lessons K-12 CanTeach Visual Arts - Lesson Plans for Elementary Collaborative Lesson Archive K-12 Computer Art Lessons Crayons and Computers Daily Lesson Plan from The New York Times’ Teacher Connections, art lessons for grades 6 Digital Photography online lessons Drawing in One Point Perspective - an online lesson Education World - lesson planning center, archives: the arts Eyes on Art Fractals- A Fractals Unit for Elementary and Middle School Students Free Art Lessons online - this is oil painting from1art. Free Lessons - Bright Ring Publishing - Sample lessons from MaryAnn Kohl's art books you can buy. The Gateway to Educational Materials PreK – 12 Imagination Factory - recycled art ideas Lessons - by category Incredible Art Department Favorite Lessons - early childhood through undergraduate lessons, plus tests Investigating the Renaissance Web Site Shows how computer technology can be used to examine K-12 Lesson Plans Kaleidocycles lesson by Woody Duncan - Great visuals!! Kaleidoscope for Kids KODAK; grades K-6 KidsArt Art Education KinderArt Welcome to the largest collection of free art lessons and art education information on the Internet. Lesson Plans for Art from Going to a Museum - Teacher's Guide The Lesson Plans Page all subjects Origami Web Resources for Students Sanford and a Lifetime of Color's Art Education Resources and ArtEdventures Woody Duncans' Taospaint - Middle school lessons and links for printmaking Teacher.Net Lesson Exchange - art lessons for pre-school, elementary, middle, and high. Teacher.Net - Lesson Ideas – Art Teachers helping Teachers - The Arts -Brief lesson plans Virtual Curriculum - Elementary Art Education This site is designed to aid teachers in the art education of elementary aged children. Many lessons have been written and gathered on various topics, historical time periods, and cultures throughout the world. Each section will display lessons and links devoted to a particular concept. The lesson plan will include the concept, objectives, vocabulary, materials, procedures and evaluation. Artlex Art Dictionary Arts Education Links Art Education- Curriculum Lesson Plans Perspective/Drawing Art Criticism Fine Art Images Art History Timelines Color Theory Art Links Art/Technology Art Careers Education Resources Mary Cassatt Portfolio and bio. Find out more about Mary Cassatt Women’s History Month Lesson Plans Women Artists on the net includes some lesson plans Lessons Plans Georgia O’Keefe Columbus Museum of Art Lesson Plans Frida Kahlo: Mi interpretación Lesson Plan

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May 1, 2014 11:19 AMMK Memo When Does Gender Become an Influential Factor in Education? In recent years, there has been much attention paid to the benefits of single-sex education, especially in the case of girls. Findings from major research projects show time and time again the overwhelming benefits for girls-only classrooms beginning in puberty, when girls become acutely aware of their body image and care deeply what others think of them. Though both boys and girls go through a transition period in adolescence, American Association of University Women research shows that it is a significantly more difficult time for girls. Studies continually find that girls of this age flourish in a single-sex environment, with particular benefits in the areas of self-esteem, leadership skills, academic achievement and a more positive attitude toward learning. After examining a wide range of research, it is believed that boys and girls at this stage of development benefit by learning together, not apart, for several reasons. First, child development experts have long realized the benefits of valuable interactive play and shared learning at this age. Through working together in play and learning situations, boys and girls gain social maturity, which is an essential part of their development. Whether on the playground, in the cafeteria, in gym class or in cooperative learning groups in the classroom, coeducational experiences foster the development of the whole child. What they learn in these years they will carry with them throughout their lifetimes. Another significant rationale for keeping boys and girls of this age together points to the area of brain research. We now know for sure that girls and boys are "wired" differently from the beginning, with structural, hormonal and functional differences. As one example, males tend to have more development in certain areas of the right hemisphere of the brain, providing them with better spatial abilities, while females tend to have better verbal abilities using the left hemisphere. Because of these differences and others, boys and girls will choose activities based on their natural tendencies. IGGS educational research suggests that at a time when brain development is crucial, both boys and girls may benefit from choosing "against the grain gender experiences to help create a well-balanced brain, better equipped to handle the range of tasks and challenges a person will face throughout life." Research about the benefits of single-sex education generally relates to adolescence, when so many other factors come into play. Until then, it is believed that boys and girls should learn together as they grow and develop in a safe and supportive environment. Karen Carter, a Kindergarten teacher for 29 years, has a BS in early childhood education from the University of Delaware and an MEd in elementary education from Wilmington College. She teaches at Ursuline Academy, a 120-plus-year-old school in Wilmington, DE, that provides a coed education from age 3 through grade 5, at which point the academy becomes a single-sex educational setting for young women in grades 6 through 12. This article was compiled from key research done by Jo Ann Deak, Ken Rowe, M and D Sadker and the AAUW (American Association of University Women).

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Cabrini’s core curriculum, Justice Matters, develops a common core of knowledge and connects the theory and practice of social justice to each student’s major Justice Matters includes a sequence of developmentally linked, writing-intensive courses taken in the first, second, and third years, as well as a capstone project in the major during the fourth year. It defines the contemporary Cabrinian education through academic excellence, social justice, and transformational learning. Students learn skills that will advance their careers and that can be used for the benefit of their communities, linking theory to practice in the world, preparing them for professional careers through a rigorous liberal learning experience. College 101 - A College Success Seminar that prepares students for the Cabrini College experience. Engagements with the Common Good - A four-year, four-course sequence that raises awareness of social problems, explores their root causes, involves students hands-on in social justice issues, and connects the theory and practice of social justice to each student’s major. The Explorations – A range of courses that provides a broad exposure to various disciplinary experiences. In particular, these courses teach students to understand themselves as products of - and participants in - institutions, creative traditions, the historical process, and value-driven decision making. The 21st Century Literacies - Foundational skills and general knowledge in information and technology, foreign languages and culture, mathematics, science, and religious studies. Students should consult the Undergraduate Catalog for the year they matriculated at Cabrini for core curriculum and major requirements.

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Turn pumpkins into science for kids Watching jack-o'-lanterns decompose in our front yard is an annual family tradition. This year we have a head start. One of our pie pumpkins was mysteriously stabbed, and the culprit has yet to confess. I gathered the rotting pumpkin and some other biological specimens on our coffee table, then I surrounded them with science books. Setting up a learning table right in our living room is an easy way to get kids interested in science. It's also a good lead-in for when we go to the Life Sciences Research Weekend at the Pacific Science Center. From Nov. 1 to 3, real scientists from all over Puget Sound are coming to meet families, lead demonstrations and talk about how scientific research impacts our everyday lives. Entry to the event is included with an admissions ticket. Both of my kids love science, but finding time to set up experiments at home is hard. Some of the things we've done in the past include building atoms with marshmallows, discovering osmosis with food dye and experimenting with desalination. If I was a cooler mom, I'd be setting up a science experiment for my kids to do each week. Until I find time to do that, we'll make a trip to Seattle for some Pacific Science Center inspiration. Most recent I Brake for Moms posts - Trying to survive the family festival of winter sickness Jan. 18 - Treasurer’s job is so much harder than just counting pennies Jan. 11 - Becoming a published author takes perseverance Jan. 4 - Suffering from EADD — Exercise Attention Deficit Disorder Dec. 28 - Discovering the magic of Disney through kids’ eyes Dec. 21 Our new comment system is not supported in IE 7. Please upgrade your browser here.

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As we head towards the end of the first decade of the new millennium, high expectations have been set for schools to meet the needs and demand of highly creative, curious and techno savy twenty-first century learner. To give some perspective on this, it is worthwhile to explore the trends that are emerging, that will leverage technology and that have the potential to genuinely transform education in substantial, meaningful and sustainable ways. In order to improve the quality of education a humble attempt is made in the present book Emerging Trends in Education to deals with the current problems and the future strategies in the context of innovative methods and approaches, creative and collaborative learning, use of information and communication technology, modern concepts of education, values, constructive pedagogy, quality of elementary education, improvement of standards and curriculum changes which would gear the system more to productivity each sector of education has its on unique features and hence there are so many issues with regards to new innovations in every sector of education which are critically examined, discussed and highlighted in this book. ICT is the major revolutionary application of present time. Its application from primary to higher education has changed the entire scenario of education. The potential use of this resource depends upon the creative ability of the individual teachers. ICT is more critical to education now than ever before and likely to increase in its importance. Today, computers, software and the Internet aren’t simply part of the educational process, they are embedded in it. With the emergence of increasingly robust connectivity infrastructure and cheaper computers, school systems around the world are developing the ability too provide learning opportunities to students anytime, anywhere. ICT has already transformed how we access information and that has in turn transformed the skills our educated people require. ICT can be utilized in innovative way. A highly imaginative involvement of an author, illustrators and educators together in a digital environment may prepare innovative coursework in the unstained manner. Computer based recording and editing of sounds may be applied in new learning opportunities for the teachers in the teaching music, physics and mathematics and can explore pupils’ creativity. This method assumes that children need to be involved through a range of communication styles and sensory stimuli which go beyond the textual or verbal dimensions, usually favoured in schools. The authors of this book have presented their diverse and innovative views regarding the needs and ways of implementing new trends in education and specially ICT. This book present a context and framework within which teachers and school leaders can re-imagine what technology might make possible for schools in the future.

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Over the next five days I will post on each of The Duchess of Cambridge’s chosen patronages; providing background on the organization and highlighting Catherine’s interests in regards to the cause. Today, let’s take a closer look at The Art Room. As described on its website, The Art Room is ” a charity based in Oxford aimed at 5 – 16 year olds who are experiencing emotional and behavioural difficulties.” Currently, there are five Art Rooms in both London and Oxford which provide art therapy to the cities’ youth. The purpose of art therapy is to increase children’s overall self-awareness, strengthening their self-esteem, confidence and general independence. As state above, The Art Room targets children ages 5 – 16 who need the opportunity to learn and expand upon their skills outside of the classroom. These children experience learning hardships in school, whether it be due to a learning disability, emotional difficulties or perhaps they have just arrived in England and need assistance adapting. The Art Room descibres the students as having an “interrupted education;” they may be disruptive in the classroom, withdrawn from lessons and activities and even bullied by their classmates. Students are admitted into the program by way of recommendation from a teacher, the school system, psychologists or social workers and even by their parents and guardians. Why is The Art Room of Interest to Catherine? The Duchess of Cambridge has always had a deep-routed passion for the arts. Catherine graduated from St. Andrews University with a degree in History of Art. After graduation, Catherine continued to stay involved with the arts, from painting to photography. While visiting Los Angeles in July, 2011, Catherine, along with her husband Prince William, visited Skid Row – an impoverished community in the city – and painted with the children. The Duke and Duchess of Cambridge visited Inner-City Arts, a non-profit which provides free art education to the youth of Skid Row. The visit further fueld specualtion that Catherine would soon undertake an arts program as a chosen patronage. The Art Room is the perfect combination of both her love for art and desire to make a difference in the lives of young people. The Art Room is always looking for financial donations to enable the continuation of the program. If you would like to donate to The Duchess of Cambridge’s chosen patronage, please visit http://www.theartroom.org.uk/8-02-donate.html. You can also learn about fundraising events here: http://www.theartroom.org.uk/8-04-fundraising.html. If you are on Twitter, please follow the organization @TheArtRoomUK. To see The Art Room’s official announcement of the patronage announcement, please visit: http://www.theartroom.org.uk/7-20120105-patron-announcement.html.

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Enrich Learning with Discipline-Based Art Education The aim of art education in the public schools is not to make more professional artists but to teach people to live happier, fuller lives; to extract more out of their experience, whatever that experience may be. -- Grant Wood, "Art in the Daily Life of the Child" "Be Smart, Include Art," encourages the National Parent Teacher Association with its program by that name. "Learning about the visual arts gives students a window onto the rich and interesting world around them, teaching them about their own history and culture, as well as those of other people." Plus, the PTA reminds us, it's a visual world out there. "In a world in which ideas and information are often delivered visually, children need to learn how to analyze and judge the meaning of images and how to use them to communicate their own ideas." Still, most schools have seen their art programs slashed to ribbons over the past decade. What's a teacher to do? Make a tapestry! Using discipline-based art education, weave art throughout the curriculum for a richly textured educational experience. Discipline-based art education, advocated by the Getty Education Institute for the Arts, is an approach to instruction rather than a specific curriculum. "As more and more business leaders are coming to realize, rote memorization and multiple choice answers do not adequately prepare students for the global marketplace," says Leilani Lattin Duke, director of the institute. "Art is a subject that encourages children to think critically, solve problems creatively, make evaluations, work within groups, and appreciate different points of view. These skills are particularly suited to the complex challenges of the contemporary workplace." Integrating art education into the curriculum also provides opportunities for students whose visual skills are stronger than their verbal abilities, says award-winning art educator Mary Parks, a teacher in Naperville Community School District 203 in Naperville, Ill. "When I was in elementary school, my illustration for a book report was a much more personal response to reading than anything I could write," Parks says. "Since all of our students learn and express themselves in various ways, we need to provide opportunities in our classrooms for all learners." Parks advocates art centers in the classroom as a "neat way" to integrate the arts throughout the curriculum while meeting the needs of tactile and visual learners. Incorporating arts education into the curriculum is also in line with Goals 2000, a national education initiative that provides grant money to states for local school improvements. More than 100 national organizations are participating in the Goals 2000 Arts Education Partnership to promote the arts as a pathway to improving education. For information and assistance, write: The Goals 2000 Arts Education Partnership, National Endowment for the Arts, 1100 Pennsylvania Ave. NW, Room 515, Washington, D.C., 20506. Lesson Plans & Curriculum Ideas Article by Colleen Newquist Copyright © 1997 Education World

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Many music educators (us included) use the Kodaly Method when teaching young children to sing. This teaching style, named after Hungarian composer and philosopher Zoltan Kodaly, directs us to introduce skills based on a child’s abilities and continue to build as the child masters each skill set. Zoltan believed, “Singing is the instinctive language of the child.” And I couldn’t agree with him more! I would also add that when we guide children in exploring their voices, the journey can be a lot of fun. As caregivers and teachers we have this amazing opportunity to enable exploration of singing while remaining wonderfully childlike, playful, imaginary and fun. It’s important for children to explore their voices, make different sounds and learn how our voices are musical instruments. Here are some of our favorite activities you can do with your child to unlock the world of vocal exploration. - Children LOVE recording their voices and hearing themselves played back! Remember how surprised you were the first time you heard your recorded voice? How different your recorded voice sounds from what you hear in real time?A great and easy way to record your child’s voice is to use a mini-recorder or you can upload a program called Garage Band for FREE on your computer. Have your child sing any song or even just talk into the microphone and play it back for him to hear. Then sing a song together and play it back. - Another great activity is “singing shapes.” On a dry-erase board or a big notepad, draw any shape you want and have your child sing it. When your shape is low, then you sing low, if it goes up higher, sing higher. This is an opportunity to explore the range of your voice and learn low and high while exploring different vocal sounds. - Show your child how the vocal cords work, using a balloon to demonstrate it. Blow up a balloon and let the air out without pinching the balloon opening. The balloon makes no sound. Then, blow up the balloon again, and this time pinch the neck of the balloon so the balloon makes squealing noises as air is released. That’s how your vocal cords work! Cool, huh? Teaching young children to sing is more than just singing. Using the Kodaly Method, we at Little Wing have many fun activities to introduce kids to the skills necessary to sing on pitch and in tune. And we have a lot of fun doing it. If you’d like to explore an in-person young rocker program please call 952.934.7625 for more information on Little Wing, where your preschooler will learn the fundamentals of singing as part of an early music education curricula. Leave a Comment July 29, 2012

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Using computers in the music classroom Brown, Andrew R. & Purcell, Kevin (1987) Using computers in the music classroom. In ACC '87, Schools' Congress Proceedings, Australian Computer Society, Melbourne, pp. 15-23. Computers are now being widely used in the making of music and the extent of computer use in the music that we hear is farlarger than most people realise. This paper will discuss how computer technology is used in music, with particular reference to music education. Impact and interest: Citation counts are sourced monthly from and citation databases. These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards. Citations counts from theindexing service can be viewed at the linked Google Scholar™ search. Full-text downloads displays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one. |Item Type:||Conference Paper| |Keywords:||music, computer, education| |Subjects:||Australian and New Zealand Standard Research Classification > TECHNOLOGY (100000) > COMMUNICATIONS TECHNOLOGIES (100500) Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Secondary Education (130106) Australian and New Zealand Standard Research Classification > STUDIES IN CREATIVE ARTS AND WRITING (190000) > PERFORMING ARTS AND CREATIVE WRITING (190400) |Copyright Owner:||Copyright 1987 Australian Computer Society| |Copyright Statement:||General permission to republish, but not for profit, all or any part of this matter is granted provided that the Australian Compter Society's copyright notice is given and that reference is made to the publication, to its date of issue, and to the fact that republishing priviliges were granted by permission of the Australian Computer Society.| |Deposited On:||26 Jun 2011 23:21| |Last Modified:||26 Jun 2011 23:36| Repository Staff Only: item control page

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CLIFTON, Debbie, editor. 1992. READ 27.2. - A discourse-word-letter method for teaching reading, by LINDRUD, Eivor; LINDRUD, Stellan, authors. - Literature based reading programmes for Papua New Guinea: Practical and enjoyable activities for village classes, by WATERS, Glenys, author. - Primers: Can we do better?, by KREKEL, Cathy, author. - Report on a literacy method used in Kol Prep schools, by LINDRUD, Eivor; LINDRUD, Stellan, authors. - The five components of a literacy programme, by LAWRENCE, Marshall, author. - The relationship of teachers’ reading habits and functiuonal literacy development in Nigeria, by OLAOFE, Isaac A., author (Nigeria). - Towards an integrated strategy for translation and literacy work in SIL fieldwork and an analysis of Whole Language techniques, by JESUDASON, Daniel, author. - Why the Evangelical Lutheran Church of Papua New Guinea teaches oral language, by DOMMERHOLT, Annie, author. - You mean to say that literacy workers need to know something about translation?, by SPEECE, Richard F., author.

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Robot Alphabet Cruncher Learn letters and letter sounds while you feed the robot to keep him happy. How We Did It Fold the ends of a toilet paper tube in and tape them closed. Draw a robot face on the front of the tube. We even included an on and off button (red and green). Cut letters from a magazine. The different fonts as well as exposure to capital letters and lowercase letters are great for your child's literacy development! It's time to feed the robot! Pick a letter. Name the letter, say the letter sound, and feed it to the robot. Feeding the robot is such a fun way to work with letters! Keep the letters in the toilet paper tube to store it. It is the perfect activity to throw in your bag for a road trip or a short wait in the waiting room.

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Prenatal Exposure to Common Household Chemical Increases Risk for Childhood Eczema Phthalate Commonly Used in Vinyl Flooring Is Found in Nearly 100% of Mothers Studied Prenatal exposure to a ubiquitous household chemical called butylbenzyl phthalate (BBzP) can increase a child’s risk for developing eczema, according to research conducted at the Columbia Center for Children’s Environmental Health at the Mailman School of Public Health. Widely used in vinyl flooring, artificial leather and other materials, BBzB can be slowly released into air in homes. Details are published in the advance online edition of Environmental Health Perspectives, a journal of the National Institute of Environmental Health Sciences. Eczema, which is characterized by dry, itchy red skin on the face, scalp, or extremities, is common in early childhood. “While hereditary factors, allergens, and exposure to tobacco smoke are known to contribute to the condition, our study is the first to show that prenatal exposure to BBzB is a risk factor,” says Allan C. Just, PhD, first author on the Mailman School study and currently a postdoctoral researcher at the Harvard School of Public Health. The study looked at 407 nonsmoking African-American and Dominican women and their children in New York City. Exposure to BBzB was measured through a urine test during the third trimester of pregnancy. Following birth, the mothers were asked if their child had been diagnosed with eczema. The result: onset of eczema by age 2 was 52 percent more likely in children whose mothers had been exposed to higher concentrations of BBzP, compared with those whose mothers had been exposed to lower concentrations. All but one of the women in the study showed some level of exposure to the chemical. How BBzP might induce eczema remains murky. To explore that question, the researchers looked at allergies as a possible mechanism. Children were tested for three common indoor allergens: cockroaches, dust mites, and mice, as well as for total IgE, a biomarker for an immune response to all allergens. But they found no evidence of a link between BBzP exposure and allergy. “We know allergies are a factor with some childhood eczema, but our data suggest that is not the case when BBzP is involved,” says senior author Rachel Miller, MD, Director of the Allergy and Immunology fellowship program and Associate Professor of Medicine (in Pediatrics) and Environmental Health Sciences, NewYork-Presbyterian Hospital/Columbia University Medical Center; and a Co-Deputy Director of the Columbia Center for Children’s Environmental Health. “However, these are important findings, given that eczema is a common and uncomfortable disease of early childhood.” The researchers also found that while African-American mothers in the study were twice as likely as their Dominican-American counterparts to report that their child had been diagnosed with eczema, both groups had a similar association between BBzP exposure and the disease. Previous research by study co-author Robin M. Whyatt, DrPH, Professor of Clinical Environmental Health Sciences and Co-Deputy Director of the Columbia Center for Children’s Environmental Health, found that exposure to BBzP and other phthalates was shown to delay motor skill development in young children and to increase risk for behavioral problems. Phthalates are also known to disrupt the body’s endocrine system. The research was supported by funding from the National Institute of Environmental Health Sciences (grants R01 ES014393, R01 ES013163, P01 ES09600, R01 ES008977 and P30 ES009089), the U.S. Environmental Protection Agency (grants R827027, RD832141, RD834509 and EPA STAR graduate fellowship (FP-91712001 for ACJ), the John and Wendy Neu Family Foundation, Blanchette Hooker Rockefeller Fund, New York Community Trust, Educational Foundation of America, and Millstream Fund. The authors declare no financial or other conflicts of interest. June 26, 2012

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Elementary Education Course Description EC 106. DEVELOPMENTAL PERSPECTIVE OF FAMILY. The major focus of this course is to understand this unique world of the family as we examine a different set of concepts, such as generational alliances, differentiation of self, emotional triangles,developmental tasks analog messages, boundaries, emotional distance, family paradigms, and experiential aspects of mothering. (3) EC 200. ORGANIZATION THEORY AND PRACTICES. Theory and practices related to organizational structures will be the focus of this course.(3) EC 205. NUTRITION FOR THE YOUNG CHILD. Nutrition information related to both growth and development and also normal and abnormal conditions in infancy and childhood will be the focus of this course. Methods and criteria for recognizing nutrient needs of young children, food patterns, current issues related to the development of food patterns for young children and behavior modification will also be examined.(3) EC 308. LANGUAGE DEVELOPMENT IN EARLY CHILDHOOD. Provides foundations and strategies for facilitating language development in infants, toddlers, and young children.(3) EC 309. CULTURAL DIVERSITY IN EARLY CHILDHOOD EDUCATION. Students consider the diverse cultural, developmental, and learning of young children as they investigate the philosophical and practical aspects of curriculum development, assessment, and social issues relating to young children, ages birth through eight. (3) EC 310. PRINCIPLES OF EARLY CHILDHOOD EDUCATION. Presents an overview of fundamental education principles, teaching techniques, learning theory, and curricular designs unique to the young child. This course requires 20 clock hours of field experience. (3) EC 311. DYNAMICS OF PLAY IN EARLY CHILDHOOD EDUCATION. Theoretical approaches to play,developmentally appropriate practices as related to play, and practical applications of play principles will be discussed in this course. (3) EC 313. CHILD CARE ADMINISTRATION. Policies and procedures for administering a child care program and other community agencies. (3) EC 314. DAYCARE PROCEDURES. Course directs student in actual designing and implementing a daycare setting. (3) EC 316. GUIDANCE AND MANAGEMENT OF THE LEARNING ENVIRONMENT. Principles of managing the learning environment, strategies for developing appropriate social skills, and procedures for developing appropriate behaviors will be included. (3) EC320. PRACTICUM EXPERIENCE Students are engaged to field experiences through several settings for children of age’s birth to eight.Candidates are required to complete 70 clock hours in a child care setting. (3) EC 400. METHODS OF INSTRUCTION:PRESCHOOL EDUCATION. Study of appropriate methods for preschool programs. Design and application of creative experiences and activities for preschool children in early childhood settings are also studied.(3) EC 402. SCIENCE AND NUMBERS. This course is designed to provide an understanding of children’s development of math and science skills in Pre-K through third grade. It explores methods, trends, and materials for effective instruction in these areas, and emphasizes connections in learning processes,and utilizing an integrative approach to instruction. Milestones in the child’s development of mathematical concepts are linked with those in the developmen tof the science process skills.(3) EC 404. CREATIVE ARTS FOR CHILDREN. Course designed to acquaint prospective teachers with various art media that can be used in pragmatic teaching situations. Demonstrates how to utilize resources in the areas of fine arts, dance, theater, music, and art for classroom use. Creative dramatics, role play, song and dance for children will be discussed as it relates to the overall development of the child.(3) EC 463. PRACTICUM EXPERIENCE. Students are engaged in supervised observation and participation in a Child Development Center. Scheduled critiques and planned evaluations are done with students, supervisors, and teachers. Students must complete a minimum of 100 clock.(3)

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become an editor the entire kids and teens directory only in Science/Farming Kids and Teens Future Farmers of America Kids and Teens: School Time: Science: The Earth: Soil Kids and Teens: Sports and Hobbies: Gardening This category in other languages: 4-H Virtual Farm [ Kids/Teens ] - Online tours of wheat, dairy, fish, beef, and poultry farms. Animal Improvement Programs Laboratory (AIPL) [ Kids ] - Learn about the lab and find facts about cows and dairy products. Includes games. [ Kids/Teens ] - Explores the prairie, pioneer farming, the story of corn, and the future of farming. Death of a Dream [ Kids/Teens/Mature Teens ] - Explores the rise and fall of Midwestern farmhouses, and the literature they inspired. Also examines the cost of advances in agriculture. From PBS. [ Kids/Teens/Mature Teens ] - Learn about life on the farm by watching videos, taking a short trivia quiz, and a virtual tour of an exhibit at the Museum of Science and Industry in Chicago, Illinois. Farm Safety 4 Just Kids [ Kids ] - Includes safety tips, coloring pages, print-and-color brochures, and interactive quiz. Farm Service Agency for Kids [ Kids ] - Coloring, games, puzzles, animal photos and agriculture trivia. Farming in Alberta for Kids [ Kids ] - Learn about different farm animals in Alberta, Canada. Some activities are provided. Food and Agricultures of the World [ Teens/Mature Teens ] - Covers topics such as the history of food, nutrition, and agriculture as well as current farming practices across the globe. Friends of the National Zoo: Kids' Farm [ Kids ] - Learn what farm animals are at the zoo, how to take care of them, and how to grow pizza. The Great Corn Adventure [ Kids/Teens ] - An animated history about corn, where it came from, how it is grown, what it is used for. Harvest of Fear [ Kids/Teens ] - Reports on the risks, benefits, hopes, and fears of genetically modified food crops. Includes interviews with scientists, food industry representatives, farmers, and critics. From PBS. Harvest of History [ Kids/Teens ] - Explore a virtual village and see videos about how food production has changed over the last hundred years. Healthy Farm Practices [ Kids/Teens ] - Presents facts about organic dairy, cows and milk, as well as instructions for homemade dairy projects. Illinois Department of Agriculture Kid's Page [ Kids ] - Explains what happens on the farm and how food gets from the farm to the table. John Deere Kids' Corner [ Kids ] - Interactive story and coloring books from equipment manufacturer. [ Kids/Teens ] - Interactive guide to life on the farm. Includes pictures, animal sounds, and related links. Kid's Field Day [ Kids ] - Helps children understand the importance of agriculture in everyday life through information on soil, crops, weather, and equipment. [ Kids ] - About animals, plants, activities and people who live and work on ranches on the western slope of the Colorado Rocky Mountains. [ Kids/Teens/Mature Teens ] - Learn about cows, milk, and the dairy industry through fun facts, games, recipes, and a virtual tour. Pod to Plate [ Kids/Teens ] - Learn about soybean production. Includes fact sheets, games and videos. From the Illinois Soybean Association. Science For Kids [ Kids/Teens/Mature Teens ] - Offers news about plants, animals, and other agricultural issues. Also includes pop quizzes, and pictures. Site is available in Spanish. The Story of Florida Orange Juice [ Kids/Teens/Mature Teens ] - Describes the process of quality testing, harvesting, storing, labeling, and juice extracting of this healthy beverage. Includes related photos of the process. Tiki's Guide to Food [ Kids ] - Explains what food is, where it comes from, and how it is made. [ Teens ] - A day in the live of Kansas wheat farms with virtual tours and trivia. " search on: to edit this category. Copyright © 1998-2015 AOL Inc. Visit our sister sites Last update: October 30, 2014 at 10:46:49 UTC -

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Math education in the United States remains resistant to systemic change, and our country pays the price. Stemhagen's article "Democracy and School Math" further confirms this trend. Despite repeated calls for reform, decades of research on how people learn, millions of dollars invested in teacher professional development, and years of politicized debate, the math wars rage on—between those who believe students have the capacity to construct their own mathematical ideas and others who insist mastery of the traditional canon must come first. Meanwhile, algebra failure among secondary students remains rampant and elementary education majors report the greatest rates of math anxiety of any college major. Adults and children alike joke about being terrible at math, seemingly unaware of the extent to which this innumeracy serves as a barrier to full participation in democracy as well as to the realization of their individual goals, hopes, and dreams. In the math education community itself, there is little discussion of the unique role mathematics can play in preparing students for democracy. In this short paper, I offer a more detailed conceptualization of democratic mathematics education and discuss the role of constructivism in bringing these ideas to fruition. I suggest that a shift in the power dynamic that characterizes most mathematics classrooms will be a key component in moving beyond the gridlock. Response to Article Allen, K. C. Mathematics as Thinking. A Response to “Democracy and School Math”. Democracy and Education, (2), Article 10. Available at: http://democracyeducationjournal.org/home/vol19/iss2/10

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Homeschool & Science Projects - Environmental Education Order Code: 3604-01 The LaMotte Acid Rain Study Outfit includes dependable tools necessary to make surveys of acid precipitation, and determine the pH levels of local ponds, lakes, and streams. This complete outfit includes a durable, tapered rain gauge; an easy-to-use pH test kit; study guide; and activity sheets. Order Code: 3-5886 Students will have fun analyzing sample water for eight different test factors: pH, dissolved oxygen, biochemical oxygen demand, temperature, turbidity, nitrate, phosphate, and coliform bacteria. This complete kit includes a manual with step-by-step, diagrammed instructions; an easy-to-use laminated color chart, and all the necessary apparatus and non-hazardous TesTabs® to test ten water samples (three samples for coliform). Order Code: 5911 A modification of the popular Low Cost Monitoring Kit, the Estuary Kit is specifically designed to provide simple, affordable and non-hazardous methods of testing saline and brackish waters for coliform bacteria, salinity, dissolved oxygen, nitrate, pH, phosphate, temperature, and turbidity. Order Code: 5906 Elementary Education Watershed Field Trip helps to explain the Watershed and provides guidelines on taking a field trip, conducting water quality tests, and data sheets for collection and interpretation of data. Order Code: 5418 The Tapwater Tour is an exciting investigation of water quality examining the chemical properties of water directly from the tap. Each student on the Tapwater Tour completes several units while conducting his/her own water quality tests using safe, simple TestTab® reagent tablets. Order Code: 5872 Use the CD to plan and implement a special long-term service project, community outreach program, environmental course, and classroom and field trip pre-lab activity to test water quality in rivers, streams, lakes, ponds, estuaries, and other natural bodies of water. Order Code: 5918 This kit provides a hands-on introduction to the basic concepts of water chemistry and environmental awareness in urban areas. All of the necessary equipment is included to test for the following test factors using our non-hazardous Testab methods - Chlorine, Copper, Iron, Hardness, Nitrate, pH, Phosphates, and Temperature. Order Code: 5914 Explore what's coming out of your funky faucet! Test tap water for pH, chlorine, hardness, copper, and iron. Learn while you laugh with Just for Fun activities including Make Your Own Lava Lamp and edible experiments like the Pollution Parfait. It's that time of year again! You have to do a project for the science fair... but don't panic.The Science Project Kits will guide you through the entire project from choosing a subject, doing the research, collecting the data, and finally displaying the results.TesTabs, test tubes, and project ideas are included! Order Code: 5950 A creepy, crawly, wet investigation of the health of streams, ponds, and other freshwater environments. Following the easy-to-read BUGKIT manual, one to two students learn to collect, observe, sort, and identify aquatic insects as a tool for measuring water quality. Order Code: 5882 Students will learn to design, implement, and analyze a scientific investigation while discovering the value of aquatic macroinvertebrates as living indicators of water quality. The kit is reusable and flexible, adaptable to varying time contraints, number of students and grade levels, and it is geographically friendly, and complete. Order Code: 5425-01 The Topsoil Tour is an investigation into the physical and chemical properties of soil. Each student on the Topsoil Tour completes seven units while conducting his/her own soil tests for soil texture, pH, nitrogen, phosphorus, and potassium using safe, simple TesTabs® reagent tablets.

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Get Your Teaching Credential Teaching CredentialGeneral requirements for teaching credentials include obtaining your Bachelor’s degree and completing a teacher education program. All 50 states, the District of Columbia and Puerto Rico require their teachers be licensed to teach in public schools. However, the specific requirements for teacher certification vary on a state-by-state basis. The rules for licensure are set by each states’ board of education, and while most states require the completion of a standardized test (such as the Praxis Exam) to demonstrate subject competency and mastery of basic skills, other requirements are highly individualized. Some states require their teachers to have a degree in the subject they wish to teach. Others require teachers to receive certification for each individual subject they teach or even certification for the specific grade they plan on teaching. Teachers can be licensed in early childhood education (preschool through third grade), elementary education (first grade through sixth or eighth), middle school (roughly grades five through eight), secondary education (usually a specific subject area from seventh through twelfth grade) or a specific field, such as reading, writing, English as a second language or special education. Many states also require teaching experience as a student teacher under the supervision of a licensed teacher, which is often incorporated into a teacher education program. Most states have reciprocity agreements that recognize portions of a teacher’s licensure from other states, allowing educators a greater degree of flexibility in moving from place to place for work. National Board Teacher CertificationNational Board Certification is a way for teachers to demonstrate exemplary knowledge of their field beyond that required for a license. Teachers can become National Board Certified in many different subjects. Many schools even offer benefits to National Board Certified teachers, including higher salaries, compensation for continuing their education and greater opportunities for advancement. Board Certified teachers are more easily able to become administrators, counselors and specialists, and the certification is offered by the National Board for Professional Teaching Standards. Alternative LicensureStates offer alternative licensure programs for teachers who do not have the experience required for a traditional license. Teachers in these programs typically have their Bachelor’s degree, but may have not taken the necessary education courses to pursue standard teacher certification. These programs are ideal for recent college graduates who didn’t decide to become teachers until after they graduated, as well as for people changing careers. Most alternative licensure programs consist of working immediately in a classroom under the supervision of a licensed teacher, while simultaneously taking the appropriate education classes. Teachers in these programs work for about one or two years before they receive their teaching license. Alternative licensure programs are in place to compensate for shortages of teachers in certain subjects or to qualify more people to teach in high needs areas that have difficulty attracting and retaining teachers. This is a general overview of the most basic requirements for becoming a teacher in the United States. All U.S. public school teachers must be licensed, and many teachers can become licensed even if they did not initially plan to become teachers. However, each state has its own very specific guidelines, and if you want to become licensed as a teacher, it is important that you know the exact requirements of your state. For a complete breakdown of each state’s individual teaching requirements, visit our teaching credential state pages

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Mask created by Helen (xothique.deviantart.com) Level: Middle School Grades: 6-8 | Age: 11-14yrs | Written by: Mark Scira [Mark has a BA fine and applied arts-Geneseo and an MS art education - Rochester Institute of Technology, Rochester NY. He taught at Hanby Middle School for eight years and is an art advocate.] Learn how to make gargoyle masks using paper! What You Need: Go to the hardware store and pick up wallpaper paste, and/or ART glue. Next, go to the insulation department and find Greenstone brand insulation (there are no additives - it's just ground newspaper) You will also need sand, a container for mixing and a paper mache form (can even be a small cardboard box). What You Do: - In a large tub, add dry insulation and half a cup of sand for texture. Blend a little. - Now add the wet wall paper paste (mix according to box instructions) to the dry ingredients. - Begin blending until it is a clay-like consistency. - Lay over a dry, pre-glue moistened paper mache form in layers. - The thicker the layer, the longer it will take to dry so keep the "stone" layer to about 1/2". - You can sculpt noses and eyes etc., but make sure to bond well to 1/2" layer (treat it just like real clay and score with glue to attach) - Allow to dry in well ventilated place. - It takes a mask about a week to two weeks to become hard as stone and fire resistant. This content has been printed from:

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Allies of World War II, Archibald MacLeish, art, Art Deco, Charlie Hebdo, Cubism, Ernest Hemingway, Everybody Was So Young: Gerald and Sara Murphy: A Lost Generation Love Story, F. Scott Fitzgerald, Fernand Léger, France, Frank Bestow Wiborg, French Riviera, Gerald and Sara Murphy, Islamic terrorism, left wing politics, Libération, New York, New York City, Painting, Paris, Saranac Lake, World War II Today is the 134th birthday of the French artist Fernand Léger. His developed style of painting is distinctively his own. I see a combination of Picasso and Rivera cubism and the linear Art Deco formality. The world is a better place because he was in it and still feels the loss that he has left. NAME: Fernand Léger BIRTH DATE: February 4, 1881 DEATH DATE: August 17, 1955 EDUCATION: Paris School of Decorative Arts PLACE OF BIRTH: Argentan, France PLACE OF DEATH: Gif-sur-Yvette, France BEST KNOWN FOR: French painter Fernand Léger created the abstract painting series “Contrast of Forms.” His work blended elements of Cubism with his own unique style, “tubism.” Fernand Léger was born to a peasant family in the rural town of Argentan, France, on February 4, 1881. Léger’s father was a cattle dealer who hoped his son would follow in his footsteps and choose what he deemed a practical trade. Although Léger was initially discouraged from becoming an artist, his father became supportive once he recognized Léger’s gift for drawing. With his father’s approval, Léger enrolled in architecture school and accepted an apprenticeship under an architect in Caen. In 1901, upon completion of his two-year internship, Léger moved to Paris, France, where he worked as an architectural draftsman. Wishing to further pursue his art education, Léger applied to the prestigious École des Beux-Arts and was unfortunately rejected.In 1903 he stated attending the Paris School of Decorative Arts instead, while also being unofficially mentored by two École des Beux-Arts professors who recognized his potential. Up until this point, Léger’s painting style blended Impressionism with Fauvism. In 1907 he attended a retrospective of Paul Cézanne’s work. From then on, Léger’s work took on more elements of Cubism, but with his own unique style of slicing forms into tubular cylinders, casually referred to as “tubism.” In 1913, he started a series of abstract paintings called “Contrast of Forms.” A year later, he put his art career on hold to serve in the French army during World War I. In 1916, he was gassed at Verdun. Having incurred a head injury, he was sent home and hospitalized until 1917. After the war, Léger continued to paint but also tried his hand at other mediums, including book illustrations and set and costume designs for the theater. In 1924, Léger ventured to make his first film, Ballet Mécanique. That same year, he opened his own school of modern art. As Léger’s work matured in the 1920s and ’30s, he increasingly incorporated elements of modernism—particularly representations of machinery and human figures expressing speed and movement. His notable paintings from this period include “The Mechanic,” “Mona Lisa with Keys,” “Adam and Eve,” and “Composition with Two Parrots,” among others. With the arrival of World War II, in 1940, Léger temporarily relocated to America. During this time, he produced a series of paintings called “Divers,” noted for its unique use of large patches of color that overlapped outlines to portrayed stylized figures of swimmers diving off docks in Marseille. This series was followed by two others also portraying human figures in motion: “Acrobats” and “Cyclists.” In 1946, Léger went back to France, where he revitalized his art school and became active in the Communist Party. In the 1950s, Léger’s work focused on the theme of the common man, and further expanded to include tapestry, pottery, stained glass and mosaics. Léger died on August 17, 1955, in Gif-sur-Yvette, France.

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What people are saying - Write a review We haven't found any reviews in the usual places. The Develop Art Appreciation 317 The Importance of Selfidentification and Selfexpression 24 other sections not shown ability adolescent adult Andrew Dickson White art activities art classes art education art experience art expression art materials art product art program art teacher artist base line become beginning behavior changes child children's drawings classroom clay collage color concept concerned crayon Creative Activity Creative and Mental divergent thinking drawings and paintings emotional encourage environment feelings five year old flexible girls grade growth haptic high school student identify indicated individual interest involved junior high school kindergarten kinesthetic learning look meaningful ment Mental Figure method motivation nature needs nursery school objects paper particular patterns perceptual person picture play portray potter's wheel problems provide the opportunity qualities relationship schema scrib scribbling stage secondary school seen sensitive social society sometimes space stage of development stimulate subject matter symbols teaching tion topics tree understanding usually visual visual perception visually minded youngsters

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As a child in Spain, Picasso showed exceptional artistic gifts that were recognized by his father, a professor of drawing. After encountering contemporary art in Barcelona, Picasso moved to Paris and soon made his mark as a daring innovator. Compulsively creative, he developed the concept of Cubism, which challenged not only current styles but also notions of realism. Picasso surrounded himself with writers, admirers, lovers, and dealers, and by the 1920s had emerged as one of the most famous artists in the western world. His later work ranged from near-abstraction to returns to figuration and often involved pictorial “dialogues” with his great forebears. Born in Paris, Degas had a conventional art education based on traditional techniques and subject matter. In his late twenties he began painting city life, and he soon become a leading figure in the Impressionist group. His work was innovative and experimental, and he was criticized at the time for his candid scenes of popular entertainment, such as ballets and nightclubs. Though Degas could be severe in his judgments, he was loyal to close friends and generous to younger artists. In his later years, when Picasso first visited Paris, Degas was becoming more reclusive while his drawing, painting, and sculpture achieved an expressive breadth that was dramatically revealed after his death. Public information procedures and processes gather verify coordinate and continue reading zyprexa tablets price suited to the post he now held.

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Pumpkin Fishing Activity Looking for a fun activity for a crisp Autumn afternoon? Need a kid-friendly idea for a Halloween or Thanksgiving celebration? Try Fishing for Pumpkins! This simple idea uses the bounty of the harvest to entertain your Little Pnuts and can be adapted for various ages and developmental levels. What You Will Need: - A large plastic container - A variety of small pumpkins & gourds - Assorted kitchen tools for scooping pumpkins (we used small mesh strainers, liquid measuring cups and large spoons) How to Play: Place your container on a low table or on the ground where your Little Pnuts can access it easily. Place your pumpkins and gourds in the container and add enough water to make them float. Show your Little Pnuts how to use the kitchen tools to scoop out the pumpkins. Be sure to provide language modeling by describing the pumpkins/gourds as you go – talk about the different colors and textures that you encounter, compare the different sizes and shapes of the pumpkins, etc. Younger Little Pnuts will enjoy simply scooping out the pumpkins and exploring their colors and textures. Make the activity more exciting for older children with one or more of these adaptations: - Make it a listening comprehension game by describing physical attributes of specific pumpkins for them to scoop (i.e. “Scoop the small bumpy gourd” or “the green and white striped pumpkin”). Adjust the complexity of the directions based on your Little Pnuts developmental level. - Blindfold your Little Pnuts and see how many pumpkins they can scoop without using their sense of sight - Grab a timer and see how many pumpkins each child can scoop in 30 seconds. After everyone has had a turn, the child with the most pumpkins scooped within the allotted time is the winner. This activities focuses on the following Developmental Milestones for your Little Pnuts: Fine Motor Skill Development, Hand/Eye Coordination, Focus & Concentration, Vocabulary Development, Listening Comprehension—Stephanie Haass, Little Pnuts Early Childhood Activities Expert & Blogger, www.two-daloo.com

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Note: To protect the privacy of our members, e-mail addresses have been removed from the archived messages. As a result, some links may be broken. Interpreting Sandy Skoglund's Maybe Babies Through Beliefs About Religion Department of Art Education, Ohio State University and Visiting Scholar, Getty Center for Education in the Arts Creation Stories and Maybe Babies A creation story is a cosmogony narrative that describes the original ordering of the universe. The word cosmogony derives form the Greek words kosmos, meaning order, and genesis, meaning birth. Virtually all cultures have creation stories. (The following are excerpted from A Dictionary of Creation Myths , David Leeming with Margaret Leeming, 1994) Osage Creation Story The Osage are a Midwest native culture who were forced to migrate to the Great Plains. In the beginning the People lived in the sky. When their parents, the sun and moon, said it was time for them to go down to the earth, they floated down to the earth; but they couldn't land since there was only water. Finally, an elk answered their cries for help. Elk let himself fall into the water and called upon the winds to blow away the water and reveal the land beneath. He rolled in the mud and all the plants and trees grew from some of elk's loose hairs that remained. Some say that the first people came from a union of two animals, Beaver Boy and Snail Boy. The couple produced a son and daughter that were neither snail nor beaver, but Osage. These first people naturally made their houses to look like Bagobo Creation Story The Bagobo people live on Mindanao Island in the Philippines. In the beginning the creator, Melu, made the earth and two small people from his dried skin shed through his constant polishing. However, the two people lacked noses and Melu reluctantly allowed his not very smart brother to make them. He made the noses upside-down and when it rained the two people almost drowned. To save themselves, they stood on their heads under a tree until Melu asked what they were doing. He saw the upside-down noses, turned them around and everything has been all right ever since--at least with noses. Efik Creation Story The Efik tribe lives in Nigeria on the African west coast. Abassi, the creator, made two humans, but afraid of their ambitions, he reluctantly gave into the intercession of his wife, Atai, and permitted the humans to live on earth. To keep the humans under control, Abassi required them to eat all their meals in heaven and each day he rang a bell to call them for their meals. Abassi forbid the humans to hunt, grow food or procreate. Soon, however, the women began growing food and before long, there were children. The earth people quit going to heaven for their meals. Abassi blamed Atai who said, "Don't worry," and sent down death and discord to keep the humans in their place. Munduruc Creation Story The Munduruc Indians live in the western hemisphere in Brazil. The creator, Karusakaibo, was angry because he suspected that there were humans living below the earth. He and his friend, Daiiru and Armadillo, made a beautiful cotton rope; they tied Daiiru to the end and dropped it into a hole in the earth. Daiiru showed the people under the earth how to climb out, but so many hung on that the rope broke and half the people had to stay in the underworld where they are today. Everything in the underworld is the opposite from the world we know. The sun goes in the opposite direction and it is day there when it is night Can you imagine and write a creation story based upon Maybe Babies? If you do, please send it forward to the discussion group:

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Find the latest in professional publications, learn new techniques and strategies, and find out how you can connect with other literacy professionals. Journal > The Reading Teacher Singing Across the Curriculum by William Bintz |Grades||K – 5| This article describes one attempt to use singing as an instructional strategy to help all students learn across the curriculum. It begins with background on the author's early experiences with singing. Then, it shares professional literature on the relationship between singing, song, and literacy development. Next, it describes singing as an instructional strategy and share samples of students' work that resulted from this engagement. It ends with lessons learned from the whole experience. The aim of the article is to describe an instructional strategy that can help students use reading and writing as tools to learn across the content areas. Teachers can use this strategy in their classrooms to help their students, like the author helped his, engage in meaningful learning experiences across the curriculum. Grades K – 2 | Lesson Plan | Standard Lesson "Bessie bird lives in a barn" in this lesson in which students create alliterative animal songs to help them learn letter names and consonant sounds and build phonemic awareness.

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South Sudan: An education system in crisis More than half a million children have fled their homes in South Sudan since conflict first broke out in December 2013. Most have stopped going to school and aid groups have warned of the long-term consequences of a continued disruption to education. In Mingkaman, Awerial County, in Lakes State for example, many displaced children are out of school. They are among about 92,000 people who have settled in Mingkaman – the largest concentration of internally displaced people in South Sudan. Most fled here following fighting in neighbouring Jonglei State. Humanitarian organizations are running emergency education programmes comprising life, psychosocial, literacy and numeracy skills. Crowded classrooms, few teachers In Awerial County, the international NGO Plan International has set up seven temporary learning spaces in four primary schools. “While each [learning] space is designed to support 50 children in each session, they are crowded with over 200 children per session,” said Gyan Adhikari, Plan International’s South Sudan Country Director. “Overcrowding and a lack of learning materials and teachers are big challenges in Awerial and in most parts of the country.” Volunteer teachers are playing a key role in these emergency education centres. Parach Mach is a volunteer who teaches English at the Mingkaman 1 Primary School. “The classes are congested. Even writing on the blackboard is a problem,” he said. “Some of the children are traumatised and they do not concentrate in class. Some are aggressive too.” This is an increasingly common observation. According to the UN Children’s Fund (UNICEF), many children have been separated from their parents and families. Many more have witnessed atrocities. An estimated 9,000 children have been recruited into armed groups. Asked why he volunteers his teaching services Parach speaks of his hope for his country. “I do it to help the people. I may one day teach someone who will become important in South Sudan,” he said. So far, about 110,000 children have been reached with emergency education. Aid groups are looking to tackle the teacher shortage, including by providing incentives to volunteer teachers. But these efforts are hampered by a lack of funding. Education is the second poorest funded cluster in South Sudan’s 2014 Crisis Response Plan. As of 31 May, the cluster was 33 per cent funded. “If education is not reprioritized immediately there is an ample chance of a generation of children missing out on education,” warned Plan’s Adhikari. “This will be a loss for the new country’s plans for development and peace.”

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In discussing life benefits of music study, the authors report, “The most heavily reported life preparation skill was self-discipline, with respondents acknowledging that the hard work and dedication that are integral to participation in school music groups teach the valuable lesson that if ‘you stick with something and practice,’ the rewards will be bountiful. Other students conceded that the concentration required for learning music and the process of memorizing music pieces had honed those skills in other areas of their schoolwork. “Music was frequently described as a force for building one’s character, and many students expressed their belief that music was capable of directing them in shaping their broader sense of self, who they were becoming, and how they might succeed in the world. The respondents highlighted confidence, responsibility, compassion, pride, patience, and respect as aspects of their character they feel they owe, at least in part, to music.” Patricial Shehan Campbell, Claire Connell, and Amy Beegle (2007), “Adolescents’ Expressed Meanings of Music in and out of School,” Journal of Research in Music Education, 55(3), p. 229.

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English as a Second Language/English Literacy Development What is English as a second language/ English literacy development? The Peel District School Board offers classes to help people learn English and upgrade their academic and English language skills. Who can take English as a second language/ English literacy development The Peel board provides ESL/ELD support for: - students born outside Canada from a non-English speaking country - students born in Canada who speak a second language or dialect - recently arrived students who need to upgrade or develop their academic and language skills How is English as a second language taught? - In elementary schools, ESL/ELD teachers work with students either in a specific ESL/ELD class or a regular classroom. Programs are developed with the regular classroom teacher based on each student's needs. - In designated secondary schools, students can take up to five ESL or ELD courses towards their diploma. Beginning students can take ESL classes in different subject areas. How to register students for programs You can get information about elementary ESL or ELD programs at your local elementary school. After talking with you, the school staff will discuss your child's needs and suggest an appropriate program. Information on elementary and secondary school ESL or ELD programs is available at the We Welcome the World Centres. If needed, the school can arrange for an interpreter to assist you in parent-teacher interviews or to discuss your child's progress. For further information If you need more information, you can talk to the ESL/ELD coordinator at the HJA Brown Education Centre, 5650 Hurontario Street, Mississauga or call 905-890-1099, ext. 2531. English as a second language for adults Through our Community Education area, we provide ESL classes for adults in Peel. These classes are offered during the day, nighttime and weekend and cover the following topics: - adult basic literacy - adult ESL - citizenship preparation - English for work with computer training - improving classroom communication for foreign trained teachers - language development at the computer - secondary student language support Child care is provided at some locations. For more information on adult ESL classes: Mississauga - call 905-270-6000 and press #3 Brampton - call 905-791-6700

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The Kauffman School is committed to transparency in reporting on the academic progress of its students – we will "show that we know." The results reported here reflect scores from students enrolled at the school when end-of-year testing was administered. The school's testing results in 2012 and 2013 indicate significant academic growth in Reading, Math, and Science. The overall results in our school’s first two years indicate students should be on pace to meet the three-year goals we've established for academic advancement. Please click the “Academic Results” tab to view our most recent data. How the Kauffman School Measures Student Performance The Kauffman School measures academic performance using three key assessments: • The Missouri Assessment Program (MO-MAP) Required state assessment administered by all district and charter public schools in the state. • The Northwest Evaluation Association's Measures of Academic Progress (NWEA-MAP) Nationally norm-referenced, growth-measured exams administered at the beginning and end of each school year – used to assess student academic growth over the course of a single school year. • Strategic Teaching and Evaluation of Progress (STEP) Literacy Program Literacy development program and assessment tool designed to target individual student literacy needs, develop skills, and track literacy growth over time.

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Early Childhood Music Initiative About the Early Childhood Music Initiative (ECMI) The Early Childhood Music Initiative (ECMI) at Duquesne University strives to provide meaningful musical experiences for young children in underserved preschools throughout Pittsburgh. ECMI was designed in 2010 to inform and educate preschool directors, teachers, and early childhood caregivers about ways to incorporate music into the daily lives of children while also allowing future music teachers (undergraduate music education majors) to gain experience teaching music to children in real-world settings. Under the direction of Dr. Rachel Whitcomb, Assistant Professor of Music Education, ECMI is underway for the 2012-2013 academic year through generous funding from The Pittsburgh Foundation. During the first year of the project, ECMI served the early childhood education community in the Pittsburgh region by placing undergraduates in seven preschools to teach weekly music classes. More than 240 preschool children actively engaged in these activities, and 40 preschool teachers became familiar with developmentally appropriate musical activities each week. A Lesson Collection was written by experts in early childhood music and shared with over 125 preschool teachers, directors, and caregivers at the first ECMI Professional Development Conference in June 2011. Conference attendees were invited, free of charge, to attend educational sessions focusing on teaching techniques for incorporating music into preschool instruction. Currently, ECMI is serving the following five preschools in the Pittsburgh region by providing weekly musical instruction: • Angels' Place • Beulah Christian Preschool and Child Care • Hilltop Community Children's Center • JLC Daycare • Righteous Beginnings Learning Center ECMI also offers a lending library of musical instruments and lesson materials for preschools interested in including music during daily instruction.

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WASHINGTON - Women who are pregnant or breast-feeding should eat at least 12 ounces of fish and other seafood a week because the benefits for infant brain development outweigh any worries about mercury contamination, a group of US specialists said yesterday. The recommendations contradict US government warnings that these women should consume no more than 12 ounces of fish and other seafood weekly due to concerns that mercury, which can harm the nervous system of fetuses, might exist in trace amounts in this food. But the group of 14 obstetricians and nutritionists said the threat of mercury poisoning remains only theoretical, while the warnings have scared many pregnant women into not eating fish at all, robbing them and their babies of vital nutrients like omega-3 fatty acids, known to help brain development. The recommendations were issued in partnership with the National Healthy Mothers, Healthy Babies Coalition, whose members include the Centers for Disease Control and Prevention, the Agriculture Department, the March of Dimes, the American College of Obstetricians and Gynecologists and others. The nutrients in fish and seafood are important for brain and motor skill development in children and can help prevent postpartum depression in mothers, the specialists said. The coalition said it received $60,000 from a seafood industry trade group, but the specialists defended the independence of their work. "There has been no case of fetal mercury toxicity due to fish consumption reported in the United States," said Dr. Ashley Roman, a professor of obstetrics and gynecology at New York University Medical Center, who is involved in the research.

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What's in the Current Issue of Practical Homeschooling? - Colleges & Common Core: we interview college admissions officers to find out if they now (or in the future) will require applicants to have used Common Core-aligned curriculum. - Here's a new "top trend" you might have missed: the Maker's Movement might be just the way to motivate your academically reluctant, hands-on kid. - If you can teach your child 5 notes, this article explains how they can now play 5 songs. - Homeschoolers tackle the Science Olympiad team competition! - Meet the homeschooler who has become Illinois State's youngest graduate ever. - Homeschool grad reflects on homeschooling "then" . . . and now. - Lawyer Antony Kolenc shares the research that PROVES homeschooling is a "fundamental" parental right. - Bess Wuertz knows Montessori materials are EXPENSIVE. So she explains how to make or purchase yours for much, much less. - Michele Lee gives us the skinny on phonics apps that are hot . . . and not. - Melissa Morgan lays down steps for how to get your preschooler ready for classical education. - Dr. Kuni Beasley explains how to tell if college is the right - or wrong - choice for your child. - From best-selling author Janice VanCleave: some simple Spring science activities and facts. - Anne Wegener reminds us that homeschooling is so much more than a "one-room schoolhouse." - The new SAT: what to expect. - Massive privacy-invading database for schoolkids faces a setback. - Are schools literally DRUGGING kids to increase test scores? - A series of CD-ROMs and DVD-ROM from a prestigious British university explores the influence of Christianity on culture - A Child's Geography - How to turn your child's smart phone into a learning tool - How to teach your homeschooled kids to become more independent - Art mixed with science - Music education made fun for little kids - Contests for subscribers with awesome prizes! - Envelope Gallery of kids' art - Ads with special offers Want to subscribe and receive this issue as the first in your subscription? WANT TO SUBSCRIBE? To find out about current offers and pricing, click on the link that describes you: USA Individual Renewal USA Librarian (purchasing for a library) Outside USA Individual Outside USA Library

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Sister Eliza Healy was both an educator and noted first African American Mother Superior of a Catholic convent. Healy was born on a plantation near Macon Georgia on December 23, 1846 to a white father, Michael Morris Healy and one of his mulatto slaves, Eliza Smith. Healy spent her childhood on the plantation until her mother died suddenly in the spring of 1850, and her father died that August, leaving Eliza Healy and two of her younger siblings, Amanda and Eugene, orphaned. The executors of Michael Healy’s estate sent the children to New York where they were cared for by their older brother Hugh. The three children were baptized as Catholics in the Church of St. Francis Xavier in New York on June 13, 1851. That same year Eliza and Amanda were sent to Notre Dame in St. Johns, Quebec. Their older sister Martha had joined the sisterhood earlier that year. Healy finished her elementary education and was enrolled in Villa Maria, a Catholic girls’ secondary school, in Montreal. After Healy graduated, she and Amanda rejoined their family in Boston, Massachusetts and then later the family purchased a home in nearby West Newton. She remained in West Newton for over twelve years. In 1874, Healy entered as a novice into the Congregation of Notre Dame in Montreal, just as her older sister had done almost a quarter century earlier. She entered the convent at age twenty-eight in order to pursue a career as a religious nun and teacher. She took her first vows of poverty, chastity and obedience to the church and God in 1876, and completed her final vows six years later. Healy was now called Sister Mary Magdalen. Over the next few decades Healy would transfer to several different Catholic schools in Ontario and Quebec, taking up both the position of teacher and appointed superior. In 1903, she took up the most important and most vilified position of her career. She became the superior of Villa Barlow at St. Albans, Vermont. The school was well-known and held in high prestige as many of the daughters of wealthy New England families attended the academy. It was her job to help reign in the disarray occurring at the school. There were several outstanding debts, too few teachers for the number of students, and a constantly fluctuating enrollment. As headmistress of the school and superior of the convent, she displayed strength and calm in her ability to solve the problems the school faced. She was also revered among the other nuns for her ability to pray for incredibly long hours during the day, her obedience of gospel discipline and her good manners. After fifteen years at Villa Barlow, Healy was transferred to the College of Norte Dame on Staten Island, New York where she once again was given the post as superior. It was here that she spent the last year of her life. Eliza Healy (Sister Mary Magdalen) died from cancer in 1918. Rayford W. Logan and Michael R. Winston, eds., Dictionary of American Negro Biography (New York: W.W. Norton, 1982); James M. O’Toole, Passing for White: Race, Religion and the Healy Family 1820-1920 (Amherst and Boston: University of Massachusetts Press, 2002). University of Washington, Seattle

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and the democratic spirit of the society, which is attempting to make the gallery a valuable asset to every citizen and to inculcate an appreciation of its offerings. –Samuel O. Buckner, President, Milwaukee Art Institute. “Art Gallery Rapidly Growing in Popularity.” Free Press, Dec 23, 1913 In 2013, the Milwaukee Art Museum will celebrate its 125th anniversary. Since 1888, the Museum has featured over 3,600 exhibitions, acquired 30,000+ objects, and published hundreds of exhibition and Collection catalogues. The Museum has been instrumental in setting national standards for excellence in art education, and has also erected visionary architecture. An exciting 125 years indeed! Considering that the Metropolitan Museum of Art was founded in 1870 and the Art Institute of Chicago was founded in 1879, the Museum’s beginnings are rooted among some very important company. While other arts organizations across the nation struggled and failed over the past 125 years, the Museum continued to build a long list of forward-thinking accomplishments, including… In 1913, the Milwaukee Art Society mounted a sale exhibition of 25 paintings by African-American artist Henry Ossawa Tanner. In 1914, Dudley Crafts Watson, Director of the Milwaukee Art Society, and the artist Manierre Dawson, curated The Modern Spirit: Exhibition of Painting and Sculpture. The exhibition was inspired by the New York Armory Show of 1913, officially known as The International Exhibition of Modern Art. Milwaukee’s was first exhibition of modern art at a museum, just one year after the Armory Show introduced Modernism to America. See the exhibition catalogue here. In December 1931, the Milwaukee Art Institute exhibited Photographs by Moholy-Nagy.In November 1945, When Democracy Builds, an important Frank Lloyd Wright retrospective organized by Mary Frances “Polly” Coan at the Milwaukee Art Institute, broke all previous attendance records with 11,868 visitors over four weeks. In September 1954, the First Annual Exhibition of Creative Photography from six states, sponsored by Boston Store and Milwaukee Photo-Pictorialists, was held at the Milwaukee Art Institute. Purchases of works of art from the exhibition inaugurate the permanent collection of photographs at the Institute. In December 1966, Milwaukee Art Center organizes Fernando Botero’s first major one-person exhibition in the United States. In 1968, the Milwaukee Art Center organized the first U.S. museum exhibition outside of New York City for the artist Cy Twombly. While this is only a snapshot of Museum milestones, this handful of events highlights the fact that the Museum’s success would not have been possible without your patronage or participation. So I invite you to tell us your story: - What was the first exhibit you attended? - What has been your favorite exhibition? - What is your favorite object? - Did you take art classes at the Layton Art School or the Milwaukee Art Museum? We look forward to a year of excitement and celebration and cheers to the next 125 years!

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When people complain about my stance on flash cards they will often say to me ” Well how to you teach them the names of things? ” Well besides simply talking about the things you play with , things you eat and things you see as you go about your day you can play games like this with your littlest learners, but please don’t push that’s not how anyone especially infants learn. This should be fun, when they decide they are done move on to something else. Also this activity is a one on one activity, an adult needs to be able to reach the fruit easily at all times for safety reasons. - Gather your materials. You will need some light bowls we are using Dandelion Bowls made from corn ( no worries about safety and they are light) , whole pieces of fruit. A knife for cutting some fruit for tasting after ( depending on your child’s ability to eat solids, you could use purees too). - Start by putting one or two fruits under the bowls, I like that the bowls don’t completely cover the fruit because it teased her into investigating . - As they turn them over label the fruits for them saying something like ” What have you found? Oh it’s an orange! Oranges are food. ” As they explore narrate their exploration but don’t lead it. - Another reason to use safe bowls – everything ends up in the mouth at our house. - After they discover all the fruit cut some up, mash some etc… for them to taste . This picture shows how close I am to her as well. - The activity might just bring other people to the table too. . . . . Books About Fruit The Very Hungry Caterpillar When I sat down to think which book is my absolute favorite, the one that kept coming back into my mind was this classic. As a child the holes the caterpillar made in the pages fascinated me, the colors enchanted me and I remembering being amazed that the caterpillar turned into that huge colorful butterfly! In university while studying elementary education I chose this book as the literary inspiration for a cross curricular unit study for grade 1. I made math lessons with fruit, science lessons about observing insects and the butterfly life cycle and health lessons about smart food choices. Then teaching preschool I used this awesome book to teach the days of the week, basic counting and more. When I was pregnant I chose this book along with a few other favorites to be my son’s nursery theme. Now that my son is 3 we often pull down the Very Hungry Caterpillar felt board and play with it as we read the story. To me this book is a given, and for every stage of my life, student, student teacher, teacher, mother it has come along for the ride! Eating the Alphabet: Fruits & Vegetables from A to Z by Lois Ehlert is an alphabet book extraordinaire! Wonderful paintings of fruits and vegetables seem ultra simple and it is but somehow the way the author has pieced this simple book together is brilliant. Maybe it’s that children learn about food at the table multiple times a day and feel proud being able to identify not only some of the letters but some of the pictures too! From a teaching standpoint I love that there are both upper and lower case letters on each page! This book will grow with your child, and beware it will also make you The Little Mouse, the Red Ripe Strawberry, and the Big Hungry Bear (Child’s Play Library) by Audrey and Ron Wood is a fantastic book that children adore! The story not only unique in that the narrator speaks directly to the mouse , it’s illustrations will enchant your child’s imagination and make the most overtired parent smile. The little mouse is trying to keep the strawberry away from the bear, and his adorable attempts to hide it make my son laugh every time! Great book! …Full Disclosure : I was given the Dandelion bowls free of charge to try out , I was not compensated to make mention of them.

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Your pre-emergent and emergent readers will develop phonemic, phonological and alphabet awareness by using letter and picture rods to learn sounds, letters and letter-sound relationships. By linking together the rods children learn how to identify initial, medial and final sounds; recognize uppercase and lowercase letters; sequence the letters of the alphabet and build simple words. • 108 Reading Rods® (vowels, consonants, picture) • Plastic storage tub • 24 double-sided activity cards • 4 activity trays • Activity guide Common Core State Standards Alignment: Language, Reading Foundational Skills Learning Style: Visual, Tactile Language- Promote foundational skills for language and phonemics teaching students that words are joined together by individual sounds and corresponding letters. Language- Teach letter-sound correspondence by matching the letter Rods with the picture Rods and repeat the words aloud. Kit teaches everything from alphabetical order to spelling. Fine Motor- Pincer grasp and cooperative hand and muscle strength are promoted when snapping and unsnapping the rods to create links.

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Suggestions For Case Studies and Examples Integrated Science Courses for Elementary Science Teachers Earth Systems Science for Educators Students are introduced to fundamental concepts in the earth sciences and their relationship to the "real world." Specific student outcomes are that they develop scientific process skills, understand and apply basic earth science concepts and collect and interpret information and data about earth systems. Activities relate to K-12 National and Nebraska science education standards (Gosselin and Maklem-Hurst, 2002 ). Dave Gosselin: University of Nebraska - Lincoln Integrated Science Courses: "Science Semester" at the University of Delaware A semester block sequence of earth, life, and physical science content courses and science teaching methods courses for elementary education majors. During this semester, problem-based learning and other inquiry-based approaches to create an integrated science and education methods curriculum. John Madsen: University of Delaware Investigative Science Sequence at Winona State University This three semester sequence of integrated elementary education will focus on building pedagogical content knowledge. The first course will be a content course (Earth - the Water Planet), followed by a modified elementary methods course, and then a second content course (Environmental Science in Your COmmunity). This course sequence follows a learning cycle model, and students will work with K-8 students via an after-school program (Key Kids). Cathy Summa: Winona State University

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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. Miami is the seventh-largest metropolitan area in the United States with over 5.4 million residents. Miami is a Mecca of prestigious private schools and colleges. Miami – Dade is the largest public school district in the state of Florida. Miami residents demand the very best education for their students. As a city with students of all ages, we have cultivated an elite group of tutors to help students with any subject necessary. Our highly customized service means that you determine exactly who your tutor will be, where the tutoring will take place, and for how long. We have been providing tutoring services to Miami students for many, many successful years. Our reputation as a premium service is evident in the hundreds of testimonials we have received from parents, students, and schools in Miami and the surrounding communities. View Some Of Our Elementary Phonics Tutor Profiles 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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Teaching License Programs Most public and private schools in the U.S. require teachers to meet state licensing and certification guidelines. Teaching license programs give individuals the preparation they need to study for their local state licensing exams. While teaching license courses won't directly lead to a license, they can fulfill the education requirement for state licensure. Teachers for subjects like bilingual education, science and mathematics are in demand across the country, the U.S. Bureau of Labor Statistics reports. Opportunities for employment may also be greater in rural communities and urban areas in need of education reform. Get your teaching license to qualify for classroom jobs Most teachers start with a four-year bachelor's degree in teaching or a related subject. Some teachers with a bachelor's degree in another field may earn a teaching certificate to meet state requirements. Some school districts require teachers to eventually earn a master's degree. Even where it is not required, many schools offer a higher salary for teachers with a graduate degree. Teaching license courses vary depending on the grade level and area you want to teach. Elementary school teachers may take courses in child growth and development, child psychology, and literacy development. At the middle school and high school level, many teachers specialize in a particular subject such as social studies, math or music. In addition to subject-specific courses, all teachers generally study teaching methods, testing and assessment techniques and educational philosophy.

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Menu of Opportunities Audience Needs and Challenges |About Future Teachers| Considerations are dependent on the grade level that the pre-service educator will teach, their level of science preparation (e.g., education major or science major), and their access to resources and opportunities. The majority of pre-service educators are elementary education majors, who need to be prepared to bring hands-on science activities into the classroom, that meet grade-specific state-mandated science content standards. In general, the curriculum for elementary teacher preparation does not include extended study of science and many elementary teachers lack confidence in science. Other pre-service teachers may specialize in a particular field of science as they prepare to teach middle school or high school science subjects. Throughout their science coursework, there is a significant chance that all future teachers will not be exposed to teaching models that reflect the best education practices or the standards-related content for which they will be responsible. In short, their own experience with science learning may include little authentic inquiry, broad, shallow coverage of far more content than they need to master, and models of teaching that falsely separate science and education. It is left to the teacher to integrate content and pedagogy, often after they enter the classroom where they are confronted with the realities of classroom management. It also is important to understand that the majority of pre-service teachers, whether education or science undergraduate majors, do not participate in authentic scientific inquiry; true scientific research traditionally is not experienced until graduate school, even by science majors. Thus, entry-level teachers of science may not have a strong understanding of the process or nature of science. There is a disparity in the opportunities and resources available to pre-service teachers, dependent to some degree on the training institution. While some universities may have a plethora of faculty, classes, resources, and research opportunities (whether or not they are well-leveraged in the preparation of teachers), other institutions, such as minority serving institutions and community colleges, are unable to provide these resources for their students and faculty. |About Education Faculty Involved in Teacher Preparation| There is tremendous variability in the depth of understanding of science and the process of science among education faculty responsible for preparing pre-service teachers. Education faculty often include science education faculty who have received strong science content but that content may be restricted to a specific field in science, often biology, and may not include much exposure to Earth and space science. Many faculty have had limited exposure to authentic science experiences, either through coursework, internships, or research. Likewise, there is tremendous variability in the construct of courses about how to teach science. These courses model to different degrees teaching practices informed by educational research and current scientific content. Many faculty identified a need for continued exposure to current science content, as their research focuses primarily on education issues. Faculty also noted a lack of access to, and funding for, varied professional development experiences. In addition, they often are not aware of current Earth and space science resources, and thus cannot prepare future teachers in the use of these resources to support the content and process skills that K-12 educators will teach in the classroom environment. |About Science Faculty Involved in Teacher Preparation| Most science faculty who instruct undergraduate students at 2- and 4-year colleges are helping to prepare future teachers, as many of their students will eventually become teachers. Despite the fact that these courses represent a significant component of a future teacher’s science background and capability to teach science, the traditional content and practices of introductory science courses do not align with content and pedagogy that the future teacher must employ in the classroom. Introductory courses often cover broad content through lecture that does not humanize science; classroom teaching requires standards-aligned content explored through hands-on, inquiry based learning experiences that illustrate science as a human endeavor. For a variety of reasons, science faculty face a variety of obstacles should they choose to seek professional development that focuses on teaching methodology. Science faculty may need greater access to the broad range and interconnected nature of science to teach introductory courses that may be expected to cover all of physical science, for instance. They may be unaware of their students’ needs and abilities—such as misconceptions, some students’ fears of science, or a belief that science consists of memorizing facts. Some science faculty may have expertise in fields completely unrelated to the topic that they are responsible for covering. For comments and additional suggestions, please contact [email protected].

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60 years after Brown v. Board, how to stop schools from re-segregating By Beverly Daniel Tatum Special to CNN | 5/19/2014, 9:42 a.m. Editor's note: Beverly Daniel Tatum is the president of Spelman College in Atlanta and the author of "Can We Talk About Race?" and Other Conversations in an Era of School Resegregation. The opinions expressed in this commentary are solely those of the author. I was born in Tallahassee, Florida, in 1954, the year of the landmark school desegregation case, Brown v. Board of Education. The struggle for integration has shaped my life from the very beginning. When my father, an art professor at Florida A&M University, sought to pursue his doctorate in art education at Florida State University, the state of Florida chose to pay his transportation to Penn State rather than open its doors to an African-American graduate student. In 1957, he completed his degree at Penn State, and in 1958 became the first African-American professor at Bridgewater State College, now Bridgewater State University, in Massachusetts, where I grew up. My parents were part of the great migration, moving to the North to escape segregation. They achieved their goal. My three siblings and I attended predominantly white public schools in our small Massachusetts town without protest or high court drama, and graduated well-prepared for the colleges we all attended. Forty-four years later, in 2002, my husband and I left Massachusetts and returned to the South -- initiating our family's reverse migration. Eventually our sons, and even my parents, moved to Atlanta, too. They returned to a region very different than the one they remembered. Fifty years after the passage of the Civil Rights Act of 1964, their choice of housing and their freedom of movement are unencumbered by race. But 60 years after racial segregation was outlawed in schools, public education is again segregating along racial lines. And not just in the South, but across the United States. Schools are more segregated today than in the 1980s, according to a new report released by researchers at UCLA's Civil Rights Project, "Brown at 60: Great Progress, a Long Retreat and Uncertain Future." This is the result of continued patterns of residential segregation, and a series of Supreme Court decisions that have quietly undermined the implementation of Brown through a shift away from court-ordered busing and other mandated desegregation strategies. As school districts move back to "neighborhood school" policies, white students will likely have less school contact with people of color than their parents had. Particularly for young white children, interaction with people of color is likely to be a virtual reality rather than an actual one, with media images (often negative ones) most clearly shaping their attitudes and perceived knowledge of communities of color. For students of color, the return to segregation means the increased likelihood of attending a school with limited resources. Most highly segregated black and Latino schools have high percentages of poor children. At most highly segregated white schools, middle-class students are in the majority. The negative educational impact of attending high-poverty schools is well-documented. Whether a student comes from a poor or middle-income family, academic achievement is likely to decline if the student attends a high-poverty school.

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Fine Arts Programs in Elementary Schools Elementary school students experience music by listening, speaking, chanting, singing, moving, playing, reading, writing, and arranging. Leaving out even one element shortchanges student learning. These basic elements provide a foundation for advanced development when students interpret, compose, improvise, and evaluate music and musical performances. Elementary music students listen, identify, describe, and categorize a myriad of sounds. They listen to short musical selections and distinguish between like and unlike passages. Through a carefully planned sequence of activities, students learn to look at a passage of notes and replicate it with accurate pitch, rhythm, dynamics, and tempo. Elementary students also learn to listen to a melodic line and identify its visual representation. This exercise enables students to use both ear and eye to identify forms such as AB, ABA, theme, variations of a theme, and rondo. With more experience, children learn to hear the difference between two very similar phrases, for instance those having the same melodic line but different rhythms or vice-versa. From simple learning processes that begin at primary levels, students advance to analyzing longer and more complicated musical works in which harmony and texture also create form. Music specialists and classroom teachers who are responsible for music instruction have a challenging task. To enable all students to realize their musical potential, elementary schools must implement a solid music program based on scaffolded course content. To build a foundation for musical achievement, activities must be sequenced and TEKS-based. Class musicals do not substitute for the ongoing, well-rounded instruction necessary for the development of content knowledge and skills. Excursions to concerts and performances do not constitute, and should not supplant, quality music instruction. Districts and campuses make decisions about time allocations, meeting patterns, and class size. In class, time is used to teach music concepts and skills and distribute and collect the materials. In addition to the content taught, the facility and staff availability help determine maximum enrollment in music classes. Final scheduling considerations include the number of class meetings per week, the time of day, the length of the class, and the number of students in the class. The music specialist should have no more than five to six classes per day and a total of no more than 150 students. Strong music education relies on both group and individualized instruction; large numbers of students reduce both the effectiveness of teaching and the quality of learning. Elementary specialists have one duty-free planning and preparation period per day and scheduled intervals between classes. Classroom teachers may escort students to and from the classroom, providing security for students and time for the music specialist to set up for the next class. Specialists may require additional assistance when a class contains students with special needs. In small school districts where specialists are assigned to multiple campuses, an additional period is needed for travel, record keeping, materials management, and preparation of multiple music laboratories. An additional benefit of having a music specialist on the faculty is the added flexibility in scheduling teachers’ conference periods. The range of class activities determines the specific space allocations for elementary music courses. Playing classroom instruments, movement, singing, and games require adequate room for safety and instructional effectiveness. Other space considerations include: - Secure storage for equipment and materials (e.g., tapes, compact discs, VCR/TV, classroom instruments, computers) - The number of chairs, risers, and/or desks needed to accommodate the largest class. (If classes scheduled in the room include students from kindergarten through grade five, several desk and chair sizes are needed.)

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Welcome to Art The Loudoun County Public Schools’ Elementary Art Education Program is a sequential curriculum, developing interaction between each student’s creative expressions and their appreciation for art. The Elementary Art Education Program provides maximum opportunity for each student to have hands-on experiences in producing their art, enhanced by the integration of art history, art criticism and aesthetic critiques. Art education classes at the elementary level will encourage critical and creative problem-solving skills, as well as empathy for historical and contemporary art works. The program is designed to encourage perceptual awareness, through the involvement of all of the senses, and allows for the integration of other curriculums, as art readily relates to all educational experiences. The students will establish a continuing portfolio for the purpose of generating ideas, recording visual incidence, review of art vocabulary/concepts, and for assessment of growth.

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- About CMS - Supporting CMS Middle School (12-14yr) The vision of the Cambridge Montessori Middle School is to address the needs of young adults and to create a safe community in which they can extend themselves and take risks. The curriculum emphasizes the relevance of its subject matter and provides a framework through which the students will see connections between themselves and the world they will soon enter as adults. The questions we try to help our adolescent students address are: Who am I? Who am I in relation to and where do I fit into human society? How can I serve other members of this society? The CMS Middle School embraces Education for Sustainability as a guiding principle. This logical extension of the Montessori Elementary curriculum excites children to use their imaginations and burgeoning intellect to investigate facets of the universe and to identify their place within it. In the Middle School program, students are presented with an integrated curriculum, designed to help them make connections across disciplines and find their place in the world. They do this by building an appreciation for the natural world and all it has provided, as well as by expanding their awareness of human progress, resources, economics, and fundamental needs. Due to adolescents’ unique human consciousness, our Middle School students are made aware of their responsibility for life and conditions on the planet, and they are able to directly apply concepts from their Elementary education to real problem-solving scenarios. Boston Globe: Succeeding at their own pace By Alex Beam Forbes: Is Montessori the Origin of Google and Amazon? The Atlantic: Superwoman Was Already Here Wall Street Journal: Montessori Mafia Harvard Business Review: Montessori Builds Innovators American Montessori Society Montessori Schools of Massachusetts Building the Pink Tower Blog

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Introducing your child to music education at a young age offers an incredible array of developmental benefits. more Head lice facts Getting head lice is not a sign of poor hygiene, so don't be embarrassed if your child gets it. In fact, lice prefer clean hair because it allows them to move from hair to hair more easily. What you need to know about head lice: - Lice are more a nuisance than a real health problem. - An infestation of head lice is called pediculosis. - A sure sign of a lice infestation is a child who is madly itching her head, particularly behind the ears and along the hairline on the neck. But don't fooled into thinking that if your child isn't itching that they must be lice-free - some children are fantastic hosts and seem to tolerate lice without noticeably itching (at least until the infestation has hit plague proportions!). - While long hair is more tedious to deal with during an infestation, cutting the hair will not solve the problem as the eggs are laid at the base of the hair shaft. Because live eggs hatch in 7-10 days, the key to success in getting rid of them is to repeat whatever treatment you settle on every three-four days for a couple of weeks. You can only break the cycle if you stop the newly hatched lice from laying eggs. Find more relevant information and articles on head lice and nits: - Best head lice products - What are head lice? - What are nits? - Head lice treatments - Treating head lice - Lice removal products

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- Wisconsin School Music Association WSMA is proud to be a partner with more than 3,500 music teachers and school administrators in the education of more than 200,000 students who annually participate in our activities. The Association, including more than 1,000 member schools, is governed by a Board of Directors consisting of school administrators elected from ten geographic districts, three elected officers from the Wisconsin Music Educators Association, the State Music Consultant, a community representative, and a representative from the Wisconsin Association of School Boards. Under their leadership, WSMA has created a Strategic Plan to guide us as we challenge our youth to achieve excellence through music. In Wisconsin schools and communities, all have access to enriching musical opportunities that assure a lifetime of involvement and enjoyment. To ensure that all students have opportunities which encourage lifelong involvement in music, the Wisconsin School Music Association will provide statewide music programming activities, offer leadership and support for school music programs, and advance music as an integral part of the school curriculum and community life. - We believe music is a basic human need. - We believe the study of music develops life skills. - We believe the study of music is a vital part of every student's education. - We believe a high-quality, comprehensive, inclusive music curriculum should be offered to all students at all levels. - We believe a comprehensive study of music involves performing, creating, reading, listening and responding to music and should be available for all students at all levels. - We believe a music program is most effective when there is sensitivity to scope and sequence of musical knowledge for all students at all levels. - We believe the study of music develops creativity, self-expression, discipline and teamwork. - We believe music education positively influences other disciplines and professions. - We believe a quality music program has a positive impact on school climate and community life. - We believe participation in school music encourages lifelong learning, involvement and appreciation of music.

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Dr. Dale Misenhelter, associate professor of music and coordinator of the music education program is hosting educators from fives states for a two-week Orff Training Workshop. What is Orff? Orff’s approach, developed for children but latterly used also with adults, was based on his belief that the easiest method of teaching music is to draw out the student’s inherent affinities for rhythm and melody and allow these to develop in natural ways,leading the child by his or her intuition from primitive to more sophisticated expression through stages parallel to western music’s evolution. Orff accomplishes this by means of a carefully planned program, beginning with speech patterns, rhythmic movement, and two-note tunes, then moving logically into pentatonic melody. Adult pressure and mechanical drill are discouraged. Improvisation is encouraged. Major and minor melody are introduced as the final stage of the program. Orff designed a special group of instruments, including glockenspiels, xylophones, metallophones, drums, and other percussion instruments to fulfill the requirements of the Schulwerk courses.

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Related Content > Teaching Teaching Techniques, News, Articles and Advice This site is dedicated to educational professionals and is geared to provide information to educators, administrators, and the teaching profession. Teaching Skills List - Job Searching - About.com List of teaching skills to use for resumes, cover letters and job interviews, plus more lists of skills and keywords for employment. Teaching 101 - Secondary Education - About.com Teaching 101 can help you understand all the basics of teaching. Here you will be provided with information to help with classroom discipline, lesson planning, ... Reasons to Become a Teacher - Elementary Education - About.com Teaching is more than just a job; it's a calling. Share your answers to this question: Why did you become a teacher? Teacher - Career Information - Career Planning - About.com What do elementary, middle and high school teachers do? Get a job description and learn about educational requirements, earnings and job outlook. How to Become a Certified Teacher - Teaching - About.com There are several different pathways to become a certified teacher. Every state has a somewhat different process, but they are overall very similar in nature. Graduate Student Teaching Assistantship A teaching assistantship can help you pay your way through grad school. Teach ESL - Teaching English as a Second Language These articles provide to the basics of teaching English as a second language to adults. They cover everything from common jargon and standard lesson plans ... How to Be a Teacher - Methods for Becoming a Teacher There are many paths to becoming a teacher. This article gives an overview of the different ways a person can use to reach their goal. Teaching Tips and Strategies - Secondary Education - About.com Use these tips, strategies, and ideas to help with discipline, cooperative learning, motivating students, critical thinking, teaching character and ethics, and ...

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The Reading Game was created by Kenneth Hodkinson, author of the “Wordly Wise” series. It is a fast-action memory card game that will get your kids reading. The Reading Game is a supplemental learn-to-read program that correlates with most standard curriculums. It also meets the criteria of the Common Core State Standards for Language Arts, Foundational skills, and Reading skills needed for both kindergarten and first graders. The Reading Game consists of six illustrated storybooks: Skunk, Snake, Bear, Penguins, Unicorn, and Zebra. Each book comes with a color coded word matching card game. The memory games are played in six stages for each book, learning five words in each stage. By the end of your first book your student will be able to read 30 words. Frequent exposure through play hard-wires these words into long-term memory. The card game requires two players, the student and a tutor. By transforming rote learning into a fast paced game where there is a winner every few seconds, learning to read becomes fun. The first story is told using just those thirty words. It tells of a skunk without a stripe who is rejected for being different but finds acceptance among a group of cats and becomes their defender. Each subsequent game in the series adds a further thirty words for a reading vocabulary of 180 words by the time the complete series is finished. Of the twenty-five most commonly used English words, twenty-two are on that list; of the forty most commonly used English words –thirty. The multi-sensory teaching approach – through the card game play and the storybooks – works well for retention and student enjoyment. ~ from the website The Crewmembers received a copy of The Reading Game which retails for $24.95. Powered by Linky Tools Click here to enter your link and view this Linky Tools list… Special thanks to Jacquelin from A Stable Beginning for writing this post.

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CAUSE: Nina Church and her family started Nika Water, an environmentally responsible water bottle company that donates 100 percent of its profits to support clean water projects in impoverished countries. An estimated 1.1 billion people worldwide lack access to safe, drinkable water. Water-related diseases caused by contaminated water result in thousands of deaths a day in the developing world. The lack of available clean water also has social consequences: Many women and children spend their days trekking to remote water sources, leaving no time for them to earn an elementary education. Eighteen-year-old Nina is working to break this cycle of poverty. EFFECT: Nika Water has committed more than $400,000 to bring clean water to over 7,000 people worldwide. Since its launch in 2009, Nika has completed projects in Sri Lanka, Kenya, Uganda, Tanzania, and Nicaragua. It is the first CarbonFree-certified water bottle company (Nika offsets its carbon footprint by funding the planting of trees in Nicaragua), and it also participates in the One-for-One Recycling Program. GET INVOLVED: Nika Water is currently on sale in California and Nevada. If you live in the California area, you can volunteer and sell Nika Water at street fares and on the beach. Nika Water is hoping to expand to other states, and you can help spread the word about Nika and the world water crisis over social media platforms.

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Through our courses and field experiences, we utilize a constructivist way of thinking which begins with the prior knowledge of the learner and proceeds to guide students to link their already existing knowledge, skills, and attitudes with new learning. As a result, instead of teachers telling students what they need to know, students construct new meaning in every class by connecting already existing knowledge to new information. By developing a number of collaborative relationships with other departments on campus, we are able to offer outstanding coursework outside the major. For example, Elementary Education majors and Secondary Education minors are encouraged to enroll in MAT 107, Math for Teachers. This course meets a state-wide math requirement and is focused on preparing students to teach math with more confidence as educators. We also have collaborative relationships with other departments, including biology, physics, psychology, and music. Our program provides teacher preparation in a liberal arts context.

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Information by Country Podcast: 2012 Education for All Global Monitoring Report calls for investment in developing young people's skills NEW YORK, United States of America, 30 November 2012 – One in five young people aged 15 to 24 in 123 low- and middle-income countries has been left out of primary education and lacks skills for work. Of these people, the majority are young women. The 2012 Education for All Global Monitoring Report Youth and skills: Putting education to work examines how skills-development programmes can be improved to boost young people’s opportunities for decent jobs and better lives. Podcast moderator Femi Oke discussed the report’s findings and the dynamics around gender and skills development with Director of the Education for All Global Monitoring Report Pauline Rose. Unemployment, poverty – and inequality The number of young people in the world has never been higher. In 2010, the population of those between the ages of 15 and 24 reached one billion. Many of these youth are not learning the necessary skills to become functional adults in their societies. According to Ms. Rose, one in eight young people is without work. “Perhaps of even greater concern is that there are around one in four young people who are working for wages below the poverty line. And we identify that young women are much more likely to be in this situation, and that includes young women who have actually had some education,” she said. Ms. Rose said that, while programmes such as BRAC in Bangladesh and Camfed in parts of Africa are addressing the needs of young women in the direst circumstances by providing basic skills training and assistance in setting up profitable businesses, these efforts are not enough. “These programmes are very important, but they are reaching too few young women and men who need the support of these programmes. They need to be radically scaled up by governments with the support of aid donors.” Developing skills, and economic growth Evidence shows that investing in young people’s skills development leads to economic growth and brings positive transformation. Ms. Rose highlighted two cases: “The Republic of Korea is a striking example of a country that invested in skills development and linked that with the country’s overall macroeconomic policy and strategy to make sure that young people were being provided with the skills that they need for the work place…[I]t went from being a low-income country 30 years ago to now being a high-income country, with a massive increase in economic growth…” “…We contrast this with Ghana, which started out 30 years ago with a similar level of education and a similar level of economic growth to actually being stagnating both in education and growth.” The report calls on governments to address the need to give young people who lack basic literacy and numeracy skills a second chance in education. It also calls on donors to allocate their funds to reach those who are most in need. “We’re also working with young people to make sure that they are also able to put the word out there, to the ministries of education. Because, at the end of the day, it’s experiences of the young people who really matter and who actually can express the need and the importance of these issues far better than we can,” concluded Ms. Rose.

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Lesson plans should be the same for students of different types of families. In schools, there is great discrimination against students having gay parents. They are subjected to humiliation and embarrassment by their fellow students in classrooms or by the education authority. The basic need for any school-going child is to receive love from his/her parents irrespective of whether they are two moms or two dads. Keeping this in mind and thinking rationally, active steps are now being taken to ensure that all students can demand equal educational rights, irrespective of having gay parents. Determining the educational needs of students having gay parents Elementary education is the basic right every child should have. Being an educator or teacher, your objective should be to impart good teaching to their innocent minds, to help them thrive in elementary education. No school or state legislature can decline free education to students having gay parents in any legal manner. Students are not responsible for their parents’ decisions and adults of the same sex living together also affirm the meaning of love and care in their own way. Therefore, children having gay parents have as much right to education as any other student. Schools have no right to discriminate against such children because they are innocent and in no way responsible for having gay parents and too young to exercise any choice in the matter. They are fresh, young minds and they need love. If they get that love from parents who are of the same sex or from opposite sexes, the significance is the same for them. Elementary education should help in establishing the equality of all students irrespective of family diversities. From an early stage, teachers and school officials should educate all students and their families about same-sex parents and related issues. At school, students having gay parents feel intimidated and mortified and this leads to considerable emotional stress. The responsibility of such schools should be to educate students about family values and tolerance. A bias free atmosphere alone can help students from traditional as well as unorthodox families thrive in the educational sphere.

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Work Created in Reading and Writing 1 Effective writing requires innovative thinking and creative engagement. Students in this course focus on building a writing portfolio by developing college-level writing skills and using these skills to produce a variety of assignments. Regular writing workshops allow students to concentrate on experiential and practical approaches to writing. Students explore a variety of texts and objects through class assignments. By the end of the course students have the foundational skills to be reflective and eloquent writers. Class sessions are composed of seminar discussions, group work, and writing workshops. Course requirements include participation, presentations, directed group work and research assignments, and a portfolio of seven essays.

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Via Scoop.it – Student Learning through School Libraries Research has shown that more access to books results in more reading and more reading leads to better literacy development. A new study on the impact of libraries on reading achievement by Stephen Krashen and colleagues using NAEP reading scores and PIRLS (Progress in International Reading Literacy Study) data. Three multivariate analyses, all controlling for the effects of poverty, confirm the importance of the library. The researchers conclude: “In all of the multivariate studies considered here the library emerges as a consistent predictor of reading scores… Of course, providing access is only the first step: Even with access, some children (but surprisingly few) will not read. The research literature consistently indicates that rewards for reading are not effective (McQuillan, 1997; Krashen, 2003; 2004), but that read-alouds and conferencing do help. But in order for these approaches to work, the books need to be there. But what is clear is that libraries definitely matter and they matter a lot. Inspection of the betas in the tables reveals that access to books in some cases had a larger impact on reading achievement test scores than poverty (tables 1,3, 4), and in other cases had nearly as strong an impact (tables 2,5). This suggests that providing more access to books can mitigate the effect of poverty on reading achievement, a conclusion consistent with other recent results (Achterman, 2008; Evans, Kelley, Sikora, and Treiman, 2010; Schubert and Becker, 2010). This result is of enormous practical importance: Children of poverty typically have little access to books (Krashen, 2004). It seems that libraries can provide this access.” Here’s the link to a copy of the pdf version of this research paper Is The Library Important? Multivariate Studies at the National and International Level. You might also want to keep an eye on Jeff McQuillan’s new blog The Backseat Linguist. Jeff is a former university professor of applied linguistics and education, and now a Senior Research Associate at the Center for Educational Development in Los Angeles, California.

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Using Greens (2002) book: How Popular Musicians Learn: A Way Ahead for Music Education as a conceptual framework, this paper investigates teachers attitudes towards the use of popular music in formal music education. The main research question: What are the views of selected secondary school music teachers regarding the incorporation of popular music into formal music education? was examined through semi-structured interviews with four secondary school music teachers. Three central themes emerged from the data analysis: the justification of popular music in formal music education; elements of teaching practice affected by this inclusion; and the idea of tradition and authenticity in different styles of music. This paper summarizes the conceptual framework, methodology, analysis, and results used to produces these three themes.

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Day of the Dead Skulls: Free Lesson Plan Download Grade Level: 3-5 Art Education Lesson Plan Art Elements: Line, Shape, Form Art Skills: Drawing, Clay Construction Making Connections: Day of the Dead, Social Studies, Spanish * Get more free lessons like this, on our Lessons Page The colorful nature of Day of the Dead makes it a great holiday to learn about in the art room. If you have students that study Mexico in Social Studies or in Spanish Class, this lesson is a natural cross-curricular fit. I like that the silly and beautiful skulls seen during Day of the Dead immediately engage students and that because of their interest, they work extremely hard to create their own unique designs. You can create skull tracers to complete this project in a scale that works for you. I generally use a skull shape about eight inches tall.

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NCTQ Standard 6 - Common Core Elementary Content The program ensures that teacher candidates have the broad content preparation necessary to successfully teach to the Common Core State Standards. Standard applies to: Elementary Education. Indicators that the program meets the standard: 6.1 At the undergraduate level, the institution: Requires candidates to take at least one course in each topic from each of the subject areas listed below. - All coursework except children's literature should only be taught in liberal arts departments. - Course content must be broad enough to give candidates the knowledge base to teach the elementary curriculum. Exempts candidates from specific course requirements on the basis of standardized assessments commonly recognized as demonstrating content mastery at the level provided by post-secondary or rigorous secondary instruction. Subject A: Literature and Composition - Topic (1): World literature ENG 211, ENG 212 - Topic (2): American literature ENG 303 - Topic (3): Writing, grammar and composition ENG 101, ENG 102. ENG 308, ENG 300, ENG 409 - Topic (4): Children's literature EDR 344 Subject B: History and geography - Topic (1): Early American history HIS 201 - Topic (2): Modern American history/government HIS 202, PSC 201 - Topic (3): World history - modern HIS 102 - Topic (4): World history - ancient HIS 101 - Topic (5): Geography - HIS 369 Subject C: Science (at least one course with lab) - Topic (1): Biology BIO 101 - Topic (2): Chemistry CHE 101 - Topic (3): Physics/physical science PHY 101, PHS 151, PHS 201 Subject D: Fine Arts - Topic (1): Music history MHL 101 - Topic (2): Art history ART 200 Elementary Mathematics (See Standard Five) - Topic (1): Algebra MAT 131 - Topic (2): Numbers and Operations MAT 116 - Topic (3): Geometry MAT - Topic (4): Data Analysis 6.2 For undergraduate programs, the teacher candidate completes an 18 credit hour concentration in a subject area relevant to the elementary curriculum: - Social Studies 6.4 STRONG DESIGN A program will earn a "strong design" designation if coursework: - fulfills two or four topic requirements in Literature and Composition, - three to five in History and Geography, - two to three (with at least one lab) in Science, - one to two in Fine Arts

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- Products & Services - Digital & Mobile - What We Do Essential Questions tied to recurring American issues throughout the program inspire students to go beyond the facts and connect what they are learning to their lives and the larger world around them. By weaving the Essential Questions throughout the program, students develop a deep understanding through thought-provoking inquiry. Students explore issues, shift their perspective and transfer what they’ve uncovered throughout the lesson and onto the next. Introduced at the beginning of each chapter, the American Issues Connector gets students to think critically about the enduring issue throughout the lesson. The review at the end of every chapter reinforces the significance of the previous key issues and debates. Explore more online for yourself! Explore the essential question “What is the proper balance between national security and civil liberties?” Again and again, students revisit the enduring issues that Americans have wrestled with throughout history. Students use their journal to track key American Issues over time with multiple examples to build their understanding for each question. They engage in exploration activities and write an essay. These student-generated videos are developed and created in classrooms just like yours and lend a peer perspective to the Essential Questions. UNDERSTANDING BY DESIGN® and UbD™ are trademarks of ASCD, and are used under license. Pearson encourages 21st century learning by infusing the core subjects and themes throughout our programs—Life and Career Skills, Learning and Innovation Skills, and Information, Media, and Technology Skills. The ultimate goal—to ensure that every child is prepared for the 21st century with skills like critical thinking, problem solving, creativity, innovation and global competence. With Pearson’s interactive whiteboard-ready resources, students become more active and collaborative classroom learners and teachers are able to deliver memorable lessons, engage all types of learners, and reduce class preparation time. Our fully digital programs and ebooks provide cutting-edge online instruction with a seamless transition from the textbook, allowing students to complete assignments, access videos and activities, and take online tests and remediation. Language-acquisition expert, Dr. Jim Cummins, has worked exclusively with Pearson to embed powerful teaching approaches into Pearson programs, ensuring that English language learners receive the same high quality education as their peers. Dr. Cummins’ expertise in literacy development in multilingual school contexts, as well as the role of technology in promoting language and literacy development, have made Pearson programs the most effective resources for today’s ELLs. At Pearson we continue to focus on your needs and on improving our customers' online experience. We invite you to complete the survey below, and greatly appreciate your input as a valued customer of Pearson. It will only take a minute or two to complete. Your responses are confidential and for research purposes only. Take the survey now!No Thanks Take the Survey

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The Tuneables is an award-winning children's music education DVD and CD series designed to teach the key building blocks of music at a critical time in a child's development. Sponsored by the Music Intelligence Project, this fun, interactive program engages children in songs and activities that provide a foundation of music understanding and growth in intellectual development. Ages 3-8. Buy your copy today at: www.thetuneables.com/the-music-shop/ The foundation of a young child's music learning is built on aural (hearing) experiences. These learning experiences progress in three stages: 1. stimulus, 2. recall, and 3. discrimination. Parents and teachers should be aware of these important music learning stages. For any one of them to be missing or partially included reduces the child's learning opportunities and the potential for future musical growth. 1. Aural Stimulus (sensing musical sound in the air) Music learning begins as early as birth when young children use their aural (auditory) sense to hear and react to musical experiences around them. For young children, this sensory input occurs at a time of very rapid growth in mental functioning and stimulates the formation of the neural structures or pathways eventually needed to process and understand music. Exposure to music listening throughout early childhood enhances this development, and the richness of the young child's musical sound environment influences the strength and amount of neural pathways associated with music learning. Therefore, parents should provide regular and frequent opportunities for quality music listening (see blog: Why Should Young Children Listen to Mozart's Music?). All future music learning depends on this aural stimulus foundation. 2. Aural Recall (sensing musical sound in the mind) The next stage of music learning is to recall musical sound events. Recall may be either short-term or long-term. For example, short-term recall occurs when a child hears a musical pattern or melody and imitates it immediately. Long-term recall occurs when a child spontaneously performs a musical pattern or melody without an immediate prompt or model. For either type of recall, the musical sound is not physically presented, but it is "heard" (sensed) in the mind. Recall is a learned skill and can be developed through such short-term strategies as parent or teacher demonstration/child imitation, and call-and-response songs, and such long-term strategies as "name-that-tune" game, and asking children to sing their favorite song. Skill in aural recall is the first observable evidence that a child is learning music. Any child not successful engaging in recall activities should continue with aural stimulus activities until readiness is achieved. 3. Aural Discrimination (sensing musical sounds as the same or different) Memory or recall of musical events makes possible aural discrimination, i.e. knowing when two musical events (e.g. patterns) sound the same or different. For example, children may engage in discrimination learning when listening to the two tonal patterns, Do-Mi-Sol and Do-Re-Mi. A child functioning at an early stage of discrimination learning skill will compare the two patterns by means of aural recall and determine that they are different. Learning activities for aural discrimination include games that children detect or perform pairs of same and different patterns, or children detect that changes have been made in familiar songs. Any child unable to determine sameness or differences in musical sound events could benefit from continued short-term and long-term aural learning activities until a readiness for aural discrimination is achieved. This is a crucial step, because all advanced music learning involves aural discrimination. A carefully sequenced program of music learning for young children, such as The Tuneables, develops each of these stages of aural sense. This is an important consideration by parents and teachers when choosing a music education program for young children. For more information about The Tuneables go to: www.thetuneables.com active aural music learning beat accuracy benefits of music brain development children development developmental effect early music educations, early music learning holiday gifts for young children instruction intelligence learning music skills listening to background music movement music activities musical gifts music and language music education music for kids music for young children music instruction in brain development music intelligence music learning music playlist for kids playlist for kids research rhythm singing singing in tune smart song list for children stages of music learning stimulate brain development substantive music learning teaching young children music the tuneables tonality tonal patterns top children's songs top classical songs for kids voice flexibility young children

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1. A few weeks ago there was a guest op-ed piece, “Can students have too much tech?”, in the NY Times arguing among other things that Internet access was undermining programs like One Laptop per Child. I found it surprising that Susan Pinker would cite One Laptop per Child as the principle example of the children using computers to chat and play games on the Internet (which she soundly criticized), since almost none of the children who received laptop computers through OLPC programs have ready access to the Internet (at school or at home). The exception of course being Uruguay, where every child has both a laptop and Internet access. Indeed, as a 2010 survey showed, the children in Uruguay play games – they are children after all – but they also use email, search for information, chat (also known as reading and writing), make music, artwork, and videos, program, and, in general, use the computer as a tool for problem solving. Contrary to the assertion that the program is “drive-by” education, a continuing effort is put into teacher training, community support, and outreach. That said, some people associated with OLPC — including my former colleague Mr. Negroponte — are outspoken advocates for solutions that mitigate the need for teachers in elementary education. The X Prize for Education is designed around that approach and further requires that any proposed solutions be Android-tablet based. Not to say that it may be possible to engineer such a solution, to constrain the contest to an unproven pedagogical framework seems ill-advised. (Many tablet-based solutions have begun to distribute physical keyboards in acknowledgment that no one serious about writing or programming works exclusively with an on-screen keyboard. And while it is theoretically possible to exercise Software Freedoms on an Android tablet, in practice it is still well beyond most of us.) Meanwhile, here at Sugar Labs, we encourage open collaboration among students, teachers, and our community. 2. Martin Abente, our Sugar Release Manager, is pleased to announce the release of Sugar (sucrose) 0.104.0. This release includes new features and a multitude of bug fixes from Google Code-In and Summer of Code students, deployments and community members. We are compiling detailed release notes at 0.104/Notes. Thanks to everyone who contributed to this release and special thanks to Martin for shepherding the process. In the community 4. Tony Anderson reports that he has finally has most of the Project Bernie website completed. This website shows what content is available on the School Server. (The School Server is a repository of content and services for Sugar deployments.) Tony reports that there are about 200 Sugar activities available to be installed from the school server; digital textbooks from Siyavula, and courses on Python, Web technology, and the Command Line Interpreter (Terminal activity). 5. Peter Robinson, who has been coordinating the Sugar on a Stick releases (most recently for Fedora 21 [x86_64], [i686]) is looking for help coordinating testing and general community communications and facilitation. Peter is a great mentor, so it would be a nice opportunity for someone(s) to both contribute to the project and to learn more about packaging. Please contact Peter (pbrobinson AT gmail DOT com) if you are interested. 6. Please visit our planet.

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Ready, Set, Read! prepares young children to become lifelong readers by training their parents to read to them. Partnering with preschools and kindergartens in underserved Los Angeles communities, we provide workshops filled with easy-to-implement tips and hands-on training. We make home reading easier by distributing age-appropriate books to families and donating lending libraries to classrooms. By involving parents in their children’s literacy development, we pave the way for future reading and educational success. Throughout many of his messages to America, President Barack Obama has spoken decisively about a topic that is fundamental to our children and the success of future generations: education in the home environment and parent involvement. As research studies have proven several times over, when young children read more at home and receive more educational involvement from their parents, they become better equipped for school and are much more likely to succeed in life. President Obama has said, “Responsibility for our children’s success doesn’t start in Washington – it starts in our homes. No education policy can replace who is involved in their child’s education from day one, who makes sure that children are in school on time, who helps them with their homework and attends those parent-teacher conferences. No government program can turn off the TV set or put away the video games or read to your children.” Watch our Case For Support - We have taught 40,000 parents to read to their children. - We have worked with teachers in over 230 schools. - We have donated 20,000 books to classroom lending libraries putting books in easy reach of children and their parents. Upcoming Workshops Include: April 9th: Chase Early Education Center, Panorama City April 15th: 112th Early Education Center, Los Angeles April 16th: 97th Early Education Center, Los Angeles April 23th: Pacoima Early Education Center, Pacoima April 28th: Roosevelt Elementary, Compton May 1st: Nora Sterry Elementary, Los Angeles May 12th: Daisy Child Development Center, Compton Do you want to learn more about how to read more often and more effectively with your child? Please join us at a workshop! Contact us for additional information or if you are interested in having Ready, Set, Read! come to your school.

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One of the arguments I’ve long made in support of Common Core is that properly understood and implemented, it’s a delivery mechanism for the ideas and work of E. D. Hirsch, Jr., and the Core Knowledge curriculum he created. It’s gratifying—and, alas, too rare—when others connect the dots. But here is Politico, out with its list of fifty “thinkers, doers and dreamers who really matter.” Sharing number eight on the list is Hirsch and David Coleman, the principal author of the Common Core State Standards in English Language Arts. Hirsch’s work and output span decades, but a principal thrust of his ideas can be summarized thusly: reading comprehension is not a “skill” we can teach directly, practice, or master. It is not like riding a bike, where if you learn on one you can ride another with ease. Once you learn to “decode” the words on a page, your ability to read with understanding is largely a reflection of how much knowledge and vocabulary you have and share with the writer. If schools understood and embraced this well-grounded insight, American education—and elementary education specifically—would look very different. There would be a lot less “question the author” and “find the main idea.” Instead you’d see teachers (especially those who work with our poorest children) restored, in David Coleman’s lovely and apt phrase, “to their rightful place as guides to the universe.” You’d see big chunks of the K-5 school day handed over to science, history, geography, and the...

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Inquiry in Music Education Concepts and Methods for the Beginning Researcher Contributors: Debbie Rohwer, Marie McCarthy, Darryl Coan Routledge – 2013 – 352 pages Inquiry in Music Education: Concepts and Methods for the Beginning Researcher provides an introduction to research and scholarship in music education. This textbook covers topic formulation, information literacy, reading and evaluating research studies, and planning and conducting original studies within accepted guidelines, based on research conventions in music, the other arts, education, and the humanities. Electronic search tools, hands-on assignments, supplementary teaching materials and other resources are included on the companion web site (available January 2013). Skills in research and scholarship introduce students to the language and protocols by which to succeed in today’s competitive market of grant writing, arts advocacy, and public outreach as a contributing member of the community of music educators. Following the legacy begun by Rainbow and Froehlich in Research in Music Education, published in 1987, the objectives of this book are: Part 1. Chapters One through Four: Entering the World of Questioning 1. The Spiral and Modes of Inquiry: Options, Choices, and Initial Decisions 2. Finding and Mapping Sources of Information 3. Reading and Thinking in Conceptual Frames 4. Toward a Rationale and Research Plan: Writing a Contract with Yourself Part 2. Chapters Five through Thirteen: Methods in Modes of Inquiry 5. Approaches in the Philosophical Mode of Inquiry 6. Historical Inquiry: Getting Inside the Process 7. Purposes and Questions in Qualitative Research 8. Selected Procedures for Gathering, Analyzing, and Reflecting on Qualitative Data 9. Quantitative Research in Music Education: Letting Numbers Speak 10. Understanding Descriptive Statistics 11. Interpreting Correlations 12. Designing Ex Post Facto and Experimental Studies 13. Tools for Data Gathering: Basics of Content and Construction 14. "So What?" Interpreting and Sharing your Findings Hildegard Froehlich is Professor Emeritus at the University of North Texas. Carol Frierson-Campbell is Associate Professor at William Paterson University.

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goal as a book is to share neurocentric ways to unplug vocabulary and spelling instruction so that words are not merely memorized in the name of the most current curriculum, but rather truly learned and owned by students. The goal is to have words actually permeate students speech as well as their writing. strategies proffered in Vocabulary Unplugged are not bound to a specific age or grade level, as they draw on accepted knowledge of the brain, memory and learning, whether the learner is five, fifteen, or slip inside these pages and unplug the lists, the passivity, and the overhead. Get out of the dark classroom, and discover the energy that emerges from the thirty activities and variations herein as we plug in color, movement, poetry, history, music, and numerous other ways of exploring words within meaningful contexts. The 30 brain-appropriate activities will revitalize your hope that ALL students can improve their vocabulary, reminding everyone that learning doesn't have to be banal, dull or without energy. will discover information and lessons on: students remember the words they learn music to explore words students success through meaningful instruction with Words to engage learning movement to enhance vocabulary memory and vocabulary acquisition through color the importance of history in vocabulary development the power of poetry to build word knowledge patterns to create dynamic vocabulary lessons context for assuring success in word study And much more... Pinker (1994), cognitive psychologist and leading expert on language, says we begin using words around twelve months of age. Therefore, high school graduates, who have been at it for about seventeen years, must have been learning an average of ten new words a day continuously since their first birthdays, or about a new word every ninety waking minutes. He goes on to explain that preliterate children are lexical vacuum cleaners, learning a new word every two waking hours. means our student are already plugged in�having learned numerous words before they ever set foot in our classrooms. Teachers are saying about Alana Morris: strategies! Classroom connections are endless! Activities are brain-based, interactive, and applicable to all levels! Camey Elementary, Lewisville, Texas was teaching one of Alana's vocabulary lessons that I called Vocabulary Charades not only did the students shine, but my administrator was very impressed with the (activity), which demonstrated the difficult vocabulary word. Toner, Grade 5 teacher a strategy for everyone! All of my kids love doing The Syllable Squat, and you should have seen the parents giving it a try! 4th grade teacher Alief ISD, Houston, Texas consulted in Round Rock I.S.D. several times and energized teachers in her research-based, hands-on workshops. Her interactive, engaging strategies have impacted student success in our district! Curriculum Integration Specialist Secondary Language Arts been an educator for 17 years and has taught all levels from elementary through high school. She received her undergraduate degree in music from North Texas State University where she developed an intense interest in the science of learning and how to best reach the special interests and needs of every student. Her background in music education served as the framework for her style and voice as a teacher, which carried over to her exploration and study of language arts and literacy. She is currently the language arts program director in Aldine Independent School District for grades 5-8. She actively serves on the state board of the Texas Council of Teachers of English Language Arts, is the president of the North Harris County Council of Teachers of English, and is president-elect of C.R.E.S.T. (Coalition of Reading and English Supervisors of Texas). Her own energy for learning and continued growth drives her ability to bring brain appropriate strategies to classrooms of all levels.

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In the PTA room of Monte Vista Elementary, Alon Keller is reviewing concepts he's already taught a group of vivacious second-graders. In the past four sessions, they've build gondolas, walkers and gear cars out of Legos. "What kind of gear is this?" Keller holds up a wheel-shaped Lego. "It's a crown gear," a student yells out. "Crown gear, very good. It looks like a sombrero. And we use it for what project?" "Helicopters," another student shouts. "So we made helicopters and we used crown gears. What kind of angle can you make between a crown gear and a spur gear? ... What kind of angle is this?" Keller says, holding his left hand perpendicular to his right arm. In 90-minute Lego classes, Keller helps the students develop geometry and engineering language as they use critical-thinking skills. On Thursday, they built a train to travel on a monorail, and they had to option to design it for jousting or just for looks. By the time the children start working on their own projects they're so engrossed with their construction bricks, Keller has to stop them repeatedly to command their attention. "This program addresses a lot of issues," says Romina Sparano, president of Monte Vista's PTA. "Yes, math and language are the foundational skills, but students don't just learn them in math and language classes. The kids really need the support of these other approaches." The PTA decided to fund music classes for kindergarten and first grade. The school has music instruction for fourth- and fifth-graders. And now that many districts are in the process of revamping their budgets to accommodate new funding models, Sparano wants administrators to take notice of this type of enrichment program. "This is what I want to see in schools," she said. Most districts in California are now in the process of gathering input from stakeholders as they develop their Local Control Accountability Plan, the master document that will guide districts for the next three years as they try to improve academic performance. In re-drafting their spending plans, schools need to address California's eight priorities, among them student achievement, parental involvement, Common Core Standards and basic school facilities. Sparano said the PTA decided to fund music classes for kindergarten and first grade to support language learning and auditory skills. The Lego engineering classes, offered through Play Well Teknologies, is aimed at helping the students develop critical thinking skills. Play Well usually has classes as after school programs, so the Monte Vista lessons in the middle of the day are a first for them, Keller said. During the classes, Keller tries to make sure students use appropriate engineering language. "These are not bumps," he tells the students. "They're called teeth." These are concepts they can apply later in life, he said. "This is not just for Legos," he said. "This is the real language of engineering that can later be useful as they progress in science." Monte Vista's principal Phil Menchaca likes the program and how the children are responding to the instruction. "Now they're writing about their experiences," he said. The instruction "touches on every subject. Anything that gets the kids excited." The student's enthusiasm is palpable. After a few minutes of being engrossed in their Legos, Keller raises a small locomotive created by Jeffere Lockwood with a red triangle attached to the front. "Everybody, eyes on me. What kind of simple machine is this part?" he says, pointing at the red scoop. "What would you stick under a door so the door does not move?" "A mat?" a student asks. "A mat is for wiping your feet, but I see your logic," Keller said. "But what do you call this shape? If you're on a skateboard, what do you use to jump? A wedge. A ramp. A slope." Any opportunity to create vocabulary. The scoop Jeffere has attached to his locomotive could give him an advantage when it comes time to battle against another train. But the time to battle comes and it turns out Ernest Amparano's train gets going faster, and derails Jeffere's train. No matter, Keller tells him. Just keep trying with different techniques, until you derail your opponent. Claudia Meléndez Salinas can be reached at 753-6755 or [email protected].

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From September 2014 Computing will be a subject in its own right in English schools. Of course at Raspberry Pi Towers we are delighted (and I mean dancing around like a drunk uncle at a wedding reception delighted) that young people will now have the opportunity to study one of the most creative, exciting and challenging subjects in the curriculum. But who will teach them? Computing is effectively a brand new subject and there are relatively few specialist teachers to deliver it. The problem is worse for primary school teachers who have to teach a range of different subjects and who typically have fewer IT resources than secondary schools. So, of course, we need to train teachers, especially primary teachers. And training works wonders—teachers arrive at my courses full of trepidation and weird rumours (you need to be a maths genius; it’s all about programming; coding gives you hairy palms). They walk out of the end of the day confident and buzzing with excitement and ideas. That’s all it takes. Of course no one will be an expert after one day, but the point is that you don’t have to be. Computing at this level is about problem solving and puzzles and creative fun—things that human beings are naturally drawn to and enjoy. And it’s definitely not just about “coding”. Whatever that is. So hurrah for training! Let’s all sign up for a course at our local school! Except … there isn’t any to speak of. What there is is typically dispersed and expensive and of variable content. What teachers and schools need is widely available, low-cost, high quality, curriculum-centred training. Which is what Code Club thought too. So in true Code Club fashion they decided to just do it. We love Code Club! Anyway, I’ll let them fill the rest in. I only meant to write a sentence as an intro but as you can tell it’s something I’m passionate about. Plus, I like showboating. And if you are a school or teacher and would like to get involved, pop over to Code Club Pro’s site for more information. Code Club, the network of over 1,875 volunteer-led after-school coding clubs, with the support of Google and CAS (Computing at Schools), is launching a nationwide training programme to teach core computing skills to primary school teachers. The CPD program has been launched in response to widespread teacher demand for training in this area. According to Code Club, which has access to a wide network of schools, the training needs of teachers has so far been overlooked in this process. Its founders said: “Teachers are the key front-line implementers of the curriculum and more needs to be done to support this transition”. Launching in April, Code Club Pro will enable primary school teachers to quickly understand the requirements of the new computing curriculum. The mission is to deliver training in computing to over 20,000 primary school teachers by 2016, while reaching many more through the provision of online programmes and resources. Clare Sutcliffe, Co-Founder and CEO of Code Club, said: “The addition of coding to the new primary school curriculum is a great step forward for the UK education sector. However, to date, there has been a lack of focus on how to equip the primary school teachers to actually teach this new subject. We know first hand that teachers are feeling daunted by the prospect of having to teach a syllabus they don’t fully understand themselves. As a result, we decided to create a training programme that would help support them through this period of change. “As a not-for-profit, Code Club is able to focus on a core objective of supporting as many teachers and children as possible, through the provision of fun, accessible and affordable training, which hands on and experiential. Our goal is to improve access to training, so that teachers can feel confident and excited about delivering the new computing curriculum.”

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The Analysis of New Turkish Science and Technology Curriculum in Terms of STS Objectives National Curricula in Turkey for Science and Technology from 4th to 8th grade have been under revision since 2003. The major goal of the new science and technology curriculum is the development of scientific literacy. One of indispensible dimension of scientific literacy is the understanding of Science, Technology, and Society relationships. This aspect was integrated into the curriculum in three domains: The nature of science and technology, the relationship between science and technology, and the social and environmental connections of science and technology. The aim of this paper is to analyze the weight of each STSE objective in the curriculum. The results indicated that STSE objectives were not distributed homogeneously in the curriculum. Moreover, no objective about the nature of science and technology domain was found among the objectives which are mostly referred. Instead, the mostly cited STSE objectives are generally related with two domains, which are the relationship between science and technology and the social and environmental connections of science and technology. Thus, it can be implied that to achieve the ultimate goal of scientific literacy, all three domains proposed in the foreword of curriculum to be given equal emphasis. Keywords: Curriculum, Science Education, STS Research Assistant, Elementary Education Department, Middle East Technical University Research Assistant, Elementary Education Department, Gaziosmanpasa University

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Maths Mcq For Class Vi |Maths Mcq For Class Vi[Full DOWNLOAD]| BOOKLIST FOR 2014-2015 S.N PUBLISHER TITLE OF BOOK 22.02.2014 the lucknow public collegiate class nursery s.n publisher english 1 aditya picture dictionary - prem publication house. SYLLABUS/CURRICULUM MATHEMATICS (041) S.A.-II (2012-13 ... RECOMMENDED BOOKS 1. Mathematics - Textbook for class IX - NCERT Publication 2. Mathematics - Textbook for class X - NCERT Publication 3. Guidelines for Mathematics .... Data Handling - XTEC - Inici Data Handling Student’s Worksheets Maths Escola Bufalà 2 Noemi Navas Arranz Activities available from http://www.bbc.co.uk/apps/ifl/schools/ks3bitesize/maths .... Registration of Students for Academic session 2010-11 in ... Page 7 of 9 Sl No. Activities for Registration of Class IX Nature of Activity 1 Registration of Schools Online 2 Updation of School Details Online. Elementary Education: Curriculum, Instruction, and Assessment Elementary Education: Curriculum, Instruction, and Assessment 5011 www.ets.org/praxis The Praxis® Study Companion.

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What’s Happening This Week There is much more to explore in our calendar. Find other important events in literary history, authors' birthdays, and a variety of holidays, each with related lessons and resources. Looking for age-appropriate book recommendations, author interviews, and fun activity ideas? Check out our podcasts. Celebrate blues legend Robert Johnson's birthday. |Grades||5 – 12| |Calendar Activity Type||Historical Figure & Event| Known as the "King of the Delta Blues," Robert Johnson was born May 8, 1911, in Hazelhurst, Mississippi. His legendary recordings of such blues standards as "Cross Road Blues" and "Sweet Home Chicago" have had an astounding influence on blues singers and rock musicians for generations. His amazing talent and mysterious death in 1938 sparked an old blues folk tale that he sold his soul to the Devil in exchange for his ability to play the guitar. Having students write their own blues lyrics is a great way to teach rhythm, rhyme, and word choice. The most common form of the blues is referred to as the "12-bar blues" because of the twelve measures that are typical of the style. Share a blues song with your students before they begin to write, and distribute copies of the lyrics to a song with this structure. You may want to play a clip from Robert Johnson's "Cross Road Blues." After looking at the lyrics, ask students to identify the structure used. They should be able to see that the lyrics of a 12-bar blues song often follow an AAB pattern. "A" refers to the first and second four-bar verses, and "B" is the third four-bar verse. In a 12-bar blues song, the first and second lines are repeated, and the third line is a response to them-often with a twist. Next, brainstorm a list of subjects with your students about things that might give them "the blues." Then, have students choose a topic and try to write a blues song that follows the pattern they identified. Invite adventurous students to perform their songs! - The Robert Johnson Notebooks This thorough University of Virginia resource features a biography, song lyrics, and critical analyses of Johnson's work. - PBS: The Blues This site anchors a multi-media celebration that raises awareness of the blues and its contribution to American culture and music worldwide. - Robert Johnson Blues Foundation The Robert Johnson Blues Foundation is dedicated to preserving the music and memory of Robert Johnson through the provision of art education, competitions and scholarships. - Trail of the Hellhound: Delta Blues in the Lower Mississippi Valley This National Park Service site includes an overview of two styles of blues and extensive biographies of thirty bluesmen and blueswomen who created a rich legacy of American music that forms the foundation of today's popular music. Grades 9 – 12 | Lesson Plan | Unit Students will be singing the blues in this lesson in which they identify themes from "The Gift of the Magi" and write and present blues poetry based on those themes. Grades 9 – 12 | Lesson Plan | Standard Lesson Using the structure of a list poem, students combine creative expression with poetic techniques and language exploration in order to write group poems about what really matters in their lives. Grades 9 – 12 | Lesson Plan | Unit Students will whistle while they work on this lesson, creating a photomontage movie of their interpretation of a favorite song’s lyrics that will end everyone’s day on a high note. Grades 3 – 5 | Lesson Plan | Standard Lesson Students won’t miss a beat in this reading fluency lesson that combines music and poetry.

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In this album we present jaunty songs and learning activities that encourage playfulness and movement to steady rhythms. From the Musical Child Curriculum for 1-3 year-old children, Part 1 Bounce and Sing: Bouncing All Day Long. Review: A parent writes: "I really like your work and really believe in what you are doing. I think it's fabulous that you have put all your time into this! " At home Mum, Korea March 2013 Musical Child is a publisher of music education resources to stimulate early learning through music. We provide all you need to teach music to toddlers and preschoolers. Why? Because researchers have proven that 'every child is a musical child' and if you don’t engage them after they turn one they might lose their natural musicality. Bounce and Sing with 200 songs is a complete curriculum for children aged 1-3. Sing and Play with 170 songs is a complete curriculum for children aged 3-5 or even older. The best way to teach music to young children is through activities such as playing small instruments, finger plays, bounces, tickles and hand games, mimicry and movement, dance, drama and games. Resources available from our website include full descriptions of proven activities. In addition we provide a rationale and learning outcomes in language development. We also provide lyric charts for screen or wall. Our songs and activities are used by teachers, childcare professionals and parents who understand that they are their child's first and most important teacher.

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Around 30% of students in sixth grade already have trouble with basic reading and writing. These literacy problems affect performance across subject areas, and they often leave teachers wondering how to help. Get the professional development training you need to improve student literacy as an accomplished teacher shares the secrets of turning guided reading strategies into opportunities for teaching writing. The road to literacy is also the road to ingenuity, invention, and imagination, and you'll soon learn how to take your students from groans to grins with creative lesson plans that really work! We'll start our journey by talking about the reasons reading and writing are so difficult for students. Then we'll meet the total literacy framework and see how it mitigates literacy problems once and for all. Since this framework is based on guided reading lessons that flow naturally into writing challenges, you'll learn the recipe for a successful guided reading into writing lesson. Once the framework is in place, we'll investigate a number of ways to modify this basic recipe for a variety of K-12 circumstances, wrapping up with a look at good writing habits and the traits of a productive writing conference. If you're looking for the right way to get students excited about the power of literacy, this is the course for you! About The Instructor A veteran educator who has taught every grade but third, Marsha Spears has spent 35 years teaching students and training teachers. Spears earned a bachelor's and master's degree in educational administration with a specialty in curriculum and literacy development, training that would prepare her to take on the toughest of classrooms. And tough classrooms are where she made her mark, helping a wide variety of at-risk learners read with renewed confidence. Over the years, thousands of students and teachers have learned how easily they can incorporate Spears' reading techniques and activities into their daily routines.

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Document Number: 6773Ladders Of Learning: Fighting Fade-Out By Advancing PK-3 Alignment - This paper outlines the importance of having strong, well-aligned programs beginning in pre-kindergarten (PK) and extending through third grade (PK-3). It reviews the short-term impact of PK and full-day PK programs, then summarizes the evidence that these impacts may "fade out" by the primary grades. To fight fade-out, PK-3 alignment is proffered as one means to enable children to maintain and expand upon the gains they make in early childhood education. PK-3 suggests that PK experiences should be aligned with kindergarten and that kindergarten should be aligned with early elementary education. The paper closes with federal policy recommendations that provide both models and incentives for the nation, states and local school districts to institute and strengthen PK-3 alignment. (Kristie Kauerz, New America Foundation, January 2006)... Related IssuesP-3 Preschool

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BSEd in Elementary Education The BSEd in Elementary Education (with K-9 endorsement) is grounded in the belief that outstanding teachers are prepared for the classroom when they participate in a program that emphasizes high academic achievement, the importance of each child as an individual, and an understanding of the theories of learning and education. All School of Education undergraduates enter their chosen programs as a cohort of about 20 students. The cohort moves through specific designated courses with selected faculty, creating an active and engaged learning community. Students gain experiences in school settings beginning in their freshman year. The experiences are designed to prepare students for student teaching, the "capstone" experience of the program. Students have opportunities to work with children in various learning activities in both urban and suburban environments. - Attend classes on-site at partner schools, museums, cultural institutions, and community organizations, blending classroom and field experiences. - Gain extensive deep experiences engaging with diverse populations, including students with special needs and those labeled as English language learners (all graduates are eligible for ELL endorsement). - Continually collaborate with faculty and students at all levels within your chosen specialty through professional learning communities. - Earn a certificate to teach worldwide through the International Baccalaureate Organization.

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About the Author Once Charlotte’s informal education was over she began to work as a governess and teacher in Yorkshire and Belgium so that she could add to the low family income and help to pay for her brother Branwell’s art education. Charlotte was a rather nervous young woman and didn’t like to be away from home for too long. The sisters began to write more seriously and published poetry in 1846 under male pen names – there was a lot of prejudice against women writers. The book was not a success and the sisters all moved on to write novels. Charlotte’s best-known book, Jane Eyre, appeared in 1847 and was soon seen as a work of genius. Charlotte really knew how to make characters and situations come alive. Charlotte’s life was full of tragedy, never more so than when her brother Branwell and sisters Emily and Anne died within a few months in 1848/49. She married her father’s curate in 1854 but died in 1855, before her fortieth birthday.

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Drama is a superb way of enriching learning, Sir Jim says Computer technology is to move centre stage alongside English, maths and personal skills in an overhaul of England's primary school curriculum. These are the "essentials for learning and life" recommended by former school inspections director Sir Jim Rose. Traditional subjects continue with more cross-curricular work in six themes, and a stress on speaking and listening. From 2011 all children will be able to start school in the September after they turn four, the government says. The change is part of an overhaul to smooth progression from early years through primary and into secondary school. Sir Jim said: "The touchstone of an excellent curriculum is that it instils in children a love of learning for its own sake. "From what I have seen on my visits, the best schools demonstrate that these priorities - literacy, numeracy, ICT and personal development - are crucial for giving children their entitlement to a broad and balanced education." Science is no longer a core subject, but he added: "In no way does that suggest we are stepping back from recognising the importance of science and technology." His final report advocates six broad areas of understanding: - English, communication and languages - the arts - historical, geographical and social - physical development, health and wellbeing - scientific and technological But it also complains that his interim proposals had been misreported as doing away with traditional subjects. "My recommended areas of learning will not 'abolish' subjects, such as history or geography," he said. "The essential content of these subjects must be taught well in order for children to be able to make links between them, which is what having the six new areas of learning will allow teachers to do." The recommendation that summer-born children should start primary school in the September after their fourth birthday, rather than wait until January, would be subject to discussions between parents and schools. They might attend part-time. But the government says it is committing to fund, from 2011, the cost of children starting school or having up to 25 hours a week in private or voluntary early years establishments - if parents want it. Schools Secretary Ed Balls denied it would put pressure on parents to make their children start school before they were ready. "We aren't saying it's compulsory to start school in September, we are saying that all local authorities will have to give that option to parents," he said. Of England's 150 local authorities, 94 already had a single start date - so at present parents did not have the option of their child starting later if they were not ready, he said. The acting general secretary of the National Union of Teachers, Christine Blower, said: "I welcome the fact that Sir Jim Rose has stepped back from his proposal that children can only enter reception classes on the first of September. "Such a requirement would have led to very young children starting formal learning far too early." The new focus on speaking and listening will make particular use of the performing and visual arts. "The perception of primary schools visited by the review is that more children are entering primary schools with impoverished language and poor social development. "The appeal to primary children of role play, and drama in its various forms, is often used very successfully to develop speaking and listening and leads to other worthy outcomes." The general secretary of the NASUWT teachers' union, Chris Keates, said the national curriculum had been undermined for far too long by the "punitive" school accountability regime based on performance tables and Ofsted inspections. Mr Balls would not be drawn on the future of the "Sats" tests in England's primary schools. A report from an expert group on assessment - which includes Sir Jim Rose - is awaited. Sir Jim told reporters: "You have got to get the curriculum right and then talk about assessment." Shadow schools minister Nick Gibb said the review was a worrying step in the wrong direction, with confusing programmes of study. "Teachers need a curriculum which helps them ensure that every child has a firm grasp of the basics and a good grounding in the general knowledge subjects. "They don't need another serving of vapid jargon from the quangocrats who have presided over all our existing problems with education."

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LitTECH Outreach was a 3-year OSEP-funded outreach project conducted by staff at the Center for Best Practices in Early Childhood (the Center), a research and development division of the College of Education and Human Services at Western Illinois University. LitTECH was based on ideas that work—the positive results of two research studies and two related research-based early childhood technology and literacy projects, all conducted by the Center. The project was designed to link the results of effective emergent literacy technology research findings to early childhood practice, thereby improving emergent literacy practices for young children with disabilities. LitTECH was replicated in 10 sites: three sites in Year 1, eight sites in Year 2, and eight sites in Year 3. Some sites participated more than one year. Nine sites were in Illinois and one was in Missouri. Sites included early childhood centers, a Head Start program, pre-K programs, and special education cooperative classrooms. The total teacher sample over the 3-year period was 92 treatment classroom teachers (some participating more that one year) and 37 comparison classroom teachers. Treatment classrooms over the 3 years served 1,549 children (some more than one year). Comparison classrooms served 609 children. - improve educational practice by linking tested research results to practice in replication sites - provide access to the general curriculum, specifically related to literacy development, to children with disabilities - promote awareness of the positive effects software and adaptations can have on children's literacy skills - provide effective teaching/learning strategies for early childhood personnel and families - advance the knowledge and competencies of those using emergent literacy technology applications with children with disabilities.

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this address because it seems to me to be in the main so perfectly in harmony with our most recent knowledge in brain physiology and in psychology. Just as the child begins life by investigation with its senses and its muscles, so must this method be followed to the end. This is the scientific method—i. e., it is founded on science. The aimless movements of the infant must be gradually replaced by movements with a definite purpose, and its chance sensations by sensations gathered with a definite object. Rightly understood these objects constitute the raison d'être or purpose of manual training, laboratory work, and all kindred methods. It would appear that we can not follow Nature's method without combining muscular movements and the use of the senses. Naturally these develop together, as has already been shown. What shall we say, then, of educational methods—a fearful abuse of the term—which, instead of permitting of this free and natural development, directly thwart it? In the past the whole development of the child has been sacrificed in no small degree to the three Rs. One might be led to suppose that life was made up of reading, writing, and arithmetic. As a matter of fact, they enter but little into it. Life is made up of feeling, thinking, and acting, which only incidentally involve the three Rs. The germ or principle of manual training, like that of nearly everything else that is good in education, is found in the kindergarten. All that we have in our modern laboratories, colleges, workshops, etc., exists in that wonderful method. For a beautiful and successful illustration of the natural method applied in a somewhat different way, I refer you to the January and February numbers of The Popular Science Monthly of the present year. When once we grasp the true conception of education by realizing that the very object of existence is to attain, as nearly as possible, to a perfect development, which, of course, implies the discharge of all duties and obligations, many problems can be speedily solved in a general way. Much judgment and skill will always be required to accomplish the end in view with the means at hand; or, to put it in a more scientific way, to adapt the organism and the environment to the best advantage. It has been abundantly proved, by the history of education and human affairs as a whole, that with a theory utterly wrong people do not generally fall upon right methods of action; and they never do so when work is to be systematically performed, as in the case of our education in this country for the last thirty years at least. My own elementary education was conducted in what was at that period considered the best school in one of the most progressive cities educationally in this country, yet in the light in which I now see I would have been a great deal better without much of what was

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THIS DEBATE is on whether the government should put its limited resources on the Enhanced K-12 Basic Education Program which will add two years to our present 10-year basic education. The enhanced K-12 program as many now know, will have kindergarten, 6 years of elementary education, four years of junior high school (Grades 7 to 10), and two years of senior high school. According to the 2010 Department of Education Briefing Report, the last two years (Grades 11 and 12) will provide time for the student to consolidate acquired academic skills and competencies. It plans to complete the enhanced 12-year curriculum and start with incoming Grade 1 students of SY 2012-13. The rationale for the two years is to decongest and enhance basic education curricula, provide quality learning, and be at par with other countries in Asia which provide more years for basic education. Now, a lot of students were alarmed. Some argues that this program will serve as an extra expense of our government while some says it’s a big opportunity for us to produce well experienced, competitive and international skilled graduates. Possible reasons against K-12 Basic Education Program: 1. It is unrealistic and may drive more youths to drop out of school. 2. It is impractical for a country that has one of the lowest budgets for education. 3. It will require extra expenses for families in our society where the majority is impoverished. 4. It could also reinforce cheap semi-skilled labor for foreign markets. 5. It will just add up to the burden of parents and students. Possible reasons for K-12 Basic Education Program: 1. It will provide time for the student to consolidate acquired academic skills and competencies. 2. It will also decongest and enhance basic education curricula, provide quality learning, and be at equality with other countries in Asia which provide more years for basic education. 3. The additional two years in the said program is crucial to come up with a proposal in enhancing our basic education program in a manner that is least disruptive to the current curriculum, most affordable to government and families, and aligned with international practice. 4. This quality of education is reflected in the inadequate preparation of high school graduates for the world of work or entrepreneurship or higher education. 5. It’s a good opportunity to match the academic levels of other countries. JESSE MAE OLIVA went to Damong Maliit Elementary School and Novaliches High School in Quezon City. KIN PEARLY FLORES graduated from Cauayan South Central School in Isabela and Sta. Lucia Academy inLucia, Ilocos Sur. MUTYA EMPRECIO is an alumna of Almanza Elementary School and New Era University. GREJEAN MAY ATALE is from East Central School and Palawan National High School in Puerto Princesa City. If you’re a parent, a student, or just an ordinary person, the Department of Education wants to know your view in this issue. Make a stand. Have the power to defend it. Do you think K-12 Basic Education Program in the Philippines is beneficial or just an additional burden? Hit your keyboard! NOTE: Click first the 'LIKE' button above (if you have not clicked yet) so that your comment/vote will be COUNTED. To invite friends to join the discussion, click the 'Send' button and invite. TRY any of THESE E-Learning FUN QUIZ GAMES: Tag: K-12 Basic Education Program in the Philippines: Beneficial or Additional Burden?; debate/k-12-basic-education-program-philippines-beneficial-or-additional-burden

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- Sports & Fitness - Youth & Family - Children 0-5 - Arts & Culture Transitional Kindergarten is a very exciting time in your child’s school experience. “TK” at The Aronoff Preschool at the J is designed for children who either “just miss” or “just make” the cut-off for Kindergarten entrance, but would benefit more from a small class size and enhanced curriculum in this year. Our TK program is taught by experienced Kindergarten teachers and offers the gift of an added or enhanced year for children who fall on the “cusp” of entry into elementary school. Children are prepared to continue on to Kindergarten or first grade upon completion of the TK program. Our program focuses energy on building a strong classroom community based on mutual respect and fostering social-emotional growth in each child. Over the course of the TK year, your child will dive deep into literacy and math and science explorations, learning key concepts through a variety of lenses. The children will strengthen their relationships with the alphabet, build a solid foundation of reading skills, and expand their understand of the purpose of writing and varying forms of communication. Math will focus on developing strong numeracy skills and problem-solving from multiple perspectives. The TK community of learners will use experiences in the real world to examine and interpret their academic and social-emotional understanding. In our small class sizes of 18 students to 2 teachers, children actively research, inquire and think critically about the world around them. While our academic standards are fixed goals we are working towards during the Transitional Kindergarten year, our school’s philosophy is to have a flexible inquiry-based curriculum that is guided by a series of research questions. At the heart of everything we do is the ultimate goal of fostering curious, creative, and critical thinkers. We weave the richness of Judaic traditions and core values into the fabric of our days, singing the songs, dancing the dances, eating the foods and telling the stories of the holidays of Judaism. We also grow to understand the value of diversity, as we learn about the varied cultures, ethnicities and religions of our classmates and school community members. We believe children must be active participants in their learning and engage in constructing knowledge through employing creative and critical thinking in a variety of contexts. We believe optimal learning occurs when respect is paid to a variety of learning styles and intelligences, and value is placed on problem solving from multiple perspectives. In the TK program, we strive to understand our students unique developmental and individual needs, thus creating opportunities for learning that cultivate curiosity and encourage wonder. We can accomplish this easily due to our small class sizes and highly qualified and passionate teachers. Transitional Kindergarten is offered Monday through Friday. The Plus Day program is offered from 9 a.m. to 3:30 p.m. and the Full Day program is 7:30 a.m. to 6 p.m. Complementing our Daily Core Program, TK students have the opportunity to participate in a variety of enrichment programs. All students take part in weekly music and movement as well as physical education classes. Classes are 30 minutes per session and are instructed by specialized teachers in these core areas. In addition, TK students self-select four afternoon enrichment classes quarterly. These classes are 45 minutes in length; past examples include cooking, dance, yoga, art in our professional studio, ceramics, varied sports, swimming, and more. For information about Transitional Kindergarten program at The Aronoff Preschool at the Merage JCC and to schedule a personal tour, please contact Sheila Dalva-Hornback, Assistant Director of Admissions at [email protected] or call the preschool office at (949) 435-3400 ext 290.

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- Benezit Dictionary of Artists The Benezit Dictionary of Artists contains almost 170,000 entries on artists from antiquity to the present day and it also has thousands of auction records, museum holdings, and bibliographies. Two notable strengths are its coverage of obscure artists and its inclusion of images of artists’ signatures, monograms, and stamps. - Grove Art Online Grove is a great place to get background information on an artist, period or style from prehistory to the modern era and is one of the most significant arts reference sources available. The print version is titled The Dictionary of Art. Limited to 8 simultaneous users. - Grove Art Online: Biographies Extensive reference in the visual arts. Browse entries by artist's last name, search for biographies according to desired criteria, e.g., artists born in Chicago or use the "Explore" option to generate thematic lists of people from which to choose, e.g., women artists in Japan. - Grove Encyclopedia of American Art Covers all subject areas in American fine art, such as biographies of major artists, architects and patrons, architecture, painting, new media, photography, sculpture, installation art, performance art, new media art, and art education. - Grove Encyclopedia of Classical Art & Architecture Provides historical and cultural information about the visual arts of the Classical period. - Oxford Art Online Gateway to an impressive collection of art reference titles including Grove Art Online, The Oxford Companion to Western Art, The Concise Oxford Dictionary of Art Terms and The Encyclopedia of Aesthetics. Limited to 8 simultaneous users. - Oxford Encyclopedia of Theatre and Performance Authoritative and up-to-date information about dance, opera, radio, film, television, and popular performance, including carnivals, circus, and public executions. - Thames & Hudson Dictionary of 20th Century Architecture Brief guide to architects and architectural periods of the 20th century. - Thames & Hudson Dictionary of Art Terms Concise dictionary of art terms. - Thames & Hudson Dictionary of Graphic Design and Designers Concise dictionary on the leading figures in graphic design since 1840 and on the artistic movements and technical advances of the period. Search 9 credible, academic encyclopedias.

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(Berkeley United In Literacy Development) What is BUILD Summer Reading? A partnership committed to ensuring that every student in Berkeley has ample opportunities to read, develop their literacy skills, and start school in the fall, ready to learn new things! Research shows that students who DO NOT read or engage in enriching activities over the summer can lose up to 2.6 months of learning from the previous school year. That means that they start school already behind their peers. That is not OK for Berkeley’s kids. We want every child to have an enriching summer full of recreation, arts and BOOKS! Who are the kids in BUILD Summer Reading? 560 Pre-Kindergarten through 8th grade students primarily from South and West Berkeley, participating in the following summer programs: - Francis Albrier Recreation Center - James Kenny Recreation Center - The Young Adult Project - Centro Vida Preschool and Bahia School Age programs - Berkeley Youth Alternatives (BYA) - RISE – for eighth graders entering Berkeley High School Who are the partners? - Mayor Tom Bates - Berkeley Alliance – John Martin - UC Berkeley Cal Corps Public Service Center – Megan Voorhees & Jose Ramirez - UC Berkeley Graduate School of Education – Dean David Pearson (not present) - Berkeley Public Library – Linda Perkins & Jackie Griffin - Berkeley Recreation Programs – Madalyn Law, Bertha Brown, Phil Harper-Cotton - BAHIA – Beatriz Leyva-Cutler & Marta Cuevas - RISE – Adriana Betti - Berkeley Youth Alternatives – Nikki Williams & Marva Lyons Who made it possible? - UC Berkeley Cal Corps America Reads Tutors – 30 tutors, trained by BUSD literacy specialists – leveraging $55,000 in federal work study funding - SBC with it initial contribution of $10,000 - Wells Fargo with its match of $10,000 ($6,000 summer reading & $4,000 other youth programs) - Scholastic Literacy Partners–making low cost books available

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What is "multimedia?" What role does multimedia have in the art classroom? Join a panel of educators who are working with multimedia in the classroom as they discuss these and other related issues. Kevan Nitzberg, Art Educators of MN President Elect, ArtsConnected Trainer for the Minneapolis Art Institute and Walker Art Center and facilitator of monthly ArtsConnected sessions at Tapped In. Craig Roland, Associate Professor of Art Education, The University of Florida. Karen Monahan, web producer at R/GA Interactive, a design agency in New York City; teaches children on the weekends Alex Khost, West End Avenue Administrator at Studio in a School, a non-profit art education organization in New York City; teaches at Parsons School of Design and Pratt Institute. Kris Wetterlund, art museum educator in the education department at the Minneapolis Institute of Arts; Director of Education at the Minnesota Museum of American Art. Frank Baker has been involved for over 20 years in bringing media literacy education to teachers and students. He collaborated with the late Dr. Peter N Johnson to create The Media Literacy Clearinghouse web site, a collection of articles, background and lesson plans designed to assist K-12 educators and parents in understanding the role of media, creating an awareness of the importance of media literacy, and ensuring that educators know where it fits in their state's standards. A frequent presenter at South Carolina curriculum conferences, Frank is often called on to assist teachers in including media literacy into classroom instruction. Steve Feld, Technology in Education teacher educator and mentor. His inspiring teaching and coaching has fostered the development of key multisector web collaborations including Learning About Leonardo, ArtiFAQ 2100, and Curse of King Tut: Fact or Myth.

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Summary of Becoming a Nation of Readers. The following are summary statements about reading reproduced from Becoming a Nation of Readers: The Report of the Commission on Reading. "Emerging literacy" refers to reading activities that typically begin in the home, preschool enviroment through approximately second or third grade. "Extending literacy" refers mainly to activities beginning in the third grade. What is reading? - Skilled reading is constructive. Becoming a skilled reader requires learning to reason about written material using knowledge from everyday life and from disciplined fields of study. - Skilled reading is fluent. Becoming a skilled reader depends upon mastering basic processess to the point where they are automatic, so that attention is freed for the analysis of meaning. - Skilled reading is strategic. Becoming a skilled reader requires learning to control one's reading in relation to one's purpose, the nature of the material, and whether one is comprehending. - Skilled reading is motivated. Becoming a skilled reader requires learning to sustain attention and learning that written material can be interesting and informative. - Skilled reading is a lifelong pursuit. Becoming a skilled reader is a matter of continuous practice, development, and refinement. Emerging Literacy....the first steps in learning to read. - Parents play roles of inestimable importance in laying the foundation for learning to read. Parents should informally teach preschool children about reading and writing by reading aloud to them, discussing stories and events, encouraging them to learn letters and words and teaching them about the world around them. These practices help prepare children for success in reading. - Parents have an obligation to support their children's continued growth as readers. In addition to laying a foundation, parents need to facilitate the growth of their children's reading by taking them to libraries, encouraging reading as a free time activity, and supporting homework. - Kindergarten programs should emphasize oral language and writing as well as the beginning steps in reading. Reading builds on oral language facility, concepts about the functions of printed language and a desire to communicate through writing, as well as specific knowledge about letters and words. - Phonics instruction improves children's ability to identify words. Useful phonics strategies include teaching children the sounds of letters in isolation and in words, and teaching them to blend the sounds of letters together to produce approximate pronunciations of words. Another strategy that may be useful is encouraging children to identify words by thinking of other words with similar spellings. Phonics instruction should go hand in hand with opportunities to identify words in meaningful sentences and stories. Phonics should be taught early and kept simple. - Reading primers should be interesting, comprehensible and instructive. To be most instructive, primers must contain many words that can be identified using phonics that has already been taught. There is a natural relationship between word identification and comprehension. Primer selections should be written to exploit this relationship. After the earliest selections, primers should tell complete, interesting stories. - Both oral and silent reading are important for the beginner. Children should read selections silently before they are asked to read them orally. Getting the most from oral reading requires the teacher to distribute turns for reading equally, skillfully handle mistakes, and keep the emphasis on meaning. - Reading lessons should stress understanding and appreciating the content of the selection. Discussions before reading and discussions and questioning after reading should motivate children's higher level thinking, with an emphasis on making connections with their prior knowledge of the topic. In addition to asking questions, teachers should directly instruct children in skills and strategies that help them become better readers. Extending Literacy.... As proficiency develops reading should be thought of not so much as a seperate subject in school but as integral to learning literature, social studies, and science.

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Sweet and tangy pickled carrots are a fun way to get in the kitchen and make something special without much fuss or muss. Your child will learn more about the pickling process as well as learn more about what flavors he likes! What You Do: - Help your child get started by getting out a saucepan along with the other ingredients needed to make the pickling brine. A brine is a combination of water and salt along with seasonings traditionally created to preserve food items. - Invite your child to fill the saucepan with water and bring it to a simmer. Then he can fill the 8-ounce jar with baby carrots and then place in the boiling water for two minutes. This will blanch, or slightly cook, the carrots so they are ready for the brine! Once the two minutes are up, he can drain them in a strainer. - Now he can use the same saucepan and measure and add the rest of the ingredients. Your child can turn the heat back to medium and let the brine simmer for about 10 minutes. - While the brine is bubbling away, your child can pack the carrots into the 8-ounce jar so they are ready for the brine. - Encourage your child to place the jar of carrots on a kitchen towel and then carefully pour the brine over the carrots. Then he can carefully seal the jar with the lid! Offer assistance as needed – the brine is hot! - Invite your child to place the carrots in the fridge after they’ve come to room temperature. After a couple of hours, he can give his carrots a taste and see how they turned out! Did you know: Not only does pickling improve the flavor of foods, it also makes many of them easier to digest because of bacteria created during the pickling process? Sarah Lipoff has a K-12 Art Education degree and enjoys working with kids of all ages.

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- GETTING READY FOR 2016: A Call to Action - Action Item: - Live and Learn - Year Accomplished: In 1989, area educators and park management at Harpers Ferry National Historical Park launched an education initiative to increase community understanding of a nationally significant Civil War action, the 1862 Battle of Harpers Ferry. The resulting initiative created a county-wide 5th grade field experience that brought students to the battlefield. In 1997, a teacher/ranger cadre produced the School House Ridge Elementary Education Study Guide. During this experiential learning opportunity, students are immersed in a significant Civil War story that occurred in their own community - the Battle of Harpers Ferry. Crucial to the 1862 Maryland Campaign, this battle continues to provide compelling lessons on the human experience in war. A pre-visit school experience and revised lesson plans for the field day were piloted in 2003 and 2004. The added pre-visit lesson better prepares students for the field day experience. The revised lesson plan gives each student the name of one Union soldier from the 126th New York Regiment who was engaged in action on the battle field. This role-play exercise encourages students to come to greater insights and understandings of individual soldier experiences through their own personal experience with the program. Living history stations take students through the different sights and sounds of this battle. Today, in 2012, over 15,000 students, teachers, and chaperones have participated in the School House Ridge Program. Harpers Ferry National Historical Park continues to work with Jefferson County curriculum coordinators and fifth grade teachers to constantly improve this program so that generations of local students can appreciate and engage with their very own Civil War soldier and freedom stories.

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IMPROVING ADULT LITERACY INSTRUCTION NATIONAL RESEARCH COUNCIL OF THE NATIONAL ACADEMIES Below are the first 10 and last 10 pages of uncorrected machine-read text (when available) of this chapter, followed by the top 30 algorithmically extracted key phrases from the chapter as a whole. Intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text on the opening pages of each chapter. Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages. Do not use for reproduction, copying, pasting, or reading; exclusively for search engines. OCR for page 1 I m p r o v I n g A d u lt l I t e r A c y I n s t r u c t I o n d rawing on the latest research evidence, this booklet, Improving Adult Literacy Instruction: Supporting Learning and Motivation, explains principles that instructors can follow to support literacy learning and students’ motivation to persist in their studies. The booklet also explores promising technologies for adult literacy instruction. Also of Interest… This booklet is drawn from the National Research Council’s report Improving Supporting Adult Literacy Instruction: Options for Practice and Research. The report rec- ommends a program of research and innovation to gain a better understand- ing of adult literacy learners, improve instruction, and create the supports adults need for learning and achievement. The report also identifies factors that affect literacy development in adolescence and adulthood and examines Learning and their implications for strengthening literacy instruction for this population. In addition, the report explores technologies that show promise for supporting adult literacy learners. The report is a valuable resource for curriculum developers, federal agencies, literacy program administrators, educators, and funding agencies. Motivation A companion to this booklet, Improving Adult Literacy Instruction: Developing Reading and Writing, gives an overview of how literacy develops and explains instructional practices that can help adults learn to read and write. Intended to be a useful resource for those who design or administer adult literacy courses or programs, this booklet may also be of interest to teachers and tutors. Copies of both booklets are available from the National Academies Press, 500 Fifth Street, N.W., Washington, DC 20001; (800) 624-6242; http://www.nap.edu.

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Letterland was created in the Special Needs setting and grew from teaching, observing and talking with children aged 3 to 10 who were persistently baffled by print. Through their imagination a child-friendly language about how the English language works was born. Letterland is used in special needs environments worldwide to aid early literacy development in children with a range of complex conditions including. - Cerebral Palsy - Down's Syndrome - Speech and Language Deficits All of the Letterland resources are used in the Special Needs area though certain items are more suited to different learning difficulties. If you would like advice on any aspect of using Letterland in the Special Needs area you can contact Lara Stiller via the following link [email protected].

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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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SchoolArts is a national art education magazine committed to promoting excellence, advocacy, and professional support for educators in the visual arts since 1901. Issue link: http://www.schoolartsdigital.com/i/271882 thousand years of art history in an impressively comprehensive and ever- expanding manner. Perhaps more importantly, it also creates the oppor- tunity to initiate discussions in which students can ask or respond to ques- tions, or express their own opinions, experiences, or views on an artwork. Omnidirectional Learning Where a textbook can only explain the historical and aesthetic contexts of a work of art, SmartHistory and Khan Academy can engage students in con- versation. This, of course, represents a much more radical change than a con- version from old media to new; it rep- resents a change in approach. Educator Harold Rheingold describes this as a shift from "one to many," in which information flows one way to a "many to many" culture. In other words, the sharing of information becomes omni- directional. When a student clicks on a link to learn about an art- ist, artwork, move- ment, or theme, the resulting page supplements the videos, image, and text with connec- tions in the side- bars. On the left, a column of links puts the current information in the I n last month's column, I discussed a few TED talks from educators who are calling for a revolution in the current model of educa- tion. Throughout the variety of ideas presented, a few common threads emerged. These included challenging, self-paced learning and creating con- nections that bridge the classroom to the outside world. As introduced by Salman Khan, founder of Khan Academy, in his TED talk "Let's Use Video to Transform Education," the "flipped classroom" is one in which video is used to intro- duce and reinforce concepts to stu- dents. In this model, students watch videos as homework, then use class time to work with the teacher. This is a powerful concept for art teach- ers. Although most of our students' class time is hopefully already spent making art, introducing concepts and background outside of class can create a greater opportunity to engage stu- dents with their own artwork in class. Khan Academy and SmartHistory Salman Khan created Khan Academy ( khanacademy.org ) to assist students with math, but the site has begun to encompass other subjects as well. As mentioned in my last column, Khan Academy has recently partnered with SmartHistory ( smarthistory. khanacademy.org ) to provide online resource videos, images, timelines, and essays covering the last few context of other important artists, art- works, and movements from the time period. On the right-hand side, a map appears with a date to show the time and location of the topic. Inspiring Intrinsic Motivation Students can engage the information from SmartHistory in an even more comprehensive way at the main Khan Academy website ( khanacademy. org/humanities/art-history ). As they watch videos and take quizzes, stu- dents can earn points and badges as they build towards mastery of various concepts. In this way, Khan Academy harnesses the power of intrinsic moti- vation through gamification—another common thread found in some of the TED talks we looked at last month. Even more significantly, teachers can enroll their classes on the site and track student progress through charts and diagrams that map activity, areas of focus, goals, and skill progress. The tradition of math as the focus of Khan Academy's studies still per- meates the site. However, as the site continues to expand, expect an expe- rience that is even more specifically tailored to art education. David Gran teaches high school art and film classes at the Shanghai American School in China and is the author of The Carrot Revolution, a blog about twenty- first-century art education. carrotrevolu- tion.blogspot.com. [email protected] David Gran @ R + Smart Histor 26 April 2014 SchoolArts A_pages_4_14.indd 26 2/20/14 3:06 PM

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Duruy, Victor (vēktôrˈ dürüēˈ) [key], 1811–94, French historian. He was a professor at Reims and Paris, and as minister of public instruction (1863–69) under Napoleon III he encouraged the adoption of the principle of free obligatory elementary education. His best-known work is his Histoire des Romans (7 vol., 1870–85; tr., 8 vol., 1883), but he also wrote other popular histories, notably of Greece and France. He was elected to the French Academy in 1884. The Columbia Electronic Encyclopedia, 6th ed. Copyright © 2012, Columbia University Press. All rights reserved. See more Encyclopedia articles on: Historians, European: Biographies

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North Korean War Orphans in Transnational Educational Exchange Photo courtesy of Edward Jędral Contested Institution, Państwowy Ośrodek Wychowawczy* no. 2 (POW no.2): The Identity Formation of North Korean War Orphans in Transnational Educational Exchange More than 100,000 children from both North and South Korea were orphaned during the Korean War. In 1953, the North Korean government dispatched 1,200 orphans to the People’s Republic of Poland to be educated at Państwowy Ośrodek Wychowawczy* no. 2 (POW no.2), a boarding school transformed into an orphanage. Under the supervision of North Korean authorities and the Polish government, POW no. 2 provided a bi-lingual (Polish and Korean) and bi-cultural elementary education. The orphans were repatriated after six years, at the insistence of the North Korean government, as tensions between Pyongyang and its communist allies began to emerge. As letters written back to Poland following their repatriation reveal, the uprooting of these children from their school and adopted community was a traumatizing experience. In the context of transnational identity formation, the North Korean orphans provide a unique case study in exploring the historiography of transnational communist history among different communist countries during the Cold War. This study examines the complicated process of how the orphans defined their identity based on their experience of interacting with their Polish teachers—who became like foster parents—and deploying their subjectivity in the process. Intaek Hong, North Korea International Documentation Project (NKIDP) Intern, will present his research. The presentation will be moderated by James F. Person.

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