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EDU 202 Literacy in Middle School Curriculum and Instruction This course has two primary foci: a study of the philosophy of and key curricular models and debates around the contemporary middle school in the United States, and the role of literacy in the teaching and learning of the content areas at the middle school level. Students will be introduced to the major philosophies and curricular theories behind the current middle level education movement along with theories of literacy learning and current research on adolescent literacy methods. In the context of teaching young adolescents and promoting their literacy levels at this important age, students are also introduced to Classroom-Based Research (CBR) and will complete a pilot study of their own questions on literacy development in young adolescents. Required field experience (20 hours) will culminate in a two-week team-teaching experience in a middle school setting. The course is required as part of the AOC in Education and for state licensure. Note: Open to students not yet admitted to the Teacher Education Program; recommended students take this course in the sophomore year. Prerequisite: EDU 101

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They are nobody’s children. You see them huddled in little groups at traffic signals. chatting, laughing, occasionally cajoling a motorist for some money. Standing in the rains, on a cold winter’s night, on a scorching hot day. Their presence makes me uncomfortable. At one level it is knowledge that giving money encourages more such behavior. At the other is the knowledge that the will starve if you don’t. So I have come to a compromise with myself – when i travel, it is with little bottles of water (the children have no access to clean portable water on the streets), packets of biscuits. But, it is never enough. But the question here is why are these children on the streets ? The uncharitable answer is that each of them is an economic unit able to earn money for their ‘family’ unit. There is some vestigal remanents of the “desi ethos’ that says that a woman has a right to her motherhood – and i don’t mean reproductive rights, but the right to bring up a child with mamata. And then there is an overloaded system. In all this the kids are left on the streets to fend for themselves. There are a plethora of laws that have come into place that may end up reducing the incidence of children on the streets. The first is The Protection of Children from Sexual Offences Act, 2012. It very clearly states that The Protection of Children from Sexual Offences Act, 2012 defines a child as any person below the age of 18 years and provides protection to all children under the age of 18 years from the offences of sexual assault, sexual harassment and pornography. These offences have been clearly defined for the first time in law. The second is the Right of Children to Free and Compulsory Education Act, 2010It provides the i) Right of children to free and compulsory education till completion of elementary education in a neighborhood school.(ii) It clarifies that ‘compulsory education’ means obligation of the appropriate government to provide free elementary education and ensure compulsory admission, attendance and completion of elementary education to every child in the six to fourteen age group. ‘Free’ means that no child shall be liable to pay any kind of fee or charges or expenses which may prevent him or her from pursuing and completing elementary education.(iii) It makes provisions for a non-admitted child to be admitted to an age appropriate class. The Union Cabinet on Tuesday approved a proposal for amending the Child Labour (Prohibition and Regulation) Act, 1986, to ban employment of children aged up to 14 in any form of industry. It will be an offence to employ such children not only in factories or industries but also in homes or on farms, if their labour is meant to serve any commercial interest.

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Apply grades 11-12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”). - Anchor Standards - Reading: Literature - Reading: Informational Text - Reading: Foundational Skills - Speaking & Listening - Standard 10: Range, Quality, & Complexity Grades 6-12 Literacy in History/Social Studies, Science, & Technical Subjects

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The NY Times reported yesterday on another study that supports the enormous value of early music lessons. This time it was a Northwestern University study that looked at brain waves of college students. Those that had been exposed to music and music lessons at at early age showed “more robust responses — their brains were better able to pick out essential elements, like pitch, in the complex sounds when they were tested. And this was true even if the lessons had ended years ago.” Reading skills were especially improved by early music study. “There’s a fascination — and even a certain heady delight — in learning what the brain can do, and in drawing out the many effects of the combination of stimulation, application, practice and auditory exercise that musical education provides.” In order to make this music education possible it takes a entire system of parents, teachers and musicians. Here in San Antonio, we are fortunate to have active music performance programs in our schools (Disclaimer: my wife is a middle school orchestra teacher in NEISD. She has also taught in SAISD.) Many cities have eliminated most of their elementary and middle school music programs. We also have groups like YOSA and The Children’s Chorus of San Antonio that take music students to a more advanced level. But, the great thing about music education is the students eventually have to teach themselves. It is called practicing. It is in the time spent alone with your instrument that you develop self-discipline and critical listening skills. In order to get this opportunity, you first need to be exposed to music. I got involved in a very typical way: 1) My parents signed me up for music lessons before I was in first grade. 2) In school, touring groups (I especially remember loving the US Army Band in elementary school) came to my school and played concerts. 3) I was in chorus and band in school. 4) And, finally but most importantly, I had a few FABULOUS and inspiring private teachers. The San Antonio Symphony and its musicians play an important part in supporting our school music programs. Our Young People’s Concerts for third, fourth and fifth graders are often a child’s first exposure to live music. Many of our musicians teach private lessons to young children. They also teach at all our local colleges and universities. The hardest part is to start. It takes a lot of patience by parents to keep young kids on track. They don’t like to practice at first. But, kids love to improve and learn. With the right school programs and the right private teacher, any child can make quick improvement on a musical instrument they love. When a child feels like they are making progress, they will continue to learn. This isn’t easy on parents. Most are so busy just keeping ahead of work and other parenting duties. It takes a real commitment to find the time to take your kids to that concert or school program or the weekly private lesson. But, the rewards will last a lifetime. For more blogs by Jack Fishman visit: www.sasymphony.org/blog

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New YouGov research commissioned by the Philharmonia Orchestra, released to mark the launch day of iOrchestra, their major new music education initiative in the South West of England, dispels the notion that today’s youth are an inactive generation, whose leisure is dominated by little more than computer games and social media. The most popular musical instruments were the recorder (22%), guitar (19%) and the piano (18%) highlighting how throughout the country the recorder is still the classroom staple. The research showed that 83% of children from the West Midlands are learning a musical instrument and children from the North East are learning the most varied selection of different instruments. Singing also continues to be nationally popular, particularly in Yorkshire and the East of England. The orchestra of tomorrow The results gave a clear indication of which instruments were most popular across the different regions of the UK suggesting where the ‘orchestra of tomorrow’ may be coming from. - The North East Perhaps channelling the legacy of local legends Dire Straits, the saxophone proved to be more popular with young learners here than anywhere else in the country. The north east also, scored highly for pupils of the trumpet, organ, double bass, harp, trombone and viola, the area proving a hotbed of musical diversity. Every good pipe band needs a rhythm and, with 8% of Scotland’s schoolchildren learning percussion instruments, the nation’s next generation of drummers seems to be secure. Evelyn Glennie watch this space… Perhaps it’s time Karl Jenkins composed a violin concerto? String instruments scored very highly in the valleys, with the violin and cello, more popular here than anywhere else in the country. - The West Midlands Looking for a new woodwind section? Get yourself on the M6! The flute, clarinet and bassoon (joint highest with London) scored highest in Britain’s second biggest county - South West The results come ahead of the launch of iOrchestra, a music-learning initiative in the South West of England headed by the Philharmonia. Whilst instruments such as the piano and guitar maintain popularity in the South West, and the oboe proves to be more popular there than any other region, the research suggests over a third of all children in the Plymouth area do not currently have instrumental music lessons. The research also found that girls are more likely to learn a musical instrument than boys (71% versus 66%), although boys today were more likely to learn an instrument than boys in the generation before them (66% in musical education today as opposed to 56% in the past). When it came to orchestral instruments the violin remains the most popular choice for both genders. David Whelton, Managing Director of the Philharmonia orchestra commented: ‘These enlightening results provide a great insight into the current condition of classical music, offering encouraging signs of its future status as both a form of entertainment and educational tool. iOrchestra, which launches in the South West today, promises to radically improve the position of musical education in the area, offering new communities a chance to interact with classical music in a variety of engaging ways. We want to help shape the Orchestra of tomorrow and make sure the South West plays a big part.’

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Spanish, Beginning I, II, III (B) Fall 2014, Winter 2015 and Spring 2015 quarters Students in Beginning Spanish I gain foundational skills and begin efforts to communicate in the language. This immersion-mode Spanish course is designed for students with little or no experience in the language. Initially, students listen closely, acquire useful vocabulary and learn basics of pronunciation. Students practice speaking and share readings in small collaborative groups. All along we strive to create an active, stress-free learning environment. In-context topics include people, school, pastimes, time, home, food, and travel. Elements of grammar are integrated into written practice exercises. The textbook, audiovisuals, music and games complement the learning. This Beginning Spanish sequence continues on with courses in winter and spring quarters. In Beginning Spanish II, students build upon what they learned previously to develop Spanish language skills in listening comprehension, conversation, reading and writing. One prior quarter of college-level Spanish or one year of high school Spanish is required. The course takes place entirely in Spanish in an interactive learning environment. Conversation sessions in small groups involve practical topics. Class discussions and audiovisual presentations cover diverse issues related to Latin American societies and Hispanic cultures. Students expand their range of vocabulary, with emphasis on verbs in past tenses, pronouns and other key elements of grammar. Written assignments are extensive, with opportunities for self-directed creative writing and reading. This course sequence continues into spring quarter. Beginning Spanish III prepares students for future language studies at intermediate level, as well to communicate in Spanish during travel and studies abroad, and in the workplace. Two prior quarters of college-level Spanish or two years of high school Spanish are required. Emphasis is placed on reinforcing writing and grammar skills, and on developing conversational fluency. In-depth readings and basic level research help to expand knowledge of vocabulary and syntax. The course involves readings and interactive discussions of Latin American and Hispanic cultures, societies and environment. Students will have opportunities to carry out individual research and writing projects on topics of their choice. Fields of Study Location and Schedule Offered during: Evening Advertised schedule: Mondays and Wednesdays, 6-8 pm. First Winter meeting will be Monday January 5, 6:00pm, in Sem 2 C2107.

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Susan Hoffman used to look forward to continuing her career in elementary education, walking her dog and playing tennis. Now she wonders if she'll ever be able to walk without a cane. Hoffman, of Petoskey, suffers from a disease called FacioScapuloHumeral Muscular Dystrophy (FSHD). FSHD is a form of muscular dystrophy defined by a specific set of symptoms that collectively characterize the disease. Initial signs of FSHD include difficulty reaching above the shoulder level, foot drop, scapular winging and facial weakness. In most cases, FSHD muscle involvement starts in the face and slowly progresses to the shoulder and upper-arm muscles and then down to the abdominal and foot-extensor muscles. Foot drop and foot weakness are early manifestations. Its major symptom is the progressive weakening and loss of skeletal muscles. While diagnosed only a year and a half ago, Hoffman has been living with symptoms including joint pain and muscle aches for the past 20 years.

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Educating the Educator Most Missourians say they want their children to learn about conservation in school, and most teachers say they would like to integrate conservation into the subjects they teach. Teachers know that students love creative, challenging and fun lessons. What better way to make learning more interesting and effective than with outdoor and interpretive activities, materials and experiences? The Conservation Department’s educator workshops specialize in providing teachers and group leaders with the knowledge, experience and resources required to infuse a conservation message into subjects they teach. The workshops immerse teachers and group leaders in the hands-on, real world of the conservation professional. Participants may spend a day at a local conservation area learning the art of timber management or an afternoon on the river learning aquatic studies. Each year the Department offers educator workshops on a wide variety of topics. Last year’s offerings, for example, included: “Voices from the Ozark Hills,” “Nature Journaling,” “Comparative Ecology: Invaders vs. Natives,” “Animal Adaptations and Behavior” and “Out at Night.” Throughout each workshop, participants learn the answer to the question every educator dreads: “Why do I need to know this?” Conservation workshops clearly demonstrate how academic concepts and the real world are connected. Educators can then explain to their students why foresters need to understand weather, and why biologists need a background in math. The three-day “Voices from the Ozark Hills” workshop, for example, demonstrated how the presence of the Grandin Mill, known as the “Big Mill,” changed the physical and cultural geography of Shannon County. These are only a few of the many workshops offered. Some workshops are open for statewide enrollment, while others target a specific region, county or school district. Workshops can even be designed to meet a group’s specific needs. Teachers and leaders of a variety of groups and disciplines are eligible to attend educator workshops. We’ve had physical education, science, art and elementary education teachers at our workshops, as well as Scout leaders and the leaders of Stream Team, 4-H and FFA groups. As one participant remarked, “The workshop was great fun; the staff was knowledgeable; and I loved how it taught so many interdisciplinary objectives.” Many workshops are conducted in cooperation with colleges and universities for undergraduate or graduate credit hours. Participants are required to pay the necessary fees to the university for the college credit. Other workshops are free or are offered at a low cost. For complete information on current educator workshops, visit www.missouriconservation.org/teacher/development.htm or contact a nearby Conservation Department office

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The HighScope Difference: Active Participatory Learning Children and adults learn best through hands-on experiences with people, materials, events, and ideas. That principle — validated by decades of research — is the basis of HighScope's approach to teaching and learning. A range of specially designed programs. HighScope's Curriculum includes components for - Infant-toddler care and education - Preschool education ► A HighScope training participant talks about the HighScope difference: "I can understand why the 40-year study revealed the long-term impact of HighScope with children at risk. HighScope is ... about teaching children to initiate, discover, experience, and learn about ideas, events, and people; it is about children creating, experimenting, problem-solving, and resolving conflicts as they learn. HighScope builds children up and changes lives." — Alice Escobar, Dallas, Texas - Movement and music - Elementary education - Youth programs Each individual program consists of a complete system of teaching practices, defined curriculum content areas for each topic and age group, assessment tools, and a training model. The practices and content are flexible by design, easily adapted to individual needs and institutional requirements. Proven, research-based strategies for learning. The HighScope Curriculum emphasizes adult-child interaction, a carefully designed learning environment, and a plan-do-review process that strengthens initiative and self-reliance in children and young people. Teachers and students are active partners in shaping the educational experience. The HighScope advantage: A balanced approach for young learners and the people who teach them. The HighScope Curriculum integrates all aspects of child and youth development. Using research-validated strategies, this approach enhances each young person's growth in the foundations of academics as well as in social-emotional, physical, and creative areas. By adopting the HighScope Curriculum — and learning to use it effectively — thousands of educators and caregivers worldwide are making a difference in the lives of children, youth, and families.

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|Nicaragua Table of Contents When the Sandinistas came to power in 1979, they inherited an educational system that was one of the poorest in Latin America. Under the Somozas, limited spending on education and generalized poverty, which forced many adolescents into the labor market, constricted educational opportunities for Nicaraguans. In the late 1970s, only 65 percent of primary school-age children were enrolled in school, and of those who entered first grade only 22 percent completed the full six years of the primary school curriculum. Most rural schools offered only one or two years of schooling, and three-quarters of the rural population was illiterate. Few students enrolled in secondary school, in part because most secondary institutions were private and too expensive for the average family. By these standards, the 8 percent of the college-age population enrolled in Nicaraguan universities seemed relatively high. Less surprising was that upper-class families typically sent their children abroad for higher education. By 1984 the Sandinista government had approximately doubled the proportion of GNP spent on preuniversity education, the number of primary and secondary school teachers, the number of schools, and the total number of students enrolled at all levels of the education system. A 1980 literacy campaign, using secondary school students as volunteer teachers, reduced the illiteracy rate from 50 percent to 23 percent of the total population. (The latter figure exceeds the rate of 13 percent claimed by the literacy campaign, which did not count adults whom the government classified as learning impaired or otherwise unteachable.) In part to consolidate the gains of the literacy campaign, the Ministry of Education set up a system of informal self-education groups known as Popular Education Cooperatives. Using materials and pedagogical advice provided by the ministry, residents of poor communities met in the evenings to develop basic reading and mathematical skills. Although designed for adults, these self-education groups also served children who worked by day or could not find a place in overcrowded schools. At the college level, enrollment jumped from 11,142 students in 1978 to 38,570 in 1985. The Sandinistas also reshaped the system of higher education: reordering curricular priorities, closing down redundant institutions and programs and establishing new ones, and increasing lower-class access to higher education. Influenced by Cuban models, the new curricula were oriented toward development needs. Agriculture, medicine, education, and technology grew at the expense of law, the humanities, and the social sciences. One of the hallmarks of Sandinista education (and favored target of anti-Sandinista criticism) was the ideological orientation of the curriculum. The stated goal of instruction was the development of a "new man" whose virtues were to include patriotism, "internationalism," an orientation toward productive work, and a willingness to sacrifice individual interests to social and national interests. School textbooks were nationalist and prorevolutionary in tone, giving ample coverage to Sandinista heroes. After the 1990 election, the Chamorro government placed education in the hands of critics of Sandinista policy, who imposed more conservative values on the curriculum. A new set of textbooks was produced with support from the United States Agency for International Development (AID), which had provided similar help during the Somoza era. Despite the Sandinistas' determined efforts to expand the education system in the early 1980s, Nicaragua remained an undereducated society in 1993. Even before the Contra war and the economic crisis that forced spending on education back to the 1970 level, the educational system was straining to keep up with the rapidly growing school-age population. Between 1980 and 1990, the number of children between five and fourteen years of age had expanded by 35 percent. At the end of the Sandinista era, the literacy rate had declined from the level attained at the conclusion of the 1980 literacy campaign. Overall school enrollments were larger than they had been in the 1970s, however, and, especially in the countryside, access to education had broadened dramatically. But a substantial minority of primary school-age children and three-quarters of secondary school-age students were still not in school, and the proportion of students who completed their primary education had not advanced beyond the 1979 level. Even by Central American standards, the Nicaraguan education system was performing poorly. Source: U.S. Library of Congress

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Suzuki Music Practice Tips and Inspiration - Suzuki Method Hello, dear Suzuki families, Here are some Suzuki violin (but good for any instrument) tips and teaching points for your daily practicing sessions at home. I welcome your own personal suggestions, opinions, and testimonials. I greatly appreciate your comments and feedback on these articles. Thanks for being part of our Suzuki music family! Rigo Murillo, Suzuki Strings Specialist Suzuki Violin Pre-Twinkle Skills By the completion of the Twinkle Variations, the student should have developed the following skills (Many of which may be at a basic level of development): - Rest Position - Stance, focus, endurance - Listening skills, attention, habits - Following directions, quickness - Opposites (high-low, loud-soft) - Bow hold - Heavy head holding violin - String names and pitches - How to Bow - Basic E string posture - String crossing, E and A string - Bow control, tip control - Relaxed, natural weight of bow arm - Square of the arm - Bow held silently on string - Stop form bowing on middle of bow - Left hand shape - Finger numbers - Finger patterns - Preparation fingers - Quick placement of fingers - Soft left thumb/ relational left fingers - Coordination of bow and fingers - Pizzicato partners - Kreisler highway - Care of instrument and bow - Practice Skills - Memory skills - Ability to be positive © Copyright 2000 Rigo Murillo. All rights reserved. The problem with review is NOT that students don't want to do it. It is that it's difficult to do it consistently throughout the Suzuki repertoire. "Bucket" Review Technique: Write all the pieces' names on separate pieces of paper, put them in a "bucket". Everyday, have your violinist draw a few pieces of paper one at a time, reviewing each one, then, put the ones played in a second bucket. When you're through, change buckets and go through then again. When your child learns a new piece, add a paper with its name to the bucket. You can also include all of the pieces in the current book, and have your child LISTEN to it when it comes in the drawing. This is the easiest way to "hit" all of the pieces before the "favorites" get played more, letting the others get relegated. One of the most challenging tasks for a young child in learning the violin is to stay concentrated long enough to stay in place and hold the instrument. Here are some fun exercises that have proven highly successful for keeping pre-Twinklers on task and improve concentration skills. Dig into some practice tips from other experienced parents of music students like yours. These are ways they have found that help during the "dreaded practice time" each day. Much has been taken by numerous music education scholars from Shinichi Suzuki's approach to music learning. The Suzuki method is based on the notion that all children learn to speak their mother tongue easily without having to formally study the language. He began to apply the basic principles of language acquisition to the learning of music, and called his method the mother-tongue approach. The ideas of parent responsibility, loving encouragement, constant repetition, etc., are some of the special features of the Suzuki approach. Page 1 of 2 Worth the drive? Because of our high-quality instructional program and un-compromised commitment to excellence, we have families from all over the metroplex coming to take violin lessons at our program. Don't sacrifice excellent Suzuki music education for your children by saving gas. These are some areas where our Suzuki music families drive from: - Farmers Branch - Highland Park - University Park - White Rock

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"The music around us" (Book) - This book aims to provide music teachers with a basic knowledge of music from Turkey, Pakistan and Morocco. These three countries represent each one corner of the North Africa-Middle East-West Asian region, which is next door to Europe and with which we have long historical relationships. Moreover, all three represent significant music historical tradition, at the same time related, while clearly different from each other. This justifies these musical culture's placement in Danish music education. In addition all three countries have supplied Denmark with immigrants from 1960 onwards. In this context, the book therefore also makes music teachers able to teach music in relation to the three immigrant groups. At the same time the book hopefully makes teachers able to insert the music that immigrants from those countries are carrying with them, the music the young people with that background are listening to, and what teachers may experience themselves in these countries, into a broader perspective. Therefore the book is not only about the small musical universe that migrants and migrant youth actually are engaged in in this country. The Danish conditions only play a minor role. This choice should be seen as an attempt to challenge the very unfortunate tendency in the Danish public wherethe immigrants are made ??the primary reason to engage other cultures in our (music) education. It is unfortunate because there are many other and far more important reasons to expand the musical horizons. The resident migrants from the three countries often give a very one-sided and narrow view of the (music) culture in their countries of origin. This is mainly because of the immigrant's backgrounds, both geographically and socially. In order to increase understanding and respect for other parts of the world, it is important that we all understand that the culture of these countries, including the music, is part of a long historical development and part of a varied mosaic of contemporary trends. The publication is produced with support from the Ministry of Education.

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Geology is the study of the Earth and its environs. It is primarily concerned with deciphering the processes which have operated on and within the Earth in the past, shaping and forming the Earth as we know it today. Geologists study the Earth's past history, as well as present-day processes acting on the Earth, in order to better understand what the future might hold for us. The Earth really is a dynamic, "happening" place, with continual and complex interaction among the Earth's many systems, including those of the geosphere, hydrosphere, and atmosphere, as well as the biosphere and the external solar system. The relationships of these Earth processes to humankind is at the core of many contemporary issues. A full understanding of the Earth system and its processes requires a multi-disciplinary approach based on detailed field observations and including the collection, interpretation, and application of quantitative geochemical and geophysical data. Clearly the science of Geology has always and will continue to play important roles in the identification, evaluation and protection of energy, mineral, and water resources; in the assessment and mitigation of natural hazards; in the assessment and remediation of human impacts on the environment, and in the mitigation of potential future impacts. These are all important, even necessary, contributions to our society. "Civilization exists by geological consent, subject to change without notice" (Anonymous). In addition, the science of Geology also plays a fundamental role in helping to meet our human desire to understand our origins and our place in nature. The goal of the KSC Geology program is to teach students about the methods of scientific inquiry and about the Earth, its materials, processes and systems, and thus about appropriate stewardship of the Earth and its resources. We wish to develop in students an appreciation for the uniqueness of our home planet and foster their wonder of the natural world. We promote strong relationships among students and faculty that emphasize creative and critical thinking, scholarship and research, and a passion for learning, with a commitment to service. Geology is a field science, which means that the fundamental observations upon which our questions are based, and often the observations that make up our experiments, are observations which are made out in the field, studying the rocks and landforms of the Earth in their natural habitat. Within the Geology curriculum, we have tried to emphasize the integration of detailed field observations (albeit mostly qualitative in nature) with "big picture" tectonic and earth-system syntheses. We also strive to involve all our students in progressive, level-appropriate, student-centered, inquiry-based, active participatory learning experiences that engage them in authentic scientific process, ultimately preparing them for independent and student-faculty cooperative research. Our graduates may pursue advanced degrees in earth or environmental sciences; or seek employment with environmental, hydrogeologic and engineering consulting firms, energy and mineral resource companies, or state and federal geological surveys. Those choosing the teacher education option are prepared for certification as Earth Science teachers in secondary schools. Geology students are equally well prepared for other careers in which a liberal arts and sciences education is beneficial, such as in elementary education, business, law or medicine. Last modified 2/22/2001

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3rd Grade: Need for Teacher Assistance Beyond That Typically Provided in General Education 3rd Grade Classrooms for Language and Literacy Development by Former Preschool Special Education Services The more integrated the preschool special education service, the less extra assistance was required from general education teachers on 3rd grade language and literacy tasks. Students not classified until school age have needs for assistance very much like those of students formerly served in preschool special class programs. |Related Services Only||SEIT Services Only||Related Services and SEIT||Special Class in Integrated Setting||Special Class Program||No Preschool Services| |No Extra Assistance Required||0.49||0.38||0.17||0.31||0.25||0.25| |Requires Periodic Assistance||0.29||0.38||0.49||0.31||0.24||0.26| |Requires Frequent Assistance||0.11||0.23||0.29||0.27||0.34||0.29| |Requires Continuous Assistance||0.12||0||0.06||0.11||0.17||0.2| Preliminary summary of findings Source: independent research by MGT of America, Inc. NYSED VESID, DVJ Oct. 3, 2007

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Modeling Aspects of Nature of Science to Preservice Elementary Teachers Documents Nature of science was modeled using guided inquiry activities in the university classroom with elementary education majors. A physical science content course initially used an Aristotelian model where students discussed the relationship between distance from a constant radiation source and the amount of radiation received based on accepted "truths" or principles and concluded that there was an inverse relationship. The class became Galilean in nature, using the scientific method to test that hypothesis. Examining data, the class rejected their hypothesis and concluded that there is an inverse square relationship. Assignments, given before and after the hypothesis testing, show the student's misconceptions and their acceptance of scientifically acceptable conceptions. Answers on exam questions further support this conceptual change. Students spent less class time on the inverse square relationship later when examining electrostatic force, magnetic force, gravity, and planetary solar radiation because the students related this particular experience to other physical relationships. - Download PERC06_Ashcraft.pdf - 124kb Adobe PDF Document Published January 30, 2007 Last Modified January 29, 2011 This file is included in the full-text index.

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As a geriatrician and an ethnomusicologist, I have had ample opportunity to observe the impact of music upon gait among my patients. Whether singing “Tumbalalaika” in order to help a Parkinsonian patient avoid freezing on a threshold, or singing “Won’t You Come Home, Bill Bailey,” in order to help someone with dementia get up and walk to the dining hall, I have watched as halting, shuffling gaits develop a steady rhythm. In each case, the patient begins to walk in synchrony with the song and the caregiver. It was with delight, therefore, that I read the article by Trombetti, et al., in the upcoming issue of the Archives of Internal Medicine. They have taken such anecdotal experiences and subjected them to the rigors of the randomized clinical trial. Powered to detect measurable differences in gait, they have demonstrated in medical parlance what many of us have seen, that gait can improve with music. Trombetti and colleagues offer us an interesting piece of information: that community-dwelling elders can have improved ability to ambulate when their steps are accompanied by piano music. They used Jacques-Dalcroze Eurythmics (an established music pedagogical approach that was developed in the late 19th century) in a 12 month-long RCT involving 134 community dwelling elders and an accepted research methodology. For the first time it has been shown, they say, “that participation in music-based multitask exercise classes once a week over a 6-month period can improve gait performance…and reduce both the rate of falls and the risk of falling in at-risk elderly community-dwelling adults” (online advance publication, November 22, 2010, p. E7). It’s a great article, accepted in a highly reputable medical journal. My only question: where’s the music? For the most part the authors appropriately cite the handful of music therapy articles that deal with gait. It's a shame, though, that they miss Alicia Ann Clair’s interesting work on rhythmic-auditory-stimulation (RAS). In one of the rare “negative finding” publications, she demonstrated that RAS did not lead to a significant difference in gait, but discovered that the caregivers involved in the study reported that ambulating a patient seemed easier when the music was playing. The inclusion of music therapy literature in a medical journal is important here. There is more, however, to music research than music therapy and music’s therapeutic value. In the fields of ethnomusicology, music education (the academic home of Dalcroze Eurythmics), pscyhomusicology, psychology, neurology, gerontologic nursing, and geriatrics, some of us examine the music itself as well as its habilitative and rehabilitative effects. There is even a new analogue to medical anthropology, called medical ethnomusicology, which is devoted to issues of music, culture, health and healing. As a musicologist, I would like to hear more about the music chosen in these sessions. Was it all improvised? And if so, how was the give-and-take established between the instructor and students? Were there direct musical references to melodies from childhood? Were there performances of familiar songs? Did the choice of music make a difference in its efficacy? It is unreasonable to ask a group of physicians and researchers to take an article this far in the Archives. But it is absolutely reasonable to begin a conversation. Now is the time for each of us to step outside of our academic silos, following in the footsteps of Trombetti and colleagues. They have built a bridge between geriatric falls prevention and music education in order to keep older people from falling. Our older patients will benefit from this stretch between the disciplines. Reaching out across disciplines brings a multi-faceted understanding of the problems, and a better understanding of potential solutions. Will I be able to start a Dalcroze school at the nursing home where I practice? No. But I will feel more confident as I continue to encourage my patients to sing as they walk. And I would be delighted to start building more bridges across the academy. Trombetti, A; Hars, M.; Herrmann, FR; Kressig, RW; Ferrari, S; Rizzoli, R. Effect of Music-Based Multitask Training on Gait, Balance and Fall Risk in Elderly People. Archives of Internal Medicine. Published online November 22, 2010. http://www.archinternmed.com/ by: Theresa Allison

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Stephanie David, Fletcher Elementary School literacy coach, recently met with reading teachers Lori Bird, Mindy John and Cassandra Monaghan during their weekly meeting to discuss and monitor students' progress in reading. The teachers use data to discuss students' strengths and challenges and to make adjustments in instruction. They work together to best place students in intervention programs. Through a Response to Intervention pilot 5-year grant from New York state, Fletcher Elementary School was fortunate to be awarded a literacy coach. A literacy coach is trained to work effectively with peer colleagues to help strengthen the overall reading program. All district schools, however, are doing similar response to intervention for their students who are challenged. "We work very hard to tailor and target instruction based on each student's specific needs," said the group. "We are constantly digging into the data to find out what the exact needs are and to then develop a strategy, as a group, that will help improve that skill. Students grow at different levels and we want to figure out what interventions will work best for each student." The way students are studied in the weekly meetings is multi-fold. The Jamestown Schools assesses all students regularly on the big ideas of early literacy development using DIBELS, a standardized research-based assessment. From this information, literacy strengths and challenges are identified for each student. Based on an overall score, the students are placed in to one of three groups or tiers of literacy development: benchmark, strategic and intensive. To provide even more prescriptive instruction for students within these tiers, classroom and intervention data is also collected, shared, and analyzed during weekly grade level meetings as well. Individual student concerns are addressed, goals are set, goals are set, interventions are implemented, and students are continuously monitored. Instructional decisions are made based on all of this data. All district elementary students receive a daily, uninterrupted 90-minute reading block that includes whole-group instruction and differentiated small-group instruction. Students are engaged in meaningful literacy practices in literacy workstations while the teacher meets with small groups. In addition to the 90-minute reading block, students who are on track, or benchmark, also receive enrichment activities or help in a literacy "gap" they may have. For the "strategic" students who need support, an additional 30-minutes in skill groups, with a classroom teacher or a reading teacher, is provided. These students are monitored every three weeks with data to make changes. The "intensive" or at-risk students, not only receive the 90-minute block and 30-minute support, but also an additional 15-30 minutes with a Fletcher reading teacher working on very specific skills that are challenging for the student. The intensive students are monitored weekly, often using out of grade level assessments. After evaluating the students, the literacy coach, reading teachers, and/or classroom teachers may make changes in the current reading program in either the intervention used, the group size, and/or the amount of time for the intervention. "We are working hard to track student growth, close literacy gaps, and help every student improve at an appropriate rate. We want parents to know that all students develop in literacy at different levels. Keep in close contact with your child's teacher to know how your child is doing and what skills they may need to develop," said the Fletcher reading teachers. "It is invaluable if parents continue to support in-school instruction at home by reading with child daily and working on developing those skills."

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Introducing your child to music education at a young age offers an incredible array of developmental benefits. more It's always stressful when your child is sick. But, illnesses that you can't even identify can make the situation even more stressful for both you and your child. Unlike the common cold, flu, or a fever, Kawasaki disease is not an illness most mums find they are familiar with. Kawasaki disease, named after the doctor that discovered it, is a disease that causes inflammation of the arteries. It occurs mainly in young children - usually in kids under five - and can damage the heart muscle and coronary arteries. Kawasaki disease is treatable The good news is that Kawasaki disease is treatable and most kids recover without any long-term effects. Doctors aren't really sure what causes Kawasaki disease but it might be linked to bacteria, a virus, or some sort of environmental factor. Many researchers believe that there is a genetic link, too. Some scary symptoms Kawasaki disease has multiple symptoms, beginning with a high fever that usually doesn't respond to paracetamol. The fever can continue for more than five days. The other symptoms of Kawasaki disease are mainly due to the inflammation of the arteries and heart muscle. They include: - Rash - possibly on the torso, groin, the palms of the hands and the bottom of the feet - Swollen and cracked lips - Red eyes - Red, swollen tongue - Swollen hands and feet - Swollen lymph nodes As the condition gets worse, your child might experience: - Peeling of the skin on the hands and feet - Joint pain - Abdominal pain Even though the symptoms of Kawasaki disease are pretty scary, getting treatment for your child within ten days may lessen the long-term damage the disease can do. Whenever you suspect that your child may have Kawasaki disease (or any of the symptoms of the disease), contact the doctor immediately. The key to avoiding lasting damage is a fast diagnosis and treatment. Testing and treatment Although there is no specific test to diagnose Kawasaki disease, blood tests and an echocardiogram, a test that looks for changes in the coronary arteries, can help the doctor see how far the disease has progressed. Treatment includes intravenous gammaglobulin (immunoglobulin), blood proteins and and antibodies, and aspirin therapy. Be sure to never give aspirin to young children unless your doctor tells you to do so because of the connection between aspirin and Reye's syndrome. Related immunity articles Written by Rebecca Stigall for Kidspot, Australia's parenting resource for family health. Sources include Better Health Channel, NSW Health, and Health Insite. Last revised: Thursday, 29 April 2010 This article contains general information only and is not intended to replace advice from a qualified health professional. - Outsmarting the super nit - 7 ways to stay active with your kids this summer - 7 ways to keep your kids cool this summer - Germ busting your toddler - How to really clean your house - Simple stress busters for busy families - 10 delish juices and smoothies for healthy living - Why marriage is good for you - Six secrets of active families - Top tips to improve your family's health and happiness

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Keywords: eurhythmics, movement, music classroom activities, music education, music education of young children, rhythm, Emile Jacques-Dalcroze Abstract: This article explores Dalcroze Eurhythmics and its use in music theory education, both at a young age and at the college level. The author shares her own research and experiences as an instructor and presents Dalcroze activities that can be incorporated into the music classroom. The exercises discussed address visual, aural, and kinesthetic learning styles. Topics include solfege syllables, rhythmic solfege, interval training, active listening, phrasing, chord building and chord resolution.

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Note: We are now in the process of building an Informational Text Reading Academy run by and taught by students during academic hour. Students can attend to 1) be taught the foundational skills for doing an analysis of informational text, or 2) attending students work with student coaches to collaborate on an analysis of informational text. I specialize in creating measurable classroom evidence of new standards and strategies. The most difficult part of implementing change is producing this formative evidence of teaching and learning. Focusing beyond lesson plans to adapting actual teaching materials, I ensure teachers are ready to enter the classroom, teach new standards and strategies (including Common Core), and measure results. Teachers create and analyze common formative assessments; the evidence of new teaching all learning communities need for frequent Plan-Teach-Revise learning cycles. Before lessons are taught, learning standards, teaching strategies, including students mastering informational text, need to take form in planning so they provide the real-time data required for ongoing improvement. Distinctions between levels of planning are critical. In our standards-based system, we work in a logical sequence from standards and maps (Level 1) to units and lessons (Level 2), and finally to formative assessments and teaching materials (Level 3). The capacity to produce evidence of classroom results is determined in Level 3; however, this is where things usually go wrong due to a shortage of time for PD and planning. Level 3 is precisely where teachers achieve a confidence and readiness threshold for new teaching. Without quality, classroom-ready, formative assessments and teaching materials, lessons do not go well and Plan-Teach-Revise teacher learning cycles are impossible for PLC's. We have to use provem methods in innovative ways. There are two pairs of two informational text "power" structures found in most informational text, which helps students at all grade levels immediately begin to think critically about the text: Pair 1: Decription-Compare/Contract, and Pair 2: Sequence-Cause/Effect. You'll see these at work in almost every paragraph. Common Core Resources: CLOSE READING PLANNING AND TIPS. Note: We (K-12) have advanced analytical structures that are beyond resources available here. Call and I'll provide you tips you can use that day. (928-243-1927) Time for teacher PD and planning is a problem. Our collaborative teacher training is designed to demonstrate ways to respond rapidly when adapting and aligning curriculum to meet urgent needs. The capacity to implement the Common Core is the same capacity required to adapt and improve lesson plans and teaching to meet a variety of needs. We’ve refined a way to adapt actual teaching materials so learning teams produce results in the “hours” available. Using a streamlined version of Understanding by Design, teachers focus on ready-to-teach classroom materials that represent and support the desired change. Regarding Common Core, or more importantly informational texts, we’ve used informational text structures since 2006 as a prism through which we design new classroom-ready materials; we naturally support literacy while choosing better ways to teach. We translate the “what” to teach into materials of practice that define “how” to teach it. Both levels of curriclulum alignment are addressed. Teachers feel ready. Brief cycles of improvement become possible. Teachers unite in a common purpose, language, and the tools become learning teams. "Thank you for making Common Core not scary!" "This training has been intense but ultimately so valuable in giving me knowledge I need to successfully implement Common Core ELA standards into my CTE classroom! I have lesson plans, activities and resources that I can walk into my classroom and use NOW!" "I have specific lesson plans that outline what I will be doing and what standards I am reaching. I have student handouts - graphic organizers - ready to be copied and handed out. I have teacher models to use for assessing what I want my students to "get" "I am so excited to now have resources and an explanation of how to carry everything out. I now have a deeper understanding and a wealth of resources both from the presenter and participants. Thank you." "They opened my eyes to a way the Common Core Standards can be embraced and not feared. They provided time to model, explain, and explore the program in relation to our needs." "I am overjoyed with the strategies and resources I received to aide into the transition of the Common Core Standards."

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Thank you for using the timer! We noticed you are actually not timing your practice. Click the START button first next time you use the timer. There are many benefits to timing your practice, including: Educator: Like many other difficult pursuits, music requires [#permalink] 03 Jun 2007, 18:18 0% (00:00) correct 0% (00:00) wrong based on 0 sessions Educator: Like many other difficult pursuits, music requires intense study and practice from an early age in order for one to become proficient. But many school music programs encourage only children who demonstrate early aptitude to continue studying music, while children who do not appear especially musical are directed towards other activities. Having learned to think of themselves as musically inept, these children do not devote any time to music, and thus some of them deprive themselves of the opportunity to develop latent but potentially significant musical talent. The educator's statements, if true, would best support which of the following conclusions? Music education should not devote special attention to talented students. Everyone has the potential to learn music. The number of proficient adult musicians is less than it could be. Children are particularly sensitive to criticism from adults. I'd stick my neck out for B. While C does sound good, we really cannot conclude that the number of proficient adult musicians could be higher - though it can be inferred. Why I don't like C is because for all you know it could have been what it is because it's possible even after spending time and learning the children could not develop into proficient musicians. What the educationist is trying to make us believe IMO is that everyone has the potential - though it's not necessary that each one will necessarily become proficient.

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Rhymes for kids is a great way to enhance language skills. Today we are super excited to have a guest, Melissa Taylor from Imagination Soup to tell us more about kids rhymes. She has a passion for teaching literacy in a fun and unexpected way. Kids Activities Blog is really excited about Melissa’s new book, Book Love: Help Your Child Grow from Reluctant to Enthusiastic Reader. Her book goes on sale today! Read below for a secret way to get special discounts this week… I love that learning to rhyme and playing with rhyming are foundational skills for reading. Rhyming is so much fun! Rhymes for Kids Here are my top eight favorite ideas for fun, playful rhyming activities for kids. 1. Sing Rhyming Songs Sing these familiar songs to practice rhyming. Silly variation: When you get to the last word in a line, change it! Example: In the Ants song, see what other words you can rhyme with the number words. Down By the Bay Miss Mary Mack The Ants Go Marching One by One One, Two, Buckle My Shoe Row, Row, Row Your Boat 2. Rhyming Thumbs Take rhyming with you anywhere – like this easy-to-play game that is perfect for the waiting room, a restaurant, or a sister’s lesson. Say two words that may or may not rhyme. Have your kids decide if the words rhyme or not. Thumbs up if they rhyme. Thumbs down if they don’t. 3. Toss, Rhyme, Catch My daughter who is seven still loves to play this with me. We get a ball and stand (or sit) facing each other. The person who tosses the ball says a word. The other catches and throws it back, saying a word that rhymes. Keep going until you run out of rhyming words. Then, start with a new word. Example: Hall – ball and turtle – surtle (yes, you can use nonsense words in our game!) 4. Rhyming Treasure Hunt Write your own treasure hunt clues using rhyming end words. Or, print out a free rhyming treasure hunt from the Book Love website. 5. Magnet Letter Words Do you have magnetic letters for your fridge? Use them to start a word tower. Make an easy word like HAT. Ask your child to make list of rhyming words underneath. This way it’s easy to see the letter family in the pattern: 6. Nursery Rhymes Read nursery rhymes together. Find several that you can learn by heart. Now, try to say them in silly voices: cowboy, fancy person, squeaky mouse, loud talker. 7. Read Rhyming Books As your reading these rhyming stories, see if your child can guess what rhyming word is coming up. (Especially in Guess Again! Because there’s a trick!) - Brown Bear, Brown Bear, What Do You See? By Bill Martin - Five Little Monkeys Wash the Car by Eileen Christelow - Guess Again! By Mac Barnett - King Hugo’s Huge Ego by Chris Van Dusen - Rhyming Dust Bunnies by Jan Thomas - Silly Sally by Audrey Wood Fingerplays are chanting rhymes with hand movements. You probably know more of these than you think. They’re great because they add movement to rhyme! The Itsy, Bitsy Spider I’m a Little Teapot Open, Shut Them So rhyme and play, this very day. Your kids will say, For more fun ideas to encourage literacy and a love of books, you’ll want my new book, Book Love: Help Your Child Grow from Reluctant to Enthusiastic Reader. Now available in Kindle and soon in paperback. Click here for information about extra bonuses available during the week of November 15 – 21!

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The Role of Fathers in Their Child's Literacy Development: K-3 By: Reading Rockets Have Growing Readers delivered each month right to your inbox! (In English & Spanish) Sign up here > How should I start? Stop by the children's area at your local library, or check out the recommended books by Reading Rockets. Select books that interest you or your child — read about famous athletes, historical events, or how things work. You can read chapter books with older children (like Lord of the Rings or Harry Potter), reading a little bit each day. Be patient! If you haven't read with your child before, she may need time to get accustomed to this activity. What if I'm not with my child every day? If you don't see your child each day, try arranging a regular time to read books over the phone or create your own podcast! Your child will look forward to this individual time with you, and you will also be modeling behavior that will keep your child on a path toward learning. What if I don't like reading? - Tell stories about your own life or when you were young - Talk about the print that is in your environment. For example, read and talk about road signs or brand names on food containers - Check out books of photography or art and talk about the pictures - Involve your child in everyday writing tasks like shopping lists, thank you notes - When you are doing household projects, describe what you are doing. Use interesting words! - Ask your child about his day. Engage in conversation that extends simple sentences Conversation with adults helps children learn new words and practice telling a story — both linked to better reading skills. Walk the walk Your child learns from what you do. Make sure the messages you are sending about reading tell your child that knowledge and literacy are valuable, achievable, and powerful. *To view this file, you will need a copy of Acrobat Reader. If it is not already installed on your computer, click here to download. Reading Rockets (2008)

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In 2010, under the nationwide Elementary Education Program called Sarva Siksha Abhiyan (SSA), an education committee in Bhagwan Garhi in the Aligarh district of Uttar Pradesh, India completed the construction of an eight classroom school for the cost of $80 per square meter, whereas the cost incurred for a contractor lead construction of a comparable school structure in the nearby district of Lucknow was $124 per square meter. According to review reports, the Community Beneficiary Committee in Bhagwan Garhi had completed the work drawing labor from the community and buying the required amount of materials at a lower rate with technical guidance from the district level engineer. How does this happen? A study conducted in four World Bank supported Community Demand Driven (CDD) projects in four states in India in 2009 shows a similar picture of substantial savings when the sub project activities are carried out by the immediate beneficiaries. Analysis of 47 constructions works show that Community Based Procurement (CBP) saves cost and time when compared to conventional estimates made by Public Works Departments and the savings are even higher in labor-intensive sub-projects. The savings ranged from 12% to 56% across the four States. Another World Bank research reviewing Economic Results of CDD Programs in Burkina Faso, Indonesia and the Philippines undertaken in 2007 has shown that classrooms in Burkina Faso built by the PNGT are less than half the cost of those procured through competitive bidding to private contractors and adjudicated by the national procurement board on behalf of the Ministry of Education. In all the above projects, the following key factors were identified as the real reasons that made the difference: -In all cases, the common link was beneficiary involvement. Ownership of the need along planning and implementation is an excellent incenstive. Knowledge that their children will sit under the school roof that is constructed for the school ensures consciouness to quality. -For the most part, no contractors were involved. This resulted in savings through minimizing overhead and some taxes that contractors pay to authorities; -The contributions went beyond cash and labor. With beneficiaries also working as masons and laborers, the cost savings also stemmed from reducing wastage to near zero and buying only what was just required for the work being undertaken. Their zeal and commitment for making something that would influence their lives also lead to minimize costs for technical supervision and storage costs of materials; -A noticeable practice that helped save costs from the India study was that of Relationship Based Procurement, wherein the communities established a mutually beneficial and accountable commercial relationship between purchaser and possibly the lone the supplier in the village for delivering the best products at best price for a common cause in their community; Conventionally, Relationship Based Procurement systems based on family and kinship arrangements could align with elite capture and nepotism, however the sub-projects review showed that accountability is motivated by common need as long as institutional structures are in place and that all parties want better outcomes. There were instances of social boycotts of suppliers who have tried to cheat the community and growing market for those who had won the trust by providing best products and value for money; -Success depended on the technical complexities involved and the kind of support and commitment the community received from the engineering authorities. In most cases, we could sight at least one highly motivated engineer supporting the community in decision making and quality assurance; -Studies have also identified that at individual sub project level, numerous factors like isolated locations, double and triple handling of materials and frequent on-site design modifications all conspire to make it virtually impossible for commercial contractors to compete with the community lead implementation on a cost basis. Look around and let us know if you've noticed similar experiences...

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Free Reading Strategies Pack 1 Reading and Word Solving Strategies Pack 1 is now free right on BuySellTeach, in the Wise Owl Factory online store. What’s in this pack? There are 162 pages with 20 reading comprehension and word solving posters, for one thing. Also included are some book companions for Scholastic books to help mentor the strategies. Other books are included, too. Pictures tell the best story, so see for yourself what is included. I prepared a PDF with more information, including the CCSS addressed for grades one and two. By the way, did you see Reading and Word Solving Pack 2? First, the word solving reading strategies are included, pocket chart cards for these strategies are also included, along with cards for any mentor text resources included in this pack. Auto the Otter is so perfect for sight words automaticity! Next, there are posters for the reading comprehension strategies. Pocket chart cards for these strategies are also included, along with a card for any mentor text resources included in this pack. Quackers the Duck is my favorite! Now for the Scholastic book companions/resources included in pack one. Seven Blind Mice can be used to help teach several strategies. This section includes work pages, activities, and also pocket chart cards for vocabulary. The Arthur’s Valentine section has some sweet activities. Chunky Monkey and Spinner the Spider are part of the Cinderella Penguin section. Next, Scholastic’s sight word readers (or any emergent readers with the same words) help reinforce automaticity with Auto the Otter. By the way, here is a second Auto the Otter (only) freebie on Buy Sell Teach. Next, Digger Dog helps mentor non-fiction conventions. Finally, Clifford for President is used as an anchor text for several word solving strategies. Quackers the Duck is perfect for noticing dialogue in the text, also. Thanks for reading!

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Our children must learn to speak computer – and fast Education reformers are like generals of old: always fighting the last war. For all all his good intentions, Michael Gove’s English Baccalaureate proposals and rejigging of the primary school curriculum will leave children woefully under-equipped for the world they face. Learning languages has long been an area where British students lag behind their global rivals, but now it’s speaking computer that’s being neglected. The updated primary school curriculum focuses on reading, writing and arithmetic – the three Rs for people without a sense of irony – but also bolts on a commitment to teach a foreign language from age seven onwards. Mandarin is a valuable inclusion on the list, given the inevitable rise of China. But while Chinese children are mastering English and computer skills, in the UK programming is still predominantly a geeky hobby. In January, Gove spoke candidly about the need for reform: “Imagine the dramatic change which could be possible in just a few years…instead of children bored out of their minds being taught how to use Word and Excel by bored teachers, we could have 11-year-olds able to write simple 2D computer animations using an MIT tool called Scratch. By 16, they could have an understanding of formal logic previously covered only in university courses and be writing their own apps for smartphones.” It’s commendable that the Department for Education intends to ditch the current moribund ICT curriculum and put computer science in its place – but the approach is worrying. The plans seem to hinge on free materials provided in part by companies including Microsoft and Google. Corporate interests should not be allowed to drive education in computer science, as that will produce short-term thinking. Programming should be introduced at an early age to give British children an advantage over their rivals. Even those who don’t go on to work in the area will gain vital understanding of how the tools they use every day work. The confidence that comes with speaking the tongue used by the world’s political and business elite has left us lagging behind in learning a second language. Sixty-eight per cent of British people speak no other language to any proficiency. Meanwhile, in China, over 250 million people are learning English. Our advantage as native speakers of the global language will seriously erode over time. That’s where ensuring proficiency in programming – the other world language – becomes so important. There are great examples out there we can follow. CoderDojo began in Ireland, but has become a multinational operation running coding clubs for young people. In groups, children learn the basics of coding before going on to develop websites, apps and games under the instruction of skilled volunteers. On the hardware side projects such as the Raspberry Pi, the ultra-affordable, programmable computer, are lowering the cost of providing tools to schools. Not since BBC Basic has there been such a fundamentally transformative tool for getting children inspired and knowledgeable about computing. As Gove says, we must ensure that children now in school attain computer literacy that goes far beyond mere competence with word processing software and spreadsheets – but that will require greater focus than the current proposals suggest. It’s not enough to produce another set of app developers. The cloud – networked computing – now underpins so much of the technology we rely on every day. The future will see the divide between the programmers and the programmed grow wider. Action now to improve computer science lessons will ensure our children are on the right side of it. If we fail, for those who aren’t naturally drawn to explore programming, the future will incomprehensible. PornIQ is the most addictive pornography site ever built. This is going to ruin relationships October 23rd, 2013 16:40 iPad Air, the new iPad Mini and Mavericks: an audacious Apple has thrown the gauntlet right in Google's face October 22nd, 2013 19:45 Will Apple's new iPads be joined by the iWatch? The iPhone 5S holds the answers October 22nd, 2013 9:34 What does Gordon Ramsay think he's doing? Installing surveillance equipment to watch your kids is wrong October 21st, 2013 7:33 A plan for a New Britain: sell the UK and move somewhere nicer October 19th, 2013 19:01

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by Jenna Pirrie, business manager Surviving winter in Chicago is one giant game, and the only prize for winning is retaining your sanity (and fingers and toes). There are plenty of rules and essential strategies, most of which are fairly simple if you have played the game your whole life. But for students from warmer climates, winter survival strategies sometimes feel as complex as learning Greek. The first roadblock for Rebecca Arliskas, junior TESOL major from Arizona, was buying a coat. “My roommate makes fun of me because I ordered it online. It was a foreign concept to me to be able to go to a store and buy an appropriate coat for Chicago.” Peter Cooper, sophomore youth ministry major from San Diego, California, said layering was the first thing he had to learn when he transferred last winter. “I did not understand the importance of [it] … it is not about having one big winter coat, but it is about having a few layers and the air trapped between them.” Unlike newcomers to the game, Megan Gillespie, sophomore applied linguistics major, has been surviving Indiana winters since birth. She said, “If your hands are cold, do not blow on them … the moisture in your breath makes them colder in the long run.” Personal strategies are equally important in this game: find out what helps you the most. For Cooper, gloves are essential, while Arliskas, who says she is miserable as soon as her ears get cold, gives a hat a higher priority. Others would emphasize the importance of wearing leggings or long johns under jeans, keeping your neck warm at all times or taking advantage of wool socks. But staying warm and dealing with the physical effects are only half the game. The psychological effects of the lack of sun, especially for students raised in the South, can be a surprise. Consider taking vitamin D or getting a full spectrum sun lamp, and research Seasonal Affective Disorder if the winter doldrums seem worse than usual. Sometimes simply being aware of the psychological effects that can come with a cold and dark winter can help you get through it. Being active and finding joy in the season is also an important strategy. Arliskas recommends bundling up and spending some time outside at least every few days. “If you stay inside for three months, you just aren’t going to feel good about yourself.” “Do not isolate yourself,” advised Melissa Mancari, senior elementary education major from Clearwater, Florida. “If you are surrounded by people going through the same thing together, it makes it more fun than depressing.”

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YOUNGSTERS will be number-crunching in schools across Hampshire this week as part of a national drive to improve numeracy skills. Maths Week is an initiative aimed at getting youngsters engaged in maths and numeracy with the hope of continuing to learn the skills as they go through school and later life. Pupils at Springhill Primary School in Southampton will be throwing themselves into the initiative by taking part in a whole week of maths-based activities that have been organised by staff. Everything from PE to art lessons are being themed around maths and numeracy as part of the dedicated maths week. Youngsters were even encouraged to wear odd socks to school to illustrate learning ‘odd and even’ numbers. It comes as Hampshire MP Caroline Dinenage launches a new All-Party Parliamentary Group for Maths and Numeracy which was set up in light of last year’s OECD figures, which showed that 8.5 million adults in England and Wales have numeracy skills weaker than the average ten-year-old. The aim of the group is to raise awareness about the importance of basic maths skills and to inform policy on improving adult numeracy and the future teaching of maths in schools. The group will be launched by Education Minister Liz Truss. Gosport MP Caroline Dinenage said: “Not only are basic maths skills essential to our daily lives, they are also essential to Britain’s economic prosperity. "If the UK is to be successful in the global race, it is essential that we take action to tackle this problem and raise the mathematical ability of people of all ages.” Liz Truss said: “Maths is a vital subject for our children to master and for our country’s prosperity – maths qualifications command the highest earnings premium and are the best protection against unemployment. "We have instigated a top-to-bottom overhaul of the subject so that all the way from the start of primary school through to 18 our young people have the best chance to succeed in maths.”

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Weinberger, Jo (1993) A longitudinal study of literacy experiences, the role of parents, and children's literacy development. PhD thesis, University of Sheffield. This study investigated the literacy experiences and attainment of 42 children aged 3 to 7, who had attended preschool education in a city in the North of England. Data were collected through parent interviews before nursery entry; literacy assessment at school entry, and at age seven; and by parent, teacher and child interviews. Quantitative and qualitative analyses were employed. Four measures of literacy development at age seven were used: children's reading book level, writing ability and standardised scores for reading and English at seven. Factors before school entry shown to be significant were: vocabulary scores, number of letters known, how well children wrote their name and a phrase, whether they listened to stories at nursery, and how often they were read to at home. This was influenced by earlier home factors; by having access to books, being read to from storybooks, and having books read in their entirety, the age parents started reading to them, how many nursery rhymes they knew, and parents pointing out environmental print. By seven, other significant factors were parents' knowledge about school literacy, and how often children read to parents at home. Several findings confirmed those of previous studies. Others were new: having a favourite book before nursery, choosing to read books in nursery, access to home computers at seven, children storing literacy resources indiscriminately, parents reading more than newspapers and magazines, and parents providing examples of day-to-day literacy. Process variables appeared to exert greater effects on children's performance than status variables, such as social class, mother's employment and qualifications, and relatives with literacy difficulties. Home literacy experiences for the majority of children were barely acknowledged in school, and home learning for children with problems was often unsupported by school. For most children, homes provided rich, complex and powerful environments for literacy learning. |Item Type:||Thesis (PhD)| |Keywords:||Reading; Writing; Learning| |Academic Units:||The University of Sheffield > Faculty of Social Sciences (Sheffield) > School of Education (Sheffield)| |Depositing User:||EThOS Import Sheffield| |Date Deposited:||25 Oct 2012 13:32| |Last Modified:||08 Aug 2013 08:47|

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The annual Learning Through Art exhibit features a selection of artworks created by 203 students between the ages of 6 and 12 who took part in the Guggenheim Museum Bilbao education program during the 2005-6 academic year. The goal of this education program is to reinforce areas of primary school curriculum using art-based activities. Resident artists work in public schools in close collaboration with the classroom teachers. Each program is unique and custom designed based on the interests, deficiencies and skill level of each class, and can be used to reinforce any area of school curriculum, ranging from Environmental Awareness to Mathematics. The classroom teacher identifies the targeted subject area, and the objectives, behaviors, and skills he or she wants to achieve. The artist and the Museum educator then work together to create a series of workshops organized into resource units. The 90-minute workshops—in photography, painting, sculpture, video, digital art or music—take place at the school one day a week for a period of 20 weeks. Bizkaia: Velázquez in Basauri, Gandasegi in Galdakao, Txomin Aresti in Leioa, and Buenos Aires in Gallarta; two schools in Álava: Adurza in Vitoria-Gasteiz and Fabián Legorburu in Laudio; and three schools in the province of Gipuzkoa: Aitor in Donostia-San Sebastián, San José in Mendaro and Intxaurrondo in Donostia-San Sebastián. Alex Carrascosa, Ibón Garagarza, Iñaki Gracenea, Julio Hernández, Aiora Kintana, Maider López, Manu Muniategiandikoetxea, Mercedes Périz, and Jorge Rubio.

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Queen Elizabeth II is the queen of 54 Commonwealth countries. 16 of these countries are called Commonwealth Realm countries and Canada is one of them. When Elizabeth steps down or dies, her son, Prince Charles will become King. If he steps down or dies, his first-born son, Prince William will become King–even though Princess Anne is the Queen’s only daughter and is next in age to Prince Charles. In other words, because she is female, the crown wouldn’t go to Princess Anne. Since the beginning of the British monarchy, men have been chosen first to become the next ruler. A woman can only be chosen when there are no men in the monarch’s direct line, (like a brother or a brother’s sons). That is how Elizabeth became queen. Her father, King George VI, had two daughters and no sons. Last October, Commonwealth countries agreed that this centuries-old tradition was old-fashioned and should change. Last week, at the opening of British Parliament in London, the Queen proposed a law to allow women to become Queen if that woman is next in line. The Queen proposed other changes, as well. She proposed that monarchs in Britain should be able to marry Roman Catholics. This has been forbidden since the time of Henry VIII, who wanted to get a divorce (which was not allowed by the Catholic Church). Henry VIII split the church into two parts — the Church of England (Anglican) and the Roman Catholic church. Since then no King or Queen of England has been allowed to marry a Catholic. Stephen Harper has said Canada’s government approves of these changes but doesn’t consider them a priority for Canada. He said he doesn’t believe there should be much time in Parliament spent debating them when there are other issues that are more important. By Kathleen Tilly What is your opinion on this issue? Do you think that girls and women should have the right to the crown if they are the first born? Why or why not? Do agree with Stephen Harper? Is this issue less important than others? If so, which issues would be more important and why? Reading Prompt: Comprehension Strategies Read the title of the article and make predictions about what the text might be about. How do your predictions change when you notice the picture of Queen Elizabeth II? Now what do you think the article might be about? When you finished reading the article, discuss whether your initial prediction was correct or if it needed to be changed. Identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to understand texts (OME, Reading: 1.3). Identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to understand increasingly complex texts (OME, Reading: 1.3). Grammar Feature: Conjunctions A conjunction is a word that joins two words or phrases (groups of words) together. Some conjunctions include: and, but, or, nor, for, and yet. Read the article and identify which sentences use conjunctions. In each sentence, identify which words/phrases are joined together by a conjunction.

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Literacy development is the key component in the learning of all school subjects and preparation for productive individual and community Struggling readers experience great difficulty in reading and comprehending everyday work documents, textbooks, websites, and other media. Dr. JoAnne Caldwell and Dr. Molly Shiffler designed an intervention model reflecting the complex nature of literacy acquisition titled CLIFFTOPS, an acronym for the plan's primary components: layers, and (metacognitive) Although highly adaptable to individual student needs, lesson formats grounded in the CLIFFTOPS model and including the well-researched components of successful literacy intervention were developed. The current intervention formats use basics from this template but, depending on the results of clinical quality literacy assessment, provide more specific instruction in phonemic segmenting and blending (Hatcher, Hulme, & Ellis, 1994), flexible metacognitive processing (Cartwright, 2008), fluency (Kuhn & Stahl, 2000; Wolf, Miller, & Donnelly, 2000), and writing research (Baker, Gersten, & Graham, 2003). This model is unique because not only is it research based, but the individualized instruction that each student receives is determined by student need, growth, and interests. Learning to Read When students are learning to read, we stress the building blocks of successful lifetime literacy: rich language, sound play, rhyming, word study skills including phonics, fluency, vocabulary comprehension, and At these stages of reading, we choose fiction and nonfiction materials based on the student’s interests. Lessons include research-based comprehension strategies, word study, and spelling activities to ensure reading progress. Reading to Learn We help maturing readers understand how to gain information from all forms of electronic and paper print. We teach thinking strategies, word analysis, and study skills students need to read for information, study more effectively, learn content, and read for pleasure. Students learn to recognize how textbooks are organized, take notes, identify unfamiliar words, analyze new information, and derive word meanings, learn content, and read for pleasure.

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Frequently Asked Questions - I've got some feedback about the resources on this site. Who can I contact about this? - Will there be more resources like this produced in the future? - What is an archive? - How do you know that these resources actually made a difference to pupils' literacy and numeracy skills? - How can I get the best from the resources on this site? - Why was this project developed? Please contact the archives that worked with the schools to develop the resources. You can feed back directly to the archives by clicking on the "Feedback on this resource" link on the lists of learning resources pages.[ top ] This is a stand alone project funded by the Heritage Lottery Fund; and there are no plans to add more resources to this site at present. However, the archives involved in this project have developed a range of learning resources which can support and enrich the teaching of national curriculum areas. Archives may also be able to identify and select primary source material to suit your particular needs. Please contact the individual archives for more information.[ top ] An archive refers to a collection of historical records, and also refers to the location in which these records are kept. Archives are made up of records (primary source documents) which have been accumulated over the course of an individual or organisation's lifetime. For example, the archives of an individual may contain letters, papers, photographs, computer files, scrapbooks, financial records, diaries or any other kind of documentary materials created or collected by the individual, regardless of media or format. The archives of an organisation (such as a company or government), on the other hand, tend to contain different types of records, such as administrative files, business records, memos, official correspondence, meeting minutes, and so on. In general, archives consist of records which have been especially selected for permanent or long-term preservation, due to their research value. Archival records are normally unpublished and almost always unique, unlike books or magazines, of which many identical copies exist. This means that archives (the places) are quite distinct from libraries with regard to their functions and organisation, although archival collections can sometimes be found within library buildings.[ top ] How do you know that these resources actually made a difference to pupils' literacy and numeracy skills? MLA North East have commissioned an external evaluator to assess the difference the project had made to the pupils' learning in literacy and numeracy as a result of the project. Findings have indicated that there is immense interest in the project from both teachers and pupils and there has been progression in attainment.[ top ] Detailed lesson plans and activities are available in Word format, so you can adapt them to suit your needs. We would advise viewing the medium term plans initially in order to get an overview of each topic and also as a source of ideas for planning work over a period of time. If you are looking for activities to support the teaching of specific literacy and numeracy learning objectives, use the Learning Objectives search function (link) to identify suitable activities and the sources which accompany them. The resources on this site are organised around topic areas, linked into National Curriculum history units.[ top ] This project was developed in response to a review of archives education, which MLA North East commissioned in 2004. A number of recommendations were made, including the idea that the archives worked more collaboratively and developed joint regional initiatives. It was also suggested that the archives approach national funding bodies for education projects, such as the Heritage Lottery Fund. The Primary Sources project evolved from these recommendations - developing participatory experiences for children and young people through the use of regional material and skills.[ top ]

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ADVANCING EARLY CHILDHOOD LEARNING For more than 60 years, the Fort Worth Museum of Science and History’s Museum School program has been the foundation of the Museums work in early childhood learning. Since its founding in 1949, more than 200,000 children have participated in this one-of-a-kind program, which was the first in the United States to be accredited by the National Association of the Education of Young Children. The primary purpose of Museum School is to give very young children – ages 3 to 6 – a chance to expand their mental horizons by helping them learn from vivid first-hand experiences about the wonderful and fascinating world of science around them. The Museum School curriculum combines natural and physical sciences, history, and anthropology with art, music and literature. The unique feature of Museum School is that young students can learn from science materials and historical artifacts available in the Museum. Beyond the classroom experience for children, Museum School also provides an important field learning experience for future schoolteachers through an ongoing relationship with Texas Christian University’s College of Education. For more than 13 years, university students studying early childhood education have participated in Museum School classrooms each semester, receiving course credit for their work. Museum’s School’s tuition-based programs include school-year preschool classes – from September to May – and Saturday and summer sessions for pre-school through sixth grade students. The Museum School is generously supported by: The Arch and Stella Rowan Foundation MUSEUM SCHOOL BACKGROUND Preschool classes at the Museum of Science and History began in 1949 under the direction of Francis Hicks Townsend and Ann H. Webb, when the Museum was located in a house on Summit Street in Fort Worth. The program was called the “Frisky and Blossom Club” after a pet possum and a pet skunk. In the beginning classes were one hour in length and were limited to 10 children. By 1953, program enrollment had increased to 25 children each, and by 1955 had grown in size to 30 children. Click on the links to the left for information on the different Museum School Programs available. For questions or to be added to our mailing list, call 817-255-9333.

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Grades 6 through 8 (Middle School) With sixth grade the content and quantity of subjects expand significantly to meet the needs of the preadolescent. In addition to deepening work with previously encountered material, many new subjects are introduced; all with the goal of helping the student maintain a healthy interest in the world around them. The Waldorf curriculum encourages preadolescents to direct their gaze enthusiastically and sympathetically out into the world and through this come to a deeper understanding of themselves. The preadolescent period brings dramatic inner changes that are set in motion. Biographies of men and women who struggled with the challenges of their times provide the perspective from which history is viewed. Over the course of sixth, seventh and eighth grades, the history of European and American civilization are surveyed from ancient to modern times. In seventh grade, the students are able to see a reflection of their struggle for individual identity in Renaissance studies, from Italian artists capturing new visions to scientists and religious reformers grappling with the constriction of long held beliefs, to bold explorers venturing out into the unknown. A new capacity for exact observation is cultivated through the physics lessons, in which students move from the mystery of phenomena to its exact measurement. Inorganic chemistry is a highlight of seventh grade as is the chemistry of foods in eighth. The physical changes at this age lead naturally to a study of the human physiology, which is taught from the hygienic perspective of responsibility for the integrity and health of our bodies. Earth science supports the ever- expanding geographic study of Europe, Africa, Asia, South America and the planet as a whole. Business arithmetic, algebra and geometry become formal disciplines and are studied over the course of all middle school grades. The language arts curriculum expands into the interweaving branches of literature, grammar and composition and along with mathematics, occupies both main lesson and ongoing period classes. Sixth grade is the gateway to preadolescence and idealism. In their studies of Rome the students are grounded so that through their physical awareness they can begin to discover what “I” means for them. In the Middle Ages they begin to venture out toward the unknown to find what, in the world, they are asked to address. The stories of the Grail offer an introduction to their quest in life. In summary, this year is both an ending and a beginning. As seventh grade students enter into puberty, they are also adventuring across a basic threshold experience on their way to selfhood. Can they enter this dark unknown territory carrying a flaming torch to allow discovery as they wander and probe? Can they spend their time productively bearing in mind others behind them also need their light? If their spirit of inquiry and creativity in a social context can be fostered in puberty, they will surely find it sweet to enter adulthood. If it isn’t fostered, they may stumble endlessly in the darkness, burdened by excess baggage of self-centeredness, criticism and chaotic emotions. To help them cross this threshold, Waldorf presents a rich curriculum designed to take them out to civilizations and people who share their mood of soul, as well as lead them to a closer look at each one’s own environment and inner being. The task of Waldorf elementary education is to give students an understanding of humanity and the world they live in, to offer them knowledge so rich and meaningful as to engage their hearts and wills as well as their minds. Such and understanding is the basis of all real learning in later years. With the completion of the eighth grade the students should have a well-rounded, general picture of human life and the universe. This last year of elementary school should not only bring all previous experiences to a new peak, but also enable the students to enter fully and potently into the life of their own time and ready for the next phase of their journey into high school and life.

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http://sunriseschoolofmiami.org/programs/grades-6-8/

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As part of the TQP curriculum reform, a series of online modules were developed. The module series was designed to teach ELEM, MIDG, SPED pre-baccalaureate pre- service candidates ten particular instructional practices found to increase student achievement. They are not the only strategies that are effective or that a prospective teacher should learn to incorporate in instruction. The ten instructional strategies discussed in the module series constitute a starting place; over time pre-service candidates are expected to learn additional effective instructional strategies. Pre-service candidates receive instruction on those additional strategies from professors in certain courses throughout their program. It is important to note that instructional strategies are not the only means of raising student achievement. An effective teacher must have good classroom management, an effective curriculum, and appropriate professional dispositions. For now, however, the TQP curriculum reform focused primarily on effective instructional strategies. Pre-service candidates learn about a common framework for instructional practices that highlights 10 effective evidence- based strategies for increasing student achievement. They explore the framework in introductory courses, methods courses, senior courses, and internship. Pre-service candidates have the opportunity to see it, understand it, explain it, plan it, and do it as they experience the connections with partnering school districts as their teachers incorporate the same framework. To ensure consistency of implementation in the pre-baccalaureate programs, pre-service candidates complete a series of online Instructional Strategy Lessons for Educators Series (ISLES) modules that focus on the framework at every step. As the ISLES modules continue to be integrated into courses, iterative refinements will occur as needed. ELL will be emphasized with greater clarity. Updates will be made to the ISLES 3 templates and rubrics to reflect the revisions made in the edTPA handbooks. The ISLES Faculty Guide will be updated with additional resources provided for faculty integration of ISLES into course content. Comparative data will be analyzed linking ISLES 3 work with edTPA scores.The following materials have been developed for the reform in elementary, middle grades, and special education: Cuthrell, K., & Fogarty, L. (2013). Rolling out edTPA: Lessons learned as theory, research, and practice intersect. Presentation. Cuthrell, K., Stapleton, J., Bullock, A. A., Lys, D. B., Smith, J. J., and Fogarty, E. (2014). Mapping the journey of reform and assessment for an elementary education teacher preparation program. Journal of Curriculum and Instruction, 8(1), 67-85. doi: 10.3776/joci.2014.v8n1p67-85. Cuthrell, K., Steadman, S. C., Wilhite, K., Stapleton, J., and Hodge, E. (2014). Moving beyond a pilot: Expanding video grand rounds across teacher education. Presentation at AERA. Smith, J., Stapleton, J., and Cuthrell, K. (2013). Revision teacher education with 21st century reform efforts. Presentation.

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http://www.ecu.edu/educ/TQP/elmid-sped_cur-reform.cfm

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Music Education for Kids: Does Music Make Kids Smarter? - Multicultural Education - National Standards for Music Education for Four-year-olds - Can Smartphones Make Kids Smarter? - Can Video Games Make Kids Smarter? - The Value of Music in Early Education - Music Therapy Techniques to Try at Home Call it the “marketing effect.” One day, researchers come out with data showing that kids who listen to Mozart perform better on tests; the next, toy companies are selling a slew of products that blast Sonata in C. Meanwhile, under pressure to trim budgets and bring up scores in math and reading, schools across the country are eliminating music classes. It’s enough to make even the most music-savvy parent feel a little tone deaf. “It would be very easy for me to jump on the proverbial bandwagon and say, ‘music makes you smarter,’ but I think you have to read the research carefully,” says Jeffrey Bush, Music Education Professor at the Herberger College School of Music at Arizona State University. “Some studies such as the Mozart effect have been grossly over-generalized.” The “Mozart effect,” refers to research showing that children who listened to Mozart before taking a test performed better. The catch? The effects only lasted about 20 minutes. Other research may have been skewed by socio-economic differences between kids who attend schools with music programs and kids whose schools can’t afford them. “The key distinction if you want to see a long-term benefit to any arts activity is to learn it and acquire new skills,” says Robert Capanna, Executive Director of the Settlement Music School in Philadelphia. He uses the analogy of someone who watches a baseball game versus someone who plays in one; the child who learns to read music and play an instrument gains more than the child who simply listens to a concert. Graduates of the Music School’s Kaleidoscope Preschool go on to perform better on standardized tests than their peers and have fewer disciplinary incidents and school absences in later years, even if they discontinue their musical training. In fact, a University of Munster, Germany study published in 1998 showed that active music lessons taken in childhood enlarge the brain, as musicians seem able to access more neurons for processing sound. The earlier participants had started taking lessons, the more pronounced the effects. An ongoing study by James Catterall, Ph.D., linked participation in musical activities like band, choir, and drama with academic success across socio-economic groups. And a paper called “Music Makes You Smarter” by Frances Rauscher at the University of Wisconsin reported that when similar-scoring three- year-olds were separated into groups, taught to use a piano keyboard or other skills, and subsequently retested, the group given formal music lessons scored better on spatial-temporal reasoning than the kids who took other lessons. “Music is essential to life and yes, learning,” says children’s musician Jeanie B! “Does it make us smarter? Well, it enriches our lives and teaches us language and math without ever opening a textbook. Our very heart keeps time to our life.” So, while you probably shouldn’t panic if your child listens to more sports than sonatas, there’s no downside to encouraging him to broaden his horizons. “People shouldn’t be intimidated,” says Capanna. Whether you’re a tin-eared piano dropout or a virtuoso, the key is to nurture your child’s appreciation and enjoyment of music. They may not be the next child prodigy, but they’ll carry the music with them wherever they go.

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http://www.education.com/magazine/article/Does_Music_Make_Kids_Smarter/

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When questioned about assessment in the art room I often answer "we never stop learning. This much learning can only be assessed through continuous observation. Why don't you come by for a visit?" Like most art teachers, I display student work in the school hallways yet, the final art product is ONLY one component to art education. So many concepts are integrated into each and every learning activity, it may be hard to know where to begin with formative assessment - and honestly, I am looking for fun and creative forms of assessment! Aren't we all? VoiceThread is an online application in which users upload visual media and collaborate with others using audio, text and video commentary. YES - Fun and interactive assessment!!! VoiceThreads are just plain cool. VoiceThread provides a tool to facilitate student conversations using interactive Web 2.0 technology. Students can engage in dialogue about images and publish the collective work of a classroom. Students can also upload their work and leave an audio or written reflection of their processes and learning. Additionally, classrooms have the capability to create stories by adding narrative to images. Students may work alone, with the class or across the country, leaving and receiving comments for other K-12 students and teachers. VoiceThreads are also available for parental viewing. Furthermore, VoiceThread offers a secure network for K-12 educators to create, store and share collective works. Assessment in the ART ROOM Recently, my kindergarten and first grade students spent time learning about Faith Ringgold - her art, her life, her books. Inspired by Ringgold's story quilts and the book, Tar Beach, we created our own story quilts from paper, paint, crayons, markers & glue. We took imaginary flying trips over our own community of Atoka, TN. We wrote journal entries about what it would look and feel like to fly. We explored pattern and shape. We worked individually to create self portraits (using shape) and quilt squares incorporating pattern; we worked with partners to draw our local landscape and buildings; and we worked as a class to assemble the project into one large paper quilt. As you will see, the end product is not only beautiful; it is inspiring to hear the children talk about their learning. I have just begun recording student responses but you will get the idea... have fun viewing and listening to the VoiceThread. Don't forget to check back once we return from spring break to hear from more of my students! Click here for more information about VoiceThread and Engaging with Content and Building Visual Literacy.

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http://www.angelachristopher.net/blog/voicethread-as-an-assessment-tool

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Musical and Textual Content in Childrens Vocalizations In this lecture-demonstration, a comparison of childrens informal and formal singing culture will be explored. While there is extensive research regarding teaching children to sing, and the developing childs voice as it relates to school and ensemble music, the field of childrens informal singing has been slowly developing. A comprehensive review of the relevant scholarship from within the disciplines of music education, music pedagogy, ethnomusicology, communications, folklore (as well as anthropology, sociology, and psychology) in the field of childrens informal singing behaviors with attention to the nature of their songs, singing engagements, and the process of song acquisition and transmission will be discussed. Particular focus will be given to cross-cultural examination of childrens interactions with singing as it presents in several different countries. - There are currently no refbacks.

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http://journals.library.mun.ca/ojs/index.php/singing/article/view/1027/0

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- Submitted by: busybee67 - Views: 2096 - Category: Other - Date Submitted: 10/21/2011 09:09 AM - Pages: 2 Tda 311 1.1 Summarise the relevant policy and age-related expectations of learners relevant to literacy development in the setting I work within a primary school in Year 2, which is Key Stage 1 of the National Curriculum. During Key Stage 1, children learn how to express their ideas and experiences clearly and creatively using spoken and written forms of language. Children listen to and read stories, poems and rhymes from all over the world as well as using books to discover new information. During Key Stage 2, children learn to listen to and discuss the ideas of others in addition to presenting their own ideas. Children read for pleasure and to discover new information as well as being able to discuss their opinions about what they have read. Children should now be able to put their thoughts into writing more easily due to increased understanding of language structure, spelling and punctuation. During Key Stage 3, children should continue to extend the effective use of the four key English skills by speaking clearly, listening closely, reading carefully and writing fluently. These skills will help pupils to express themselves creatively and increase their confidence. Children should read classic and contemporary prose and poetry from around the world, examining how writers use language and considering the social/moral issues raised. During Key Stage 4, pupils will learn to use language confidently, both in their academic studies and for the world beyond school. Pupils use and analyse complex features of language; they are keen readers who can read many kinds of text and make articulate and perceptive comments about them. Literacy means the ability to read and write. The term ‘literacy’ has only recently been applied as the definitive term for reading and writing, especially since the introduction of The National Literacy Strategy in schools. In October 2006, the Primary Framework for Literacy replaced The National Literacy Strategy Framework for Teaching....

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Students in Lisa Coughanowr’s kindergarten class at East Side Elementary in Brazil, Indiana, are already learning to write sentences. They’re supposed to draw a picture of a classmate, and then list something they like about that person. But several students are struggling with the illustration portion of the assignment. “The ones that aren’t quite ready, they draw arms coming out of heads,” says Coughanowr. “It’s so developmental. They just can’t get the concept that your arms come out of your body, not your head.” This is the second year kindergarten teachers in Indiana have taught to the Common Core, a set of nationally-crafted academic standards adopted by 46 states and the District of Columbia. Under the new standards, kids are supposed to be able to compose basic, explanatory texts by the time they leave kindergarten. Coughanowr says that in her experience, students eventually catch on. But some early education experts argue 5- and 6-year-olds are too young to master those skills.“It appears that early childhood teachers and child development experts were excluded from the K-3 standards-writing process,” write educators Edward Miller and Nancy Carlsson-Paige. From The Answer Sheet: 1. The K-3 standards will lead to long hours of direct instruction in literacy and math. This kind of “drill and grill” teaching has already pushed active, play-based learning out of many kindergartens. 2. The standards will intensify the push for more standardized testing, which is highly unreliable for children under age eight. 3. Didactic instruction and testing will crowd out other crucial areas of young children’s learning: active, hands-on exploration, and developing social, emotional, problem-solving, and self-regulation skills — all of which are difficult to standardize or measure but are the essential building blocks for academic and social accomplishment and responsible citizenship. 4. There is little evidence that standards for young children lead to later success. The research is inconclusive; many countries with top-performing high-school students provide rich play-based, nonacademic experiences — not standardized instruction — until age six or seven. Miller and Carlsson-Paige’s critique of the Common Core, along with a New York Post piece about kindergarteners cracking under pressure, ignited a debate this week about how the new standards are shaping early education. Audrey Fetters, a kindergarten teacher at Flint Springs Elementary in Huntington, told StateImpact she thinks kids need play and creativity if they’re going to master foundational skills. She says there’s no room in the 90-minute literacy block that’s part of the Common Core for arts and crafts. “When else in my day am I going to do that?” Fetters says. “I hardly get the paint out anymore. I still sing all the time, but I think one of the things that really suffered was that creativity and spontaneity.” Why Others Argue The Common Core Will Boost Reading Skills But not all kindergarten teachers feel the same way. “Always before we thought they couldn’t handle it. But surprisingly, they can,” says Coughanowr, adding that she had similar concerns when Indiana began transitioning to full-day kindergarten a few years ago. She thinks her students have largely risen to the new standards’ challenge. Ed Hirsch, a former education professor and proponent of the Common Core, offered this response to challenges that the new standards are a “threat” to young students: The reading scores of 17-year-olds on the National Assessment of Educational Progress constitute the single most accurate indicator of the effectiveness of our schooling, and as we look at the low reading scores of 17-year-olds over the past few decades of reform, we see no real movement. Of course, much more goes into reading at age 17 than early childhood education, and there has been some recent improvement among 9-year-olds in reading, especially among our lowest-performing students. Why hasn’t this improvement carried into later grades? As I have argued many, many, many times, the fundamental problem is that American schools, including preschools, typically delay systematic efforts to build students’ vocabulary and knowledge until far too late (usually the end of elementary school or even later). Building word and world knowledge must begin in preschool if we are to have any hope of closing the enormous language gaps identified by Betty Hart and Todd Risley, or of enabling children to listen and read with comprehension.

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http://indianapublicmedia.org/stateimpact/2013/02/01/should-kindergarteners-be-writing-how-common-core-is-dividing-early-educators/

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Inspiration Laboratories and I are very excited to bring you our latest bi-monthly challenge, and this month it’s all about WEATHER SCIENCE. We’re sharing some of our favourite ideas and would love you to either give them a go or share your own activities and experiments. You could make a simple barometer and learn about Air Pressure. How about making a simple rain gauge? Don’t forget to record the results and empty it every day. If you want to get crafty how about making a pinwheel like this one from Red Ted Art? Does it spin faster on more windy days? Could you make a kite as well? Learn about flooding in this great guest post from Domestic Goddesque. Inspiration Laboratories makes a great hurricane. Learn about the water cycle with this fun mini water cycle. Find out how water evaporates in this easy activity. Or, how about making a pinecone weather station. Don’t forget to check out the ideas over at Inspiration Laboratories too. We’re making a slight change to Challenge and Discover this month, instead of asking you to add your post to the linky, we’d love you to share your post on: - Science Sparks facebook page - Inspiration Laboratories facebook page - Science for Kids G+ page – tagging Science Sparks and Inspiration Laboratories We can’t wait to see your ideas, and do share old and new posts. By sharing, you are giving us permission to grab one picture and feature your projects on our blogs and social media sites. We’d love for you to grab a button and add it to your post.

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Brightwell, Giles William Edward (2007) 'One equal music’: The royal college of music, its inception and the legacy of Sir George Grove 1883-1895. Doctoral thesis, Durham University. |Full text not available from this repository.| Author-imposed embargo until 30 August 2018. The establishment of the Royal College of Music (RCM) in 1883 represents the denouement of an eighteenth-century movement to found a conservatoire with a national remit in Britain. Whether motivated by the desire to rival Continental conservatoires to generate and develop an environment in which a worthy successor to Purcell could be nurtured or to create an indigenous musical workforce to obtain direct control of market forces, the RCM was seen as a panacea in the light of the demise of the experimental National Training School for Music (1876-1882) and the ineffectual Royal Academy of Music founded in 1822. The NTSM's financial concerns led Sir Henry Cole to approach the Royal Commission of 1851 for aid. In return for a meagre grant, the Commission insisted the NTSM remodel its management and constitution on pain of eviction from buildings on the Kensington Estate. Cole's approach to 1851 Commissionets precipitated the involvement of the Prince of Wales and other senior members of the Court that led directly to the establishment of the RCM in 1878.Attempts to institute the RCM as a quango to regulate the music profession alongside music education both at elementary school and university level were intended to provide ideal circumstances for inducing comprehensive treasury assistance where the NTSM failed. When this proved elusive, a contingency was provided by George Grove (first RCM Director from 1882) who, at the request of the Prince of Wales, imtiated a capital fund. The introduction of fee-paying students alongside scholars provided financial security that distanced the College & insolvency. Substantial growth in numbers during the first few years forced Grove and the Council to address the issue of a new building. Grove's appointment of an unrivalled professorial staff and the development of a rigorous curriculum, whose inspiration was to be found within the Continental traditions in France and Germany, had paid dividends. By 1894, the results of RCM's pedagogical methods were respected across Europe. The appointment of Grove's neighbour, Alexander Mackenzie, as Principal of the RAM heralded an environment for mutual co-operation between two rival institutions. The institution of local examinations under the Associated Board of the Royal Academy of Music and the Royal College of Music from 1889 marked the conclusion of further attempts to amalgamate the two institutions. The foundation of both the Associated Board was intended to provide a remedy to the shortage of suitably-qualified candidates entering for scholarships and to improve music tuition among school children as set out in the RCM's 1883 charter. The coalition created formidable opposition to Halle's proposal to establish a chartered Royal College of Music in Manchester (RMCM) in 1893 and Parliament's attempts to include music within the provision of the bill for the regulation and registration of teachers. The foundation of the Associated Board allowed Grove to begin implementing the RCM's remit to lead the music profession on both a national and imperial scale. The RCM's national and European reputation established by Grove was consolidated under the directorate of his successor, c. Hubert H. Parry, who confirmed the RCM's global reputation to which other, fledgling institutions, such as New York's Juilliard School of Music, came to aspke. Grove's initiatives, which began the process of emancipating composer and performer alike, went on to transform Britain's international musical reputation within a generation, the ramifications of which continue to affect us more than a century later. |Item Type:||Thesis (Doctoral)| |Award:||Doctor of Philosophy| |Copyright:||Copyright of this thesis is held by the author| |Deposited On:||09 Sep 2011 09:50|

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Did you know that a baby’s rattle is helping that baby develop early literacy skills? I’m sure many of you do know this. If this sounds amazing to you, though, here is why. We are all aware of the pincer grasp in babies, that first grasp of your finger that happens when you place your finger in their hands. Well, holding a rattle helps to further develop those fine muscles used in the grasp, and those fine muscles aid in a toddler holding a crayon. Soon they also learn to control those muscles and hold the crayon or pencil “properly”. The scribbles once created on the page, which by the way are a child’s first attempt at writing words, eventually become actual letters. Exposing your child to activities that help develop these fine motor skills are, therefore, extremely important in their literacy development. My daughter loves to pick up rocks and carry them from one place in the yard to another. I am often amazed at her tiny little fingers grabbing these pebbles (really). And stickers! What child doesn’t love a sticker! Instead of peeling the sticker off the sheet for them, allow them to try and if needed, only peel a corner and let them peel it the rest of the way. Some other fun activities might include: Drawing/Coloring/Writing/Painting: the more they practice, the better control they’ll gain! Play-doh: great for all the muscles in their hands and a wonderful textural experience! Sorting: buttons, M&M’s (also a great math activity!), beads, raw pasta Jewelry making: using raw pasta or cereal (especially if you’re afraid your little one will try and eat the raw pasta!) and string, have them thread the food through the string and make a necklace or bracelet. Crank Toys: from a jack-in-the-box to gears to fishing poles, anything that helps them use those muscles and build control. For more ideas, check out some great books on why it is important and books with ideas on activities to do with them.

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http://www.grpl.org/fun-activities-build-tiny-muscles/

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Schoolhouse Phonics is designed for students who learn best with lots of practice-it couples intensive, sytematic phonics with spiraling, continuous review. Features: Provides extra practice, application, and extension of vital decoding skills; Provides plenty of consonant-vowel-consonant blending practive; Gives many opportunities to practice phonics skills in sentence context; Incorporates many review and test pages to maintain and assess student skills; Integrates phonics skills into language arts activities in the Teacher's Edition. The annotated Teacher's Edition for each level includes a variety of games and activities to introduce, enrich, or extend phonics instruction. These games and activities can precede or follow work in the student book. Step-by-step instructions are offered for each individual and group activity. Many activities are presented to give you the flexibility to pick and choose from them according to your interest, experience, and the abilities of your students. You are the best judge of the phonics reinforcement your students need. Contents: The Alphabet; Consonants; Short Vowels; Long Vowels; Consonant Blends; Consonant Digraphs; Vowels with R; Diphthongs and Vowel Combinations; Consonant-Vowel Patterns and Syllables; Inflectional Endings, Suffixes, and Syllables; Prefixes and Syllables; Contractions; Synonyms, Antonyms, and Homonyms Includes reduced student workbook pages with answers in red. Tests are at the back of the book. This is a complete phonics curriculum. Pages are not reproducible. Have a question about this product? Ask us here.

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http://www.christianbook.com/school-phonics-grade-2-teachers-edition/9780813603742/pd/603749?item_code=WW&netp_id=222096&event=EBRN&view=details

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The School and Society (Google eBook) First published in 1899,The School and Society describes John Dewey’s experiences with his own famous Laboratory School, started in 1896. Dewey’s experiments at the Laboratory School reflected his original social and educational philosophy based on American experience and concepts of democracy, not on European education models then in vogue. This forerunner of the major works shows Dewey’s pervasive concern with the need for a rich, dynamic, and viable society. In his introduction to this volume, Joe R. Burnett states Dewey’s theme. Industrialization, urbanization, science, and technology have created a revolution the schools cannot ignore. Dewey carries this theme through eight chapters: The School and Social Progress; The School and the Life of the Child; Waste in Education; Three Years of the University Elementary School; The Psychology of Elementary Education; Froebel’s Educational Principles; The Psychology of Occupations; and the Development of Attention. What people are saying - Write a review

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Norman Percevel Rockwell, one of the most popular American artists and illustrators of the mid-Twentieth Century, was born in New York City on 3 February 1894. Following an art education there, he achieved considerable success in the years prior to United States' entry in World War I. During that conflict, Rockwell served in the U.S. Navy, producing artwork in support of the war effort. In the post-war decades he was associated with the Saturday Evening Post and contributed more than three hundred cover illustrations to that magazine. During the Second World War Rockwell's Four Freedoms paintings further elevated the already great public enthusiasm for his work, and in the 1960s he made a number of illustrations that helped increase support for the Civil Rights movement. The artist left New York state in 1939, moving to Arlington, Vermont, and in 1953 he relocated to Stockbridge, Massachusetts, which later became the site of a museum dedicated to his work. Norman Rockwell was awarded the Presidential Medal of Freedom in 1977. He died at Stockbridge on 8 November 1978. This page provides links to photographs of artworks by Norman Rockwell. |If you want higher resolution reproductions than the "Online Library's" digital images, see: "How to Obtain Photographic Reproductions."| |If you want higher resolution reproductions than the Online Library's digital images, see: "How to Obtain Photographic Reproductions."| Page made 10 December 2006

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Classical MPR in the Classroom is a standards-based video series to assist elementary music teachers in the classroom. The videos and curriculum are available for free on the Classical MPR YouTube channel as well as here on classicalmpr.org. How does one teach composition — something that came so naturally to young talents such Mozart and Beethoven — to a large class of elementary students? In the Composition video, Anoka teacher Chris Martino works with a fifth-grade class to demonstrate different strategies for creating a musical composition. Mr. Martino applies a lexicon to patterns that we hear in music all the time, showing how these patterns can be broken down and combined in order to compose a piece of music. Each of these note patterns are defined as strategies, and throughout the lesson the students work to identify them through what Mr. Martino calls "modalities" — different ways of experiencing music. Students discover strategies through listening, singing, improvising and more, eventually using these patterns to create their own compositions. This video addresses benchmarks in Music Education Standards that cover composition, improvisation, knowledge of the elements of music, singing, playing instruments, reading, and notating music. Classical MPR thanks The Sunup Foundation for generous support of this music education initiative.

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Learning music in early childhood may not make kids smarter - but it could help our aging brains, according to a recent article in National Geographic. The piece examines research from a December 2013 study of preschoolers that found music instruction did not produce cognitive benefits for the young students used in the trials. The study was published in PLUS ONE, a peer-reviewed online journal. The National Geographic story, written by Diane Cole, goes on to detail other studies that find learning music can have a "lasting impact on the brain." A growing number of studies show that music lessons in childhood can do something perhaps more valuable for the brain than childhood gains: provide benefits for the long run, as we age, in the form of an added defense against memory loss, cognitive decline, and diminished ability to distinguish consonants and spoken words. There's no age-limit for getting the benefits. Music education professor Jennifer Bugos studied the impact of piano lessons on adults between 60 and 85 years old, according to the article. Bugos found that after six months, those in the study showed marked improvements in areas like memory, verbal fluency and planning ability. The hours spent practicing and learning the motor control techniques required to play an instrument, as well as music reading and listening skills, writes Cole, all contribute "to a brain boost that shows up late in life."

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Common Core State Standards - Foundational Skills - Informational Text - Text Complexity - Close Reading - Text-dependent Questions - Academic Vocabulary What Is Writing? The common core standards focus on three writing categories: Writing assignments are not what they used to be. Not so long ago, many teachers had students concentrate on fictional or personal narrative writing. Very little attention was paid to how they interpreted and wrote informational text. However, key shifts in writing objectives have been made by CCSS. Students must now be able to confidently write about a text. They must be able to compose more extensive pieces where they have a chance to write it, read it, review it and revise it. Wherever possible, technology needs to be a part of the instruction as well — whether it is for the writing itself or to access multiple sources of information. Why Is Writing Important? Writing about texts will also bolster overall comprehension and meaning behind the text through building knowledge about a topic or reflection. This includes written responses to text-dependent questions. For example, in grade 4 of the common core writing standards (W.4.1), students should be able to write opinion pieces on topics or texts, supporting a point of view with reasons and information. In short, it says that students must be able to do the following: - Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose - Provide reasons supported by facts and details - Link opinion and reasons using words and phrases - Provide a concluding statement or section related to the opinion presented How Do Learning A-Z's Resources Support The Teaching Of Writing? Writing A–Z offers writing lessons for multiple genres and text types. Each lesson comes with associated student resource templates with a set tailored for students at four different levels of writing proficiency to help teachers differentiate their instruction. The website provides hundreds of additional tools for teaching writing. The core process writing lessons on Writing A–Z begin with the series of emerging writer lessons. They combine drawing and writing to narrate or inform a reader on a topic. From there, text type lessons for each grade are offered. They give students experience at writing about a complete range of content, such as informational research reports, fictional and personal narratives, and opinion pieces. The Informational Report lesson on Writing A–Z provides step-by-step instruction on creating a report that presents focused ideas, facts, and/or principles on a topic, including: - How to narrow a topic for research - How to develop focused questions for research - Identifying information from sample source material that answers focused research questions - How to create a bibliography at each of the developmental levels Writing A–Z also offers comprehensive lessons for writing a biography. Students will also have the opportunity to write an experiment composition based on a research question, background research, and results of a process activity using the scientific method. Start Free Trial Reading A-Z books offer excellent models of how to organize ideas in order or to explain or persuade with one's writing. Leveled Books from various genres or text types provide models of writing explanatory/informational, narrative, or opinion/argument texts. - To Drill or Not to Drill? is an example of pro/con writing. - How to Make Ice Cream is an example of a how-to book. Wordless Books for titles from levels aa-J provide writing practice for even the youngest readers. All Leveled Book quizzes for books level C and above feature at least one extended response question. Students must write an answer to the open-ended question using sound reasoning. Writer's Responses for select titles from levels E-Z encourage students to reflect on the deeper meaning of each book read. Prompts support writing that applies, synthesizes, or evaluates a book's enduring understanding. Poetry Writing Lessons include direct instruction for 11 types of poetry. Each lesson includes instruction details, and examples of each poetry type with scaffolded writing worksheets for the student.Start Free Trial Throughout the dozens of resources in each Science A-Z unit, students are prompted to write in response to reading about science concepts. And, just like real scientists and engineers do, students also practice writing as they conduct hands-on science investigations and experiments. As students participate in hands-on Process Activities, they record the results in data tables, and then write answers to questions that guide them to analyze their data and draw conclusions. By using the Debates from Science A-Z, students will consider a proposal and then write their own position statements supporting or opposing the proposal.Begin Free Trial Visit Our Product SitesOrder Now Connect + Share Sign up to receive our eNews, updates, and offers. You may unsubscribe at any time.

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I wrote this for some friends of mine who wanted a list of my music teaching. I thought I would share it in hopes that someone else could use it. Practical Piano Pedagogy. This is one of the most helpful practical resources about the paperwork and organisation of teaching music that I’ve come across. It includes forms and brochures as well as tips on lesson planning and invoicing students. Music Mind Games is one that I don’t use things from directly but really helps give creativity in teaching a boost. This is helpful for both class and lesson settings. When I can’t come up with a new way to work on something, I look it up in here. The Big Book of Music Games, Grades K – 5. This one includes lots of flashcards you can copy as well as game boards. This is a time saver, and keeping the music bingo game on hand for unplanned extra teaching time can be a life saver! Meet the Orchestra is a great music coloring book by Dover. I use it for an activity during listening with younger children. Meet the Orchestra is a great introduction to all the musical instruments. I use it a page at a time for a two minute spotlight for general music education. The Magic Flute: An Opera by Mozartis a glorious picture book of the opera. I read/show the pages while playing various pieces in the background. Specific to Violin teaching (I have a huge list… so let me know if you want more): I Know A Fox With Dirty Sox Violin Book. This makes pre-twinkle and initial set up much more interesting. It’s also a fantastic sight reading exercise for younger students… easy rhythms with duet parts so you can have them read a line by themselves, and then make them learn chamber playing by playing with them. Group Lessons for Suzuki: Violin and Viola has been invaluable for my group lessons. Every time I’m not sure which step to take next this is a good one. Fun Improvisation for…Violin, Viola, Cello, Piano is one that I have not incorporated yet, but from skimming it I think I’ll be using it a lot. If you only buy one of these, I would buy Practical Piano Pedagogy. It’s well worth the price. It is so helpful with setting up and getting started and having a place to start from for each situation that comes up

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Curriculum & Instruction On June 2, 2010, the NC State Board of Education adopted the Common Core State Standards which will be implemented during the 2012-2013 school year. The Common Core State Standards (CCSS) represent K-12 learning expectations in English-Language Arts/Literacy and Mathematics. The Standards reflect the knowledge and skills students need to be college and career ready by the end of high school. North Carolina has also adopted Essential Standards in other content areas. Orange County Schools are helping teachers transition to the new Common Core State Standards and NC Essential Standards. Recently, OCS was asked to share our Common Core plans and ideas with other school systems at the NC Common Core State Standards Summit. Click HERE to see a letter of thanks we received from ASCD. To learn more about the district's implementation plan, we encourage you to the visit the links in the menu on the right. "To understand why the phrase “Common Core standards” is creeping into discussions outside the education community, it helps to appreciate what the Common Core effort could mean to your child..." Click HERE to read the Wake Education Partnership Special Edition "IN CONTEXT" newsletter for a better understanding of Common Core Standards. For more information on Common Core Standards in Orange County Schools, contact: Dr. Lisa Napp, Director of Elementary Education TBD , Director of Secondary Education

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The British educational policy continued on the basis of recommendations of Macaulay till changes were made under Dalhousie. Here again Dalhousie stands at partnership with Bentinck. When Dalhousie came to India in 1848, the condition of education was little different from one existed when Bentinck arrived. The British Empire had grown to full shape. Many Indians had joined the Government services at lower grades. Dalhousie realized that the Government had neglected the education for the masses. Vernacular education had declined and village schools (pathasalas) were not in a position to take up the responsibility of educating the mass. The teachers (abadhans) were too traditional and there were no school-houses and no printed books. The teachers were not paid regularly. The subjects taught in those schools were old and outdated. Thus, Dalhousie thought a scheme to make arrangement for the mass education of the primary education in vernacular languages. By that time Sir Charles Wood was the President of the Board of Control of the Company. Sir Wood prepared a scheme on education policy for India and through it recommended details to be worked out. The scheme was sent to India and was known as "Wood's Despatch" of 1854. Dalhousie implemented the scheme in the same year. Wood's Despatch was a complete scheme with certain innovative aspects. It repudiated the "downward filtration theory" that provided education for upper classes. In stead Wood's Despatch emphasized on the education of the masses and announced the duty and responsibility of the Government to provide education for the people of India. Thus, the British attitude towards education as the medium for cheap supply of clerks changed and elementary education in vernacular languages was considered as a welfare scheme under the Government. Accordingly, schools were to be established by the Government and primary schools built by private efforts were to receive Government grants. Schools receiving Government grants were to follow the rules and regulations of the Government and were to be inspected by the authorities of the concerned department. Education Department of each province of the British Empire was put under the Director of Public Instruction (DPI). The DPI exercised overall supervisory power overall educational institutions of a province starting from primary schools to colleges. The DPI took care of the maintenance of the standard of education. Under the DPI, school Inspector worked to control and administer of the education system. The Despatch also encouraged Indian education in Sanskrit, Arabic and Persian languages and texts of English languages were translated into Indian languages. Government laid emphasis to make the education secular and religious teaching in schools was discouraged. Training schools were opened to train the teachers in modern knowledge and teaching methods. The Despatch also laid stress on technical and women education and made provisions for award of scholarship for proficiency in studies to encourage meritorious students. However, there was gap between the theory and practice. Though the "downward filtration theory" was repudiated, it continued in practice and English medium of education was preferred. The Government did little to execute the recommendations. Knowledge in English was essential for appointment in Government services and English medium schools gained popularity. Emphasis on English medium also prevented the spread of education to the masses. It was not possible to open English Medium schools in rural areas. That created wide gap between educated persons and the masses and higher education, being costly, it remained confined to rich classes and urban areas. Though female education drew attention through the Despatch, little was done for the purpose. The Government partly, was unwilling to hurt the orthodox Indians and partly considered female education not useful as women would not join offices. The major constraint was the unwillingness of the Government to spend for education of the people. In spite of certain limitations, Dalhousie brought significant changes in the condition of education in India by implementing Lord's Despatch. Immediate effect was the establishment three universities in India on the pattern of University of London. In 1857, the Universities of Calcutta (Kolkata) Bombay (Mumbai) and Madras (Chennai) were established. By 1857 three Medical Colleges were functioning in the country one each at Calcutta, Bombay and Madras. There was only one Engineering College at Roorkee for technical education. No doubt, the education policy of the Company Government in India helped in propagating the modern ideas in India and led the country towards modernization.

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Introducing your child to music education at a young age offers an incredible array of developmental benefits. more Common fears in school children As your child gets older, you'll find that she will grow out of many of the fears that marked her toddler years - to be replaced by a more sophisticated brand of fear. Most will be rooted in the real world - death, getting lost, divorce of her parents, burglary, house fire - but some will remain in the imaginary world - ghosts, monsters that come out in the dark. How can I help my child overcome her fears? - Listen to her and make sure that she knows that you are taking her fears seriously. - Don't lie to her. If she asks you tricky questions about war, death, or divorce, give her a truthful answer - you don't need to give her more information than she needs so don't elaborate if she's satisfied with a simple answer. - Don't indulge her fantasies by fighting with the monsters in her room - by doing this, you're actually telling her that you too believe that there are monsters in her bedroom. - With gentle guidance, encourage her to slowly face her fear - when she does eventually overcome her fear, she will feel as though she has achieved a great deal. - If locking the bedroom window, sleeping with a night-light, or crossing the road to avoid a dog allows her to deal with her fear, then let her make these choices. Many children are frightened of things that we, as adults, struggle to understand. Whatever the fear - no matter how irrational - it is very real to your child so never make fun of her and don't force her to confront it if she's not ready to. Read more about behaviour: - Stop sibling rivalry - Lying and how to stop it - What to do when kids swear - Fighting in the car - Why kids swear - Dealing with kids swearing - Discipline dos and don'ts - Practical parenting advice from Betsy Brown Braun - Parents who yell - Yelling at the kids - Stopping siblings fighting - Tantrums in primary school children - Common fears in school children - When your child starts school - Is your child ready to start school - Beat first day of school anxiety - Making friends at school - School and separation anxiety - How to communicate with school when there is a problem - Your child's school teacher - 7 ways to prepare for parent-teacher interviews - How to know when your child is too sick for school - Is your difficult child gifted and talented? - Inattention and the gifted child - When your child is struggling at school

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I remember volunteering in a first grade classroom and working once with a young boy who was having trouble with some of the phonetic building blocks of reading. Was this the most effective use of my time as a volunteer? Probably not, according to two memos from Harvard’s Lead for Literacy series that present ways to harness the interest and energy of volunteers to promote children’s development as readers. As one memo states, “Volunteers are a potentially powerful resource for supporting children’s literacy development, but in too many cases, they are underutilized and/or mismanaged.” My experience illustrates a common pitfall cited in “Designing a Volunteer Program Focused on Literacy.” The pitfall? “Having minimally trained volunteers work with the children who have the greatest needs.” The recommendation? “Children who require individualized support need highly-skilled adults who work with them regularly.” How, then, to design a volunteer program focused on literacy? The memo recommends using volunteers in ways that match their skills and interests. It also recommends assigning volunteers to tasks that free teachers or other trained professionals to work with struggling readers. For instance, volunteers might: Organize or prepare lesson materials, log books taken/returned from a lending library [or] construct bulletin boards to celebrate literacy progress. Supervise children at learning centers while trained staff work with struggling readers [or] read aloud to children as the teacher conducts assessments or provides small-group instruction. A second memo – “Implementing a Volunteer Program Focused on Literacy” — advises casting a wide net for volunteers from all segments of the school community, planning in advance how to utilize volunteers and monitoring how volunteers impact child outcomes. “When used wisely, volunteers can make an impact on children’s literacy skills,” the memo notes. “However, many educational settings lack attention to recruiting, managing and monitoring volunteers in a way that would create sustained and effective volunteer programs.” The Lead for Literacy memos are an initiative of the Language Diversity and Literacy Development Research Group at the Harvard Graduate School of Education. The research group is headed by Professor Nonie Lesaux, author of “Turning the Page: Refocusing Massachusetts for Reading Success,” which we commissioned in 2010 and which informs the memos.

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If you want to become an elementary teacher, there are three major components to the courses that you must take: - You will complete the Liberal Arts Major in Elementary Education. - You have a choice of completing either a second major or two minors. - You will complete your studies with a series of professional education courses, concluding with student teaching. Choose one of the following elementary education comprehensive majors: - Early Childhood Education (Pre-K)* - Integrated Elementary Science - Language Arts Group - Mathematics for Elementary Teaching - Social Studies Group Or choose Elementary Education program with two minors and select two of the following minors: - Teaching English as a Second Language Minor (TESOL) - French Language - German Language - Spanish Language |*||Requires a second semester of student teaching.|

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Introducing your child to music education at a young age offers an incredible array of developmental benefits. more Carotenemia: When kids turn orange When we think of kid-friendly vegetables, the two vegetables that tend to top the list are carrots and pumpkin. Both sweet vegetables that are soft and easily pureed when cooked, they are usually some of the first veggies offered to babies when they begin eating solid foods. And happily, most children continue to eat them long after they are refusing every other type of vegetable (especially the green ones!). So when there are only a small handful of vegetables that your child is willing to eat, it’s no surprise that they will eat a diet high in them - which is no problem except that the carrot and pumpkin combo can lead to your child developing carotenemia - a result of their beta-carotene rich diet. What is carotenemia? Carotenemia is a condition caused by eating too many foods that contain beta-carotene, with the result that the skin becomes yellow or orange. While it is a mostly harmless condition, it is important to confirm that it is carotenemia that is causing skin colour changes and not a more serious condition such as jaundice that needs aggressive medical attention. Carotenemia can occur in adults but it is more commonly seen in children, particularly babies and toddlers, because their diet is usually limited so that more beta-carotene rich foods are eaten. Which foods contain beta-carotene? Fruits and vegetables that are high in beta-carotene are usually those that are yellow/orange or have dark green leafy vegetables. These include: Egg yolks are also rich in beta-carotene but it is rare that enough egg yolk is consumed to cause carotenemia. Breastfeeding babies can also develop the condition if their mother is eating a lot of beta-carotene rich foods. How much beta-carotene should we eat? Beta-carotene is known as a ‘provitamin’, which means that it is converted into a vitamin – in this case, vitamin A – by our bodies. As such, there is no recommended daily intake of beta-carotene. Vitamin A is important for maintaining healthy vision, resisting infection and the growth and development of cells of the mucous linings of the mouth, throat, stomach, intestines, lungs, uterus, vagina, bladder and other body organs. Health authorities suggest that the recommended balanced diet that includes at least 2 serves of fruits and 5 serves of vegetables a day for adults should supply enough beta-carotene to meet our body’s needs. Recommended daily intakes of fruit and vegetables vary for children depending on age so find out the correct intake for your child according to the food pyramid . Treatment of carotenemia No specific treatment of carotenemia is necessary. By simply encouraging your child to eat a wider variety of foods, the level of beta-carotene in the body will reduce and the skin discolouration will gradually fade. Related healthy living articles - Read more about the healthy food pyramid - 5 healthy ways with carrots - How to sneak in vegetables for a healthy diet - 6 ways to eat your greens - Nutritional deficiencies in a vegetarian diet This article was written by Ella Walsh for Kidspot, Australia’s best family health resource. Last revised: Wednesday, 24 November 2010 This article contains general information only and is not intended to replace advice from a qualified health professional. - Outsmarting the super nit - 7 ways to stay active with your kids this summer - 7 ways to keep your kids cool this summer - Germ busting your toddler - How to really clean your house - Simple stress busters for busy families - 10 delish juices and smoothies for healthy living - Why marriage is good for you - Six secrets of active families - Top tips to improve your family's health and happiness

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The National Association for Music Education states in The National Standards for Arts Education, “Every course in music, including performance courses, should provide instruction in creating, performing, listening to, and analyzing music, in addition to focusing on its specific subject matter.” The National Standards for Music Education unify us as music educators, yet many of the standards, as well as their implementation, remain highly contested by some educators. In my experience, content standard one is often left just for choirs to cover, as if instrumental music students did not benefit from the aural aptitude created by regular singing in the classroom. Content standards three and four, I believe, are the most forgotten standards for music educators. “Improvisation? Oh yeah, we do that in jazz band,” and “Composition? Yeah, students copy down a couple of measures in their Standard Of Excellence books,” just doesn’t seem to cut it in an educational era so focused on assessment. Assessment aside, however, I also believe that music lags in the content creation category versus the visual arts. Can you imagine a painting class where students learned how to use paints, brushes, and canvas, were exposed to beautiful pieces of artwork, but never got the chance to create their own artwork? I can expose my students to great wind band compositions by the likes of Frank Ticheli and Mark Camphouse, but without the chance to create their own music through composition and improvisation, students cannot fully appreciate their musical craft. But when do we have time to do all of this? We need to make time for composition and improvisation, much like we make time for fundamentals. We all probably know a director or two that just run repertoire over and over again, without any pause for reflection or adequate time spent on fundamental-building. They choose not to make time to address tone quality and intonation, just like many of us choose not to make time for some of these under-addressed national standards. One of the many reasons we choose not to make time for these standards is that we feel overwhelmed by the quantity of skills we need in order to be effective music educators. Becoming proficient on all of the instruments, being an effective communicator and conductor, and developing one’s own musicianship are all incredibly time-consuming skills that take years to develop. It’s no wonder that many of us don’t feel comfortable with improvisation and composition; after all, isn’t it the performance majors and composition majors that need to hone those crafts? I completely understand many of these frustrations; that’s why MusicEdForAll.com will try to provide hands-on, take-back-to-your-classroom resources to help engage students in meaningful music-making and critical thinking. Content Standards for Music Education 1. Singing, alone and with others, a varied repertoire of music 2. Performing on instruments, alone and with others, a varied repertoire of music 3. Improvising melodies, variations, and accompaniments 4. Composing and arranging music within specified guidelines 5. Reading and notating music 6. Listening to, analyzing, and describing music 7. Evaluating music and music performances 8. Understanding the relationships between music, the other arts, and disciplines outside the arts 9. Understanding music in relation to history and culture From National Standards for Arts Education. Copyright © 1994 by Music Educators National Conference (MENC). Used by permission. The complete National Arts Standards and additional materials relating to the Standards are available from MENC: The National Association for Music Education, 1806 Robert Fulton Drive, Reston, VA 20191; www.menc.org.

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In the first assessment since 1997, the National Assessment of Educational Progress (NAEP) has released an arts report card for 2008. Providing a detailed shot in regards to performance in the areas of music and the visual arts, the NAEP's 11-year gap in information reveals that "approximately half of American students don't get a credible arts education," according to a release on June 15. On both report cards the average scale score was around 150. Although the Elementary and Secondary Education Act (ESEA) of 1965 explicitly forbids the establishment of a national curriculum, the restructuring of the act now known as No Child Left Behind put in place as part of the requirements for certain funds received an arts in education The report assessed nearly 8,000 eighth grade students in both public and private schools within the United States in either visual arts or music based upon "benchmarks" used in the NCLB policy as well as input made by representatives across the board reflected in the National Standards for Arts Education. Despite dance and theater being part of the arts as a whole, they were not used in the assessment due to financial constraints and limited availability in some schools who do not have these programs (see how to interpret the scorecard here Although there is no statistical difference between the availability of music and visual arts instruction, the specific area of assessment provided unique results as well as some generalized disparities: -Average responding scores were higher for White and Asian/Pacific Islander students than Black and Hispanic students. The pattern was the same for the visual arts creating task scores. -Female students had a higher average responding score than male students. Female students had a higher average creating task score in visual arts. -Students who were eligible for free/reduced price school lunch had a lower average responding score and a lower average creating task score in visual arts than those who were not eligible. On average, private schools did better than public schools. Other factors affecting the scores were attributed to areas such as the type of school assessed, socioeconomic status, area where school is located, gender and ethnicity. In the area of music, there was a decrease in the percentage of students who could correctly answer specific questions, according to the commissioner's summary results , this drop is "not a measure of what students know and can do in responding to music because it omits all the information from the constructed-response questions in the assessment." This is mainly due to the different questions compared between the two assessments. Therefore, an average was used based upon 21 questions found on both assessments, with the total number of correct responses dropping from 53 per cent to 51 per cent. In the visual arts, there were 12 common questions found on both assessments and a comparison of those revealed an unchanged number of correct answers at 47 per cent. Other areas assessed were the ability to draw a self-portrait where a mere 4 per cent received a rating of sufficient and 57 per cent rated minimal. As a whole, the commissioner's summary explained disparities within socioeconomic and ethnic groups' results in art and music consistent with other areas assessed. The summary also stressed that the 2008 assessment itself was different than the previous one. In a press release yesterday, it was stated by the chairman of the governing board that: “The 2008 arts assessment shows students do not seem to be missing out on opportunities for, and access to, arts education, as many have argued in recent years,” said Darvin M. Winick, chairman of the National Assessment Governing Board, which oversees and sets policy for NAEP. “But we do face consistent and wide racial/ethnic, gender, and socioeconomic gaps across the subject areas.” The National Association for Music Education and the National Art Education Association both expressed that the "arts" should be an essential and "non-negotiable" part of the core curriculum across the nation. In general, arts in education provide certain benefits rather than being just "fun" things to do. They are shown to help improve overall testing scores in other areas, foster critical skills such as teamwork and communication, and teach children to be more tolerant and open-minded. for the NAEP Music Report Card and here for the NAEP Visual Arts Report Card.

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Revista Panamericana de Salud Pública versión impresa ISSN 1020-4989 AVILA MONTES, Gustavo Adolfo et al. A school program for dengue control in Honduras: from knowledge to action. Rev Panam Salud Publica [online]. 2012, vol.31, n.6, pp. 518-522. ISSN 1020-4989. http://dx.doi.org/10.1590/S1020-49892012000600011. The Environmental School Program (PEA, for its Spanish acronym), a dengue control initiative focused on primary schools that took place during 2005-2010 in several cities in Honduras, is described. The environmental health program was designed to increase knowledge and develop skills in the identification and control of Aedes aegypti breeding sites, as well as in water and solid waste management. The results, as measured by behavioral change and reduced larval indices, were satisfactory in the majority of the participating schools. The initiative involved not only children, but also their parents and teachers. In addition to reducing larval indices, PEA was successful in promoting community participation in environmental issues, particularly Aedes control. The inclusion of this educational content in the primary school curriculum in Honduras remains pending. Palabras llave : dengue; Aedes; environmental education; health education; school health; environmental health; Honduras.

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The Keystone Book Assessments were developed during an intensive three-year process in collaboration with intervention teachers, literacy coaches, and university faculty. In Years 1 and 2, the purpose was to develop a collection of leveled texts that teachers could use for assessing and monitoring students’ progress over time and to use teacher feedback for identifying potential texts for an assessment collection. In Year 3, research was designed to test the validity of the Keystone Assessments using the Slosson Oral Reading Test (SORT). The results from the validation study provided strong support for using the Keystone Book Assessment Collection to measure student gains in reading. In Years 1 and 2, Reading Recovery teachers, teacher leaders, and literacy coaches from the UALR Center for Literacy and the University of Kentucky Collaborative Center for Literacy Development reviewed hundreds of leveled texts and created a broad collection of books suitable for students in kindergarten to second grade. This collection represented a variety of publishers, text types, layouts, authors, genre, and cultural backgrounds. Under the direction of Patsy Conner, UALR Reading Recovery Teacher Leader, and Karen Birdwhistell, UK Teacher Leader, the teachers created book introductions and directions for using the texts as a progress monitoring measure (see http://ualr.edu/literacy/keystone-book-collection/). During fall of Year 3, reading educators from six universities engaged in a systematic process of selecting texts from the broad collection, identify gaps in text types and reviewing new texts for inclusion, creating standardized introductions and testing procedures, and contacting book publishers to create the Keystone Book Assessment Collection. The final collection included 70 books at levels A-M from 11 publishers (see http://ualr.edu/literacy/keystone-assessments/). In spring of Year 3, Dr. Brian Doore, Researcher at the University of Maine Research and Evaluation Center, Dr. Linda Dorn, Professor and Director of the UALR Center of Literacy, and Mary Rosser, Director of the University of Maine Center for Literacy led the study for validating the Keystone Book Assessments. Four partner universities (University of Kentucky, National Louis University, University of Northern Iowa, Georgia State University) provided training and support for the participating schools in their regions. A total of 47 reading teachers from 24 schools across 9 states administered the Keystone Assessments and the Slosson Oral Reading Test to 800 K-2 children in January and in May. The correlation results from pre-and post-testing provide evidence that the Keystone texts are a valid tool for assessing and monitoring the students’ reading gains on benchmark texts that increase in degrees of difficulty (see Table 1). The results from the study will be presented in an upcoming article by Dorn, Doore, and Roser. Table 1 – Correlation of Keystone Assessment and Slosson Oral Reading Test

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Be sure that you can identify a few musical characteristics of the music programs in the educational systems of the countries described in this chapter. 63 Argentina: Law in 1884 made music - particularly singing - mandatory subject in elementary school. -Today - no required musical study, but singing remains a prominent goal in elementary school 64 -Growing interest in contemporary composers Australia: Strong history of music and arts teaching 65 -Music is required through school years 7 or8 -The arts are collectively a Key Learning Area within the curriculum. 66 Brazil: not a united position on music in schools - absence of continuity 67 -Music is evident in festive celebrations and special events, but not a curricular subject 68 China: From ancient times and into the 20th century, the Chinese viewed music as a means of knowing, morality, beauty and goodness. 69 -Singing by rote is most frequent school music activity but children also learn to read both Western staff notation and jianpu, a cipher notation. -See “Breaking Point 4.5” -- Can you read or create a notation for a simple children's song. Try “Bingo,” “Hot Cross Buns,” “Mary Had a Little Lamb” or another simple song. -Musically talented young people receive intensive training 70 Music is proclaimed as compulsory, but is less important than math, etc. France: Music is an important means for teaching the French culture -Required part of curriculum - amount varies at different age levels. 72 Hungary: Zoltán Kodály -music education begins with the singing of Hungarian folk songs, leads through ear training, and culminates in a musical independence. -one of the most musically educated populations in the world 74 Country's national standards for education include a list of basic musical instruments and equipment for all schools. Japan: curriculum controlled by Ministry of Education 75 -Elementary - general music classroom including Western and Japanese music -Secondary - mostly Western music 76 South Africa: resonant choral sound 77 -inclusion of movement and dance and improvisation atop rich textures -music in first 10 years of schooling as way of transforming South African society according to its new constitution 79 United Kingdom: compulsory study- ages 5-14 - primarily instruction in performance and composition -music in lower grades often taught by classroom teachers -optional for ages 15-16 - ensembles most often after-school opportunities 81 United States and Canada: Lowell Mason in Boston, 1830's - rise of singing in public schools 82 -rise in instrumental programs, about a century later - bands returning from WWI, affordable instruments, instrumental companies sponsoring festivals and competitions -linked to the federal, state and local tax base 83 -no nationally mandated curriculum in music Challenge: Sort these countries into three categories: Music is a. very important, b. important, c. not so important.

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Families and Literacy: Problem Areas in Literacy Development If You Think There's a Problem When a child is having a language or reading problem, the reason might be simple to understand and deal with or it might be complicated and require expert help. Often, children may just need more time to develop their language skills. On the other hand, some children might have trouble seeing, hearing, or speaking. Others may have a learning disability. If you think your children may have some kind of physical or learning problem, it is important to get expert help quickly. If your children are in school and you think that they should have stronger language skills, ask for a private meeting with their teacher. (You may feel more comfortable taking a friend, relative, or someone else in your community with you.) In most cases, the teacher or perhaps the principal will be able to help you understand how your children are doing and what you might do to help them. There is a law—the Individuals with Disabilities Education Act (IDEA)—that may allow you to get certain services for your child from your school district. Your children might qualify to receive help from a speech and language therapist or other specialist, or they might qualify to receive materials designed to match their needs. You can learn about your special education rights and responsibilities by requesting that the school give you—in your first language—a summary of legal rights. To find out about programs for children with disabilities that are available in your state, contact the National Dissemination Center for Children with Disabilities. The good news is that no matter how long it takes, most children can learn to read. Parents, teachers, and other professionals can work together to determine if a child has a learning disability or other problem, and then provide the right help as soon as possible. When children get such help, chances are very good that they will develop the skills they need to succeed in school and in life. Nothing is more important than your support for your children as they go through school. Make sure they get any extra help they need as soon as possible, and always encourage them and praise their efforts. Watching Your Child Progress As a parent, you can learn a lot about your children's learning and watch for signs of possible problems. Here are some things to look for and to discuss with their teacher: - Starting at age 3 or 4: Do your children remember nursery rhymes, and can they play rhyming games? - At about age 4: Can your children get information or directions from conversations or books that are read aloud to them? - Kindergartners: Are your children beginning to name and write the letters and numbers that they see in books, on billboards and signs, and in other places? - At age 5: Can your children play and enjoy simple word games in which two or more words start with the same sound? For example: "Name all the animals you can think of that start with 'D.'" - At ages 5 and 6: Do your children show that they understand that spoken words can be broken down into smaller parts (e.g., by noticing the word big in bigger)? Do they seem to understand that you can change a small part of a word and make a different word (e.g., by changing the first sound and letter of cat, you can make hat, sat, mat, bat, rat, etc.)? Source: U.S. Department of Education.

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Sound Waves is based on the phonemic approach, which is recognised as one of the most effective ways to teach spelling and reading skills. So when you use Sound Waves, you’re employing the most powerful teaching pedagogy for literacy development. The consistency of the Sound Waves program allows you to build your students’ success in spelling, from Foundation through to Year 6. Sound Waves caters for different abilities and multi-age classrooms, as well as different learning styles. Sound Waves matches all state and national curriculum documents. Based on the sounds of Australian English, and written by Australian teachers, Sound Waves caters for schools nation-wide. Sound Waves is an explicit teaching program and is fully resourced with Teacher Books, Student Books, Sound Waves Online and digital options for non-textbook schools. You can select the combination of books and teaching resources to suit either your own classroom, or your whole school. We provide the resources, so you can focus on teaching. Whether you are new to the Sound Waves approach or a phonemic specialist, we have a wealth of free Professional Development and support options to help you make the most of your Sound Waves program.

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Welcome to Junior Kindergarten! The four-year old program places an emphasis on the students’ continued social and academic development in preparation for kindergarten. Daily themes driven by the alphabet incorporate all academic areas: literacy, mathematics, technology, science, social studies, music, movement, and art. A hands-on learning environment invites students to participate in large group, small group, and independent activities. Flexible groupings and individualized attention nurture the needs of each child. Junior Kinder Rotational Schedule (click link at left to view) Literacy: Children are natural communicators at work and at play. Our program strengthens students’ receptive and expressive skills of reading, writing, speaking, and listening. Reading: Students will master letter and sound recognition, identify sight words in pre-decodable and decodable books, listen to stories, predict, sequence, and retell stories, make connections to self, other text, and the world, explore a variety of genres, and define the elements of story: setting, characters, plot, and theme. Writing: Students will continue to develop their fine motor skills while writing in D’Nealian, work on left to right progression, and use pictures, letters, and brave spelling to journal ideas. Speaking: Students will take an active part in show & tell, circle time activities, and dramatic play while learning numerous seasonal skits, songs, and nursery rhymes. They will work on formulating questions, using expressive voice, making polite requests, and speaking with clarity. Listening: Students will play with the rhyme, rhythm, and sound of words in phonemic awareness games, actively listen while others speak, and learn to be called on. Above all, students will develop an early love of literacy set by the example and guidance of caring staff. Mathematics: Mathematics instruction at the four-year-old level focuses on the identification and application of numbers while learning to problem solve and think logically. Concepts are incorporated into the daily themes and taught formally. Concepts include number identification 1-100, skip-counting by 5 and 10, place value: ones, tens, hundreds, calendar skills, addition and subtraction, graphs, patterns, probability, classifications, estimation, inequalities, shapes, measurement, time, and money. Social Studies: The social studies curriculum embraces the theme of belonging to our world personally: family and friends, regionally: city, state, country, and globally: multicultural studies. An imaginary trip is taken abroad each Friday, based on the letter of the week. Cross-curricular activities: art, literature, writing, cooking, music, movement, and language give students a taste of these diverse cultures. In addition, seasonal topics cover Thanksgiving, peace, and patriotism. Science: The science curriculum is driven by the seasons. In fall, we cover apples, acorns, leaves, and pumpkins. In winter, we cover hibernation, snow, and ice. In spring, we cover planting and weather. Alphabetical topics include air, bubbles, color mixing, dinosaurs, dental health, exercise, fossils, fire safety, healthy bodies, magnets, polar animals, rocks, solar system, universe, volcanoes, and zoo animals. Students learn to observe the world around them and become problem solvers through the scientific method of questioning, guessing, testing, checking, and concluding in mini labs such as sink or float, solution vs mixture, and solid-liquid-gas. Specials: Outside of the classroom, students participate in PE class, computer lab, Spanish, French, and the performing arts. A Keith education at the Junior Kinder level strives to be both enriching and engaging to our young scholars. B.A in Elementary Education from University of Illinois Kelly has been teaching for 16 years with past jobs in Chicago, S. Beloit and Rockford. The Chicago native has taught junior kindergarten, kindergarten, second and fourth grades as well as music for K-5. Kelly has lived in Rockford for 17 years. She and her husband have two children. They enjoy traveling, hiking, the theater and family time.

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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. A while back you mentioned the 2 Websters' definitions of criticism. You suggested that people too often refer to / focus on the 1st one (that criticism is negative or unfavorable commentary) and neglect the 2nd defintion (that crit. is analysis and evaluation of art). I agree this 2nd defin. is overlooked and it is the most appropriate oen for art crit. For students to really analyse and think about art and what the artist intends; the reason/purpose behind it and the ideas in back of it, are what's really important. Students can then consider their own artworks in context with how they reflect on others. Ideas can be developed for one's own art based on reflection/understanding/analysis of others. Art production is more than only process- the act of doing art. It needs foundation, purpose, reason, meaning, intent, etc... Nancy, am I on target?? Do you concur?? I'm an art education student at the Univ. of Maryland. I also teach ESL classes in the evenings to adults and occasionally do some substitute teaching, to pay the bills.

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- Kalimikeraki, Katerina, et al. Computers as thinking tools for the acquisition of second language Ingår i: Educator as researcher. - 2nd Bureau of Elementary Education of East Attica, Koropi GR. - 960-631-215-1 ; s. 139-149 Bokkapitel (populärvet., debatt m.m.)abstract - Many different approaches have taken place recently to facilitate second language learning in elementary schools throughout the world. Research in this area shows that teachers have to use the suitable motivators to stimulate pupils' thinking in order to achieve their educational goals. Children live in a world dominated by information technology therefore computer games may be used for educational purposes and to create a successful and pleasant learning environment. Our main hypothesis is that learning and use of Greek language demand real activities in a Greek language environment, and that systems of information technology have the ability to create such an environment that supports learning.

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Last week I promised to begin addressing some of the questions that came up at the recent National Art Education Association conference in Minneapolis. One of our first questions comes from Vicky Grube, an Assistant Professor at Appalachian State University in North Carolina, who asked, “How does Art21 help teachers, especially student teachers, get beyond traditional teaching styles they’ve experienced growing up?” Art21 provides a variety of ways for teachers to “go beyond” and take healthy risks in their teaching. At the Art21.org website, teachers can sign in and download free teaching materials, including the Learning with Art21 Guide and any of the Art21 Educator Guides for each of the first four seasons. In these guides, teachers are encouraged to use the Before and After-Viewing questions to inspire students to think critically about what they see and what they can create. Teachers can also explore the links and huge variety of posts right here on the Art21 blog in order to share columns and guest articles with their students. For example, students can read a collection of blog posts around a single theme and develop a written or visual response to one particular piece. Teachers are encouraged to browse and share over 50 posts written for this Teaching with Contemporary Art column. They can also view a series of videos in order to analyze and compare how artists get the same message across in wildly different ways. But perhaps I should take a step back and also consider what exactly are these “traditional” teaching styles Vicky is referring to? First of all, when I think of traditional art teachers I certainly don’t come up with exclusively negative images. I have had plenty of traditional art teachers that were absolutely phenomenal. What I think Vicky is asking about, are the teachers who rely on units and lessons, strategies and activities, that are comfortable but not always meaningful for students. Perhaps some of these teaching strategies include the drilling and killing of teaching the elements and principles of design? Perhaps other strategies include projects that mimic an artist’s style instead of learning about the artist and about the work in order to produce original ideas? Teaching materials on Art21.org and resources right here on the blog can help teachers, especially student teachers, plan for specific ways to open up conversations in their classrooms, think about big ideas with their students, and create work that gets beyond mimicry or what’s simply become habitual. How do you use Art21 to “go beyond” in your own teaching?

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Science, technology, engineering and mathematics are the center of attention in most US public schools today. The focus on STEM fields was initiated to increase global competitiveness and the project does have its merits. However, it has left the arts languishing far off in the periphery. This is quite unfortunate, as art education is known to improve academic performance. - On average, students who study the arts for 4 years in high school score 98 points higher on the SATs compared to those who study the same for half a year or less. - Students who took up music appreciation scored 61 points higher on the verbal section and 42 points higher on the math section. Of the elementary schools with arts, the most common subjects revolve around music at 94% and visual studies at 83%. Only 3% offer dance instruction while 4% provide theater arts. Training in the arts has been shown to improve creativity and innovation. Students learn to approach issues with a critical mind and a positive attitude towards problem solving. Exposure to the arts enhances communication skills, which are essential tools for collaboration. It develops flexibility and adaptability. The government recognizes these and, indeed, 48 states have adopted standards for art instructions. - 51% of art teachers are unhappy about what they see as the decline in art education brought about by the shift in focus. The difficulty in measuring art’s contribution to academic performance has led to its under appreciation. To learn more about STEM vs STEAM, take a look below at the infographic below created by the University of Florida. Add This Infographic to Your Site

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Effective watershed management is dependent on the having the scientific information to guide management decisions and on the social values of the communities living within the watershed. A common barrier to sustainable watershed management is that the people living within the watershed lack an understanding of basic watershed concepts and how it relates to human and ecosystem health. A starting point for increasing awareness of watershed ecology concepts is at the elementary level (k-5), but educational materials at this level often lack instructional resources related to land use impacts on watersheds. Our objective was to develop mobile instructional resources to be used within fifth grade classrooms within the Sugar Creek watershed in northeast Ohio. This 922 km2 watershed has been identified as one of the most impaired watersheds in the state. Land use consists mostly of family farms and dairies, some of which are managed by Mennonite German or Amish farmers. Meetings with fifth grade school teachers were organized so the resources were teacher driven. We adapted existing instructional materials and developed new materials on watershed ecology topics within the context of this particular watershed. Additionally, mobile kits were developed so that the instructional materials were available to all elementary schools within the watershed. We developed four mobile kits intended to teach the concepts of watershed hydrology, the watershed as an ecosystem, anthropogenic impacts on watershed health, and conducting ecological research within a watershed. Instructional materials included in each kit consist of a pre-assessment, a post-assessment, a five day lesson plan, and materials required for exercises that build upon each concept addressed. Additionally, the exercises involve the use of traditional and active learning teaching methods to teach watershed concepts that meet the state of Ohio academic content standards. This approach of educational outreach through elementary education fosters awareness of the Sugar Creek watershed not just with the students, but also in the teachers and the parents within the school system.

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The problem is even greater for foreign learners who have difficulty with the English /r/, anyway. 6. Finally, do not be afraid to teach phonics. Many ESL students, convinced that English is totally unsystematic, will welcome the order suggested by these rules. Just a few rules which work most of the time will eliminate some of the guesswork involved in learning to read English. What is essential to retain from these studies and pedagogical implications is that, though rather unsystematic, English pronunciation does have more order than appears at first sight-and-sound. For example, pipe is immediately recognized by a native speaker of English meeting the word for the first time as being pronounced paip, whereas pip can only be pip, the reason for the difference being that the second /p/ in pipe is immediately followed by a vowel; so would it be with bane and ban, pane and pan, die or dye and did, slime and slim, fine and fin, etc. There are three essential steps in teaching to make sounds. Students must be able to: 2. Identify it, i.e. distinguish it from any other. 3. Produce it (Finocchiaro & Bonomo, 1973, p. 76). Two questions arise when considering teaching phonics to EFL learners. One: Do they need it to learn to communicate efficiently and effectively in English at whatever level of interest they have? (Passing State examinations, transacting international business, doing library research, travelling as tourists, watching American sitcoms). Two: Is phonics instruction for all EFL students? Gunderson (1991) is of the opinion that "Phonics instruction is not for all ESL students. Indeed, only those with limited fluency in English and with a history of literacy training are able to cope with training in phonics. These activities require students to operate on language in a different manner from" traditional school teaching/learning methodologies (p. 84). English spelling is not known for its regularity. The phonics ... PHONEME AND GRAPHEME CORRESPONDENCE. (2000, January 01). In LotsofEssays.com. Retrieved 21:06, March 28, 2015, from http://www.collegetermpapers.com/viewpaper/1303407603.html

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News & Policies > Policies in Focus Providing Parents, Teachers, and Caregivers Information on Early Learning Children need parents, teachers, and others to prepare them for success in school and in life. Scientific research clearly demonstrates that parents and preschool programs can use specific activities to prepare children for school. But there is a gap between what we know and what we do in early childhood education. In order to close this gap, the Department of Education will establish partnerships with private, public, and civic groups to highlight the importance of early childhood development. These partnerships will provide to a wide audience of parents, pre-school providers, teachers, policy-makers, and the public, information and curriculum to help guide children effectively toward successful vocabulary development, pre-reading, and numeracy skills. Summary of Initiatives Highlight Early Childhood Education Research. The National Institute of Child Health and Human Development will work with offices in the Department of Education and the Administration for Children and Families within HHS to identify the most effective early pre-reading and language curricula and teaching strategies for early childhood educators and caregivers. This $45 million, five-year research initiative represents the first time in the history of these Departments that the full range of talent and resources within the Federal Government has been marshaled to address a topic of major significance involving our Nations children. The objective of this initiative is to determine through rigorous experimental methods how best to provide children from birth through age 5 with the interactions essential for developing the knowledge, skills, and dispositions that lead to a smooth transition to early school achievement. The initiative will answer the following questions: Researchers will establish partnerships with early childhood program sites supported at Federal, State, and community levels. Sites may include Head Start, Early Head Start, pre-kindergarten programs, center-based child care, and family day care. Researchers will identify curricula that effectively promote language and cognitive development, early literacy, and mathematics concepts and skills, while simultaneously developing childrens self-regulatory and social-emotional competencies, motivation, and positive attitudes toward learning. The findings will help guide the structure of early childhood programs and training for early childhood education teachers and other adults responsible for childrens learning and development. Provide a Guidebook for Parents and Families. A series of booklets titled "Healthy Start, Grow Smart" will provide helpful information on ways to assure the health, safety, nutrition, and cognitive development of newborns and will be made available to new parents as well as online. Modeled after a similar program that First Lady Laura Bush initiated in Texas, the series will be launched at the national level to provide parents and families with more information on a childs development during the crucial first stages of life. Provide a Guidebook for Early Childhood Educators and Caregivers. The Early Childhood-Head Start Task Force will make available to educators and caregivers a guidebook on steps they can take with children to ensure strong cognitive development while supporting strong social and emotional development. Teaching Our Youngest acknowledges the important role preschool teachers and child care and family providers play in the lives of young children. Teaching Our Youngest will provide concrete examples to caregivers for use in their daily interactions with children. Also included are strategies for creating a preschool environment that addresses all of the childrens developmental domains. Early childhood educators may use this guidebook to assist them in designing programs that incorporate cognitive development and early literacy activities into a comprehensive program. Through specific demonstrations, teachers will learn simple strategies to nurture the natural curiosity of children and their zest for learning. Award "Sunshine" Schools and Initiatives. The Department of Education will highlight exemplary preschool programs and initiatives throughout the country and make available best practices from States, counties, school districts, pre-k programs, Head Start sites and child care centers.

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Every year Texas A&M's Department of Chemistry hosts a free, open to the public, Chemistry Open House to celebrate National Chemistry Week. This year's participants include the Departments of Biology and Physics & Astronomy, students from the Dwight Look College of Engineering and SACNAS, and the Brazos Valley Museum of Natural History. The Chemistry Open House features the popular Chemistry Road Show, guided lab tours, hands-on and computer activities, door prizes and science goodie bags. The Chemistry Road Show is recommended for all ages and includes demonstrations of popular science. |Room||Starts At||Arrive By| |100||10:00 AM||9:45 AM| |100||12 NOON||11:45 AM| |100||2:00 PM||1:45 PM| The Chemistry Open House takes place in the main Chemistry Building complex (not Heldenfels). Please stop by the welcome tent at the corner of Ross and Spence Streets to pick-up your goodie bag. The Chemistry Open House held as part of National Chemistry Week, an annual event that promotes public awareness of the importance of chemistry in everyday life. It is coordinated by the American Chemical Society (ACS). The Department of Chemistry takes an active role in community outreach in an effort to positively affect the future of chemical education. We hope students and families will remember the excitement and surprise they feel during our demonstrations. NCW encourages chemists and chemistry enthusiasts to build awareness of chemistry at the local level. Local Sections, businesses, schools, and individuals are invited to organize or participate in events in their communities with a common goal: To promote the value of chemistry in everyday life. Meg A. Mole's adventures are part of the ACS kids portal. Meg A. Mole - Future Chemist visits different chemists to learn about their jobs. She is always amazed at the variety of things that they do. Visit her web site to read about her adventures! What makes diapers absorbent? Is peanut butter stickier than syrup or jelly? The ACS Science for Kids web site engages students with experiments, quizzes and other hands on activities with subjects ranging from chemical & physical change to characteristics of material.

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I saw this some time ago, probably in The Teaching Professor online magazine thingy. The basic idea is to leave your class alone when they are having a discussion. I have done this a couple of times. Yesterday was the first time this semester. Here is the deal. In this class (Physics for Elementary Education Majors), they collect evidence and build models. For that day, the experiments were giving students evidence about what happens to a fan cart when the strength of the fan changes and what happens when the mass of the cart changes. When it came time to discuss the ideas, I made sure that everyone collected similar evidence and then I told them to discuss these ideas on their own. The primary reason for leaving is that many students want to base their answers on authority (me) rather than evidence. If I am not there, they will have to base their answers on evidence. What do I want to see in a discussion? - Build ideas based on evidence. - Critically evaluate other students’ arguments - Have confidence that their models agree with the evidence. When I am in the room, I think there are some that think either I won’t let them go wrong or that I will give in and give them the answers. Anyway, after I left them they came to get me after 10 minutes. I am really not sure what went on in the room, but they commented that it went well. It can be scary to let your students alone. I am pretty confident that they can do it on their own.

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It s widely believed that creativity is an attribute we are born with. It is a native element of our thinking process but based on different environmental and developmental factors this creativity either thrives or subsides. In his popular book "The Element" Sir Ken Robinson argues that all kids are born creative but as they grow old several of them loose trace of this creativity. Ken attributes this gradual loss of creativity to several reasons one of them is schools. He views the focus of schools on STEM subjects at the expense of art-based subjects ( such as art and music education) as one example of how the educational system backgrounds any creative thinking in kids and relegates it to a by-product, a marginal and adjunct activity that supplements content and fact based instruction. Nurturing a creative thinking process requires a creative mindset, one that celebrates mistakes and looks at failure as needed attempts for success. Creative thinking is also characterized by a set of features, 7 of these features are included in this wonderful visual created by Sean Junkins ( based on this editorial article from Edutopia). Have a look and share with us what you think of them.

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Foundations of Music Education Foundations of Music Education is part two of Dr. Whitwell’s three-part series, On Education. This book traces the history of music education from the ancient civilizations of Egypt, Greece and Rome to the modern era. The reader will see the most natural concepts of the ancient music education as it then passes through the Dark Ages when the Church made music a branch of mathematics and then through the Renaissance when formal music education meant only theoretical teaching. The search for how music communicates emotion during the Baroque Period began the path back toward teaching music rather than teaching about music. Softcover versions are available from Amazon.com.

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Here is a place to start to get students to find and put meaning into their art. Start with their name. What does their name mean? See if you can come up with a project for each grade level where they all do something with their name. Maybe save ALL of them - just in case you have that one child who gets nothing saved back for the art show. You will have that child's name design to put in the show. Some of you do self portraits and save all of them - that is a good one too. I know it is a LOT of work - but every child must have their work in an art show sometime during their elementary years. I had far too many who didn't coming to me. I had far too many who never had their work displayed coming to me (At my middle school - I made it a REQUIREMENT for them to have at least one project displayed - Of course I displayed more than one of some kids' works. I had six bulletin boards in the hallways - Two nice show cases in the commons - and two trophy cases in the hallways to use). When I was in elementary, I kept track of what project went on display - and could easily see who I still needed to get up. Then when that child was working on the project I would tell them, "I want this project from you for display so I want you to be sure it is your very best"....and If a child showed special interest in the MESSAGES I was trying to get across I would tell that child "I want this project from you for the Art Show - so do our very best". That one year, I had every child displayed at least twice. I only had two bulletin boards assigned to me so I would glue the work to roll paper and mount that up in their hallway at times. Occasionally, the fifth grade teachers would let me use the bulletin board in their hallway. Let me tell you what a joy it was to have my elementary kids when they came to the middle school. They all behaved for me. I envy those of you who get to see the students year after year. I know some of you middle school teachers do portfolios for the student work - See Bunki's - making their name an interesting part of the design. Find ways to make their name important and to be proud of their name. Remember when we had fun talking about names on the Getty list a while back? There are other ones out there - but I don't have time to evaluate them. There is one name design project on the Sub Plans ...it is a common one. Write name on folded 9 x 12 paper - cut out and turn into some kind of inset or creature...Well, well, well. I just told a fib. I couldn't find it on the Sub plans page - so it just must be an idea I saved. I will look for it...Eureka- I found it! From Tami (Tammy? - she didn't sign her work --- Here's an easy lesson which can fit into the substitute lesson plans category as well as elements/principles category (line/shape and balance/symmetry)... For 3rd grade and above... Fold your paper in half the hot dog way. Write your first name in cursive along the fold. Keep folded and cut out. Open and turn it over so you don't see your pencil marks. Look at the shape you created. Think of how you can turn it into a creature. Use markers (or colored pencils) and glue to a sheet of I am not an authority on art education ....and I know that....but maybe I would have liked myself a whole lot better growing up if I liked my name (smile). I hated Judith. I post based on how I learned and what helped me learn.... I post based on what I tried in the classroom and what worked and didn't work.... I post based on what I did with my own child - and what worked.... I post based on what I learned by talking with my students.....I don't read "the research" -- I read enough of that when I was doing my masters research project - I read research on all sorts of topics because I couldn't find any research on what I really wanted to do.... I settled on combining motivation of students with hypermedia (I used the web). My maiden name was Richer.....my mother's maiden name was Webb....I am so much Richer now for what I have learned from using the Web -- so I will continue to use it (smile folks).

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Editor's note: Tom Livezey has served as superintendent of Oakridge Public Schools since January 2009. He previously was the district's assistant superintendent and director of curriculum. He has been an adjunct professor for the education department at Grand Valley State University, and has served as a teacher, assistant principal and instruction and technology specialist in the Godwin Heights School District in Wyoming. He began his teaching career in Herscher, Ill. He holds a master's degree in educational leadership and administration, and a bachelor's degree in elementary education. By Tom Livezey Suppose you are a parent determined to make sure your child gets the best possible education. Instinctively, you know this depends to a large extent on the teacher. You want a great teacher for your child. So, what is a great teacher? Right now, in the midst of much media attention and legislation, public schools throughout our state are redefining what it means to be a great or “effective” teacher. Hundreds of research studies have shown that having highly knowledgeable and skilled teachers is one of the most influential factors when it comes to student learning. No wonder state governments, like Republican-dominated Michigan, Democrat-dominated Colorado, and our White House, have put such emphasis on teacher quality, growth in student achievement, and accountability. These three areas serve as the basis for Michigan’s recently enacted Public Act 102 of 2011, a new law that addresses teacher performance evaluations. Some highlights of PA 102 include: • Evaluations shall occur every year. • Teachers shall receive a rating of highly effective, effective, minimally effective, or ineffective. • Districts shall adopt a tool that objectively defines what an effective teacher is or adopt the tool and definition designed by the state. • Evaluations shall be based, in part, on student achievement growth and assessment data (at least 25 percent in 2013-14, 40 percent in 2014-15, and 50 percent in 2015-16). • Teachers may request to exempt a particular student from the achievement growth data if the lack of growth is not attributed to the teacher. • Evaluations shall include specific goals, improvement plans, and training designed to assist teachers in improving their effectiveness. • Ineffective teachers shall have ample opportunity to improve or follow a pathway to exit the profession. • A district is encouraged to provide a mentor to assist a teacher who is rated as ineffective or minimally effective. While no law is perfect, these are all fair expectations that can lead to a positive evaluation experience. If implemented with integrity using research-proven methods, the expected results include improved teacher effectiveness, and ultimately, improved student learning. Remember, the primary purpose of performance evaluation is to provide teachers with constructive feedback that expands their expertise. Teachers deserve this quality feedback. They also deserve to be treated as the highly-educated professionals they are. The key is to develop a system that accurately, fairly, reliably, and credibly measures student learning and teacher performance. However, it would be a shame if this process stopped at the point a teacher is given a rating on their evaluation. This is just the beginning of the process. The highly-effective teacher takes the feedback from their evaluator, and initiates a self-improvement plan that hones their skills and expertise to improve student learning even further. The highly-effective teacher also reviews the data on student learning and develops specialized lessons for students who need extra assistance. Additionally, highly-effective teachers give back to their profession by mentoring others who are new to the profession or who need to improve in identified areas. Educators call this a “professional learning community.” Others call it “old fashioned teamwork.” With the right support, resources, and opportunities, teachers will become more effective and students will benefit greatly.

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Sarva Shiksha Abhiyan is an effort to universalize elementary education by community-ownership of the school system. It is a response to the demand for quality basic education all over the country. The SSA program is also an attempt to provide an opportunity for improving human capabilities to all children, through provision of community-owned quality education in a mission mode. ∑ A programme with a clear time frame of universe elementary education. ∑ A response to the demand for quality basic education all over the country. ∑ An opportunity for promoting social justice through basic education. ∑ An effort at effectively involving the Panchayati Raj Institutions, School Management Committees, Village and Urban Slum Level Education Committees, Parentsí Teachersí Associations, Mother Teacher Associations, Tribal Autonomous Councils and other grass root level structures in the management of elementary schools. Objectives of SSA: ∑ All children complete five years of primary schooling by 2007. ∑ All children complete eight years of elementary schooling by 2010. ∑ Focus on elementary education of satisfactory quality with emphasis on education for life. ∑ Bridge all gender and social category gaps at primary stage by 2007 and at elementary education level by 2010. ∑ Universal retention by 2010. SSA in the light of Right To Education Act (RTE) The RTE Act provides for: SSA Chandigarh mandated the following provisions in the light of RTE: Website of Department of Education, Chandigarh Administration

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CSI for Kids: Crime Scene Science by Karen Romano Young PANTS ON FIRE? Someone who is lying will not touch his chest (where his heart lies). Someone who is lying will not make eye contact. When someone is telling a true story, he uses more hand gestures than when he is lying. When someone is lying, he may touch his face or mouth more often. Liars blink less often. Sure, it's a long time until science fair season rolls around. But Karen Young's Science Fair Winners: Crime Scene Science (National Geographic, 2009) makes great summertime reading fare for upper elementary and middle school readers. Divided into "workshops," this intriguing book is divided into action sections where kids can actually learn about crime scene work--such as fingerprinting, photography, and the technology of blood, including spatter patterns--all of which which offer many engaging summertime projects which take from one day to weeks to carry out in full. Kids make their own fingerprint sets, using friends as subjects, and learn how to categorize them and refine their identification techniques. Another workshop teaches CSI apprentices how to make foot- and tire-track casts, both "positive" and "negative" and how to calculate the height and weight and gender of the "suspect" from such prints. The text lists the branches of science utilized in each workshop, e.g., in the case of footprint analysis (anatomy, physiology, math), how to calculate the ratio between foot length and height, offering a web site (www.mathforum.org) for help. Each workshop offers the steps of crime investigation which conform to the classic steps in the scientific method, with sections arranged under headings: the buzz (the history and theory); the lingo (terminology); You'll need... (the materials and subject skills required); what to do (steps in the experiment/investigation). Materials are mostly inexpensive; most equipment is fairly accessible (video camera, still camera, recording device, television set, ruler); and subjects are friends and classmates. Other "workshops" include these fascinating areas: the training of K-9 search dogs, with training exercises for your own dog in scent detection; visual memory and face recognition and expression reading (including detecting false testimony as shown above) in witness and suspect evaluation; and blood analysis. Some workshops offer extremely cool skills such as preparing a sample of your own DNA (using GatorAde!) and how to detect biowarfare substances in mail. Special text boxes (Consider This/Present This) offer suggestions for using workshop experiences to formulate a winning science project. Each section offers Workshop Resources which take the reader outside this book to other resources, such as the National Geographic Body Farm video, the invaluable HowStuffWorks.com, and many other online sources to extend the text. The final section, "Present It," provide tips for preparing and presenting a winning crime scene science project. An appendix offers sources for supplies and equipment, web sites, books, magazines, science programs for kids, and a full index. Everyone loves a mystery, and Science Fair Winners: Crime Scene Science offers a lot of summer fun for young detectives that can actually pay off with a favorable verdict by the science fair jury next year. Other great books for summer reading and activities include CSI Expert!: Forensic Science for Kids, Science Sleuths: Solving Mysteries Using Scientific Inquiry, and Have You Seen This Face?: The Work of Forensic Artists (24/7: Science Behind the Scenes: Forensic Files). Fans of mystery fiction and young sleuths will also find these nonfiction sources great background reading for those sleuthing novels so popular for free-time reading in the summer.

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This past Sunday, the New York Times ran an article about Billy Joel. The article focused on the fact that, despite not making a new recording in 15 years, Billy Joel still manages to sell out Shea Stadium—twice—in less than two hours. It got me thinking about the Billy Joels of art education. You know, the artists that we may admire and respect in one way or another, but have gotten tired of teaching about over and over. Think “Uptown Girl.” A fun song when it came out, but a song that’s been beaten into submission by its radio-friendliness. It got me thinking about the “Stairway to Heavens”of the art classroom and immediately I came up with three: Monet, Dali, and Warhol. These artists now have the unfortunate distinction of often having their names linked with the word “project”. For example, “Oh you tried a Warhol-project with your class.” I started to think about artists that might offer very different takes on what Monet, Dali and Warhol often help us teach. Here’s are some initial ideas: - Juxtapose the work of Andy Warhol with Alfredo Jaar. Have students compare how both of these artists explore the idea of becoming desensitized to certain images. Students can create, juxtapose or layer contemporary images and symbols that, from their perspective, the public has become desensitized to. - Compare the works of Salvador Dali and An-My Lê. How do both artists deal with the the theme of violence in ways that are similar and very different? Students can create a variety of work that explores violence in our society. One approach might ask students to create a surreal illustration or staged photograph based on world news images. - View and discuss the work of Claude Monet and Robert Adams side by side. How do the landscapes painted by Monet compare with the photo landscapes by Robert Adams? What kinds of things does each artist want the viewer to think about? Students can then create a painting or series of photographs that explore landscapes (both literal and figurative) of personal importance. Who are the Billy Joels of your own classroom? How can we use and incorporate contemporary art to give these artists a different, and perhaps more meaningful, place in our teaching?

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Helpful Websites for Teachers Common Core Standards This site provides a consistent, clear understanding of what students are expected to learn, based on Common Core Standards for teachers and parents know what they need to do to help them. Illinois Learning Standards The Illinois Learning Standards (ILS) site defines what all students in all Illinois public schools should know and be able to do in the seven core areas as a result of their elementary and secondary schooling. National Education Technology Standards The National Educational Technology Standards (NETS) site provides teachers with the standards for learning, teaching, and leading in the digital age and are widely recognized and adopted worldwide. This site provides access to a number of projects that focus on educating and raising young children. ECAP hosts research, technical assistance, and service projects. This site provides access to best practices, hot topics, and news in the world of education. This site provides teachers with professional development tools, lesson plans, technology, and news. This site provides teachers with teaching resources, blogs, publications, technology integration & development. Common Sense Media This site provides trustworthy information and tools, as well as an independent forum, so that families can have a choice and a voice about the media they consume. This site provides teacher resources and professional development across the curriculum. Read Write Think This site provides proven instruction and Internet technology to deliver powerful online tools for teaching reading and language arts in grades K-12. Discovery Education Teachers This site provides free resources to teachers across grades and curriculum supported by the Discovery Channel. This site provides access to the best websites for teaching and learning International Reading Association This site promotes reading by continuously advancing the quality of literacy instruction and research worldwide. National Art Education Association This site provides tools for visual arts teachers from lesson plans to professional development opportunities. National Association for the Education of Young Children This site provides support for early childhood programs and professionals working with young children. National Association of Special Education Teachers This site provides support to special education teachers and those preparing for the field of special education teaching. National Council of Teachers of English This site provides supporting tools to improve teaching and learning English and the language arts at all levels of education. National Council for Accreditation of Teacher Education This site provides resources for teachers and those seeking accreditation. National Council for Teachers of Mathematics This site provides tools for mathematics teachers to ensure equitable mathematics learning of the highest quality for all students. National Council for the Social Studies This site provides resources for social studies teachers including lesson plans, publications, professional development, and grant opportunities. National Dissemination Center for Children with Disabilities This site is a national source of information on disabilities in infants, toddlers, children, and youth. National Education Association This site provides teachers with information on current issues, lesson plans, and teaching resources. National Science Teachers Association This site provides content on effective teaching strategies including standards for a cohesive approach to k-12 science instruction, best practices as well as professional development opportunities, books, and journals.

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Boosting self-esteem has little effect on academic performance or misbehavior (including substance abuse, sex and violence), researchers concluded after a two-year review of studies on the subject. However, people with high self-esteem are significantly happier than others. (scientificamerican.com, 12-20-04) The First Amendment guarantee of free speech and press is unappreciated by high school students, according to a $1 million survey of 112,003 students last spring. More than a third of respondents believed newspapers need government approval of their stories before they can be published, and only half said newspapers should be allowed to publish freely without government approval. The study was commissioned by the John S. and James L. Knight Foundation, which released the results in January. Kindergarten teacher censors child reading from Christian book. A Sacramento girl who was invited to bring two of her favorite books to share with the class chose a book containing moral precepts attributed to Jesus. The teacher interrupted the girl and told her she needed to read her other book because pupils weren't allowed to read books about God in class. In another case, a 9th-grade student assigned to write an essay on personal feelings about starting classes wrote of her anxiety and how God helped to calm her down. The instructor told the class she did not want any more "writing about religion." The Pacific Justice Institute assisted families of both students in educating school officials about the legality of religious expression by students. Phonics helps adults with dyslexia, too. Intensive phonics instruction actually modifies activity in reading-related parts of the brain in a way that fosters improved performance on reading tests, a team of neuroscientists at Georgetown University Medical Center in Washington, DC concluded last fall based on a brain-imaging study. Phonics techniques have been found to boost reading skills in children with dyslexia but hadn't previously been studied in adults with the condition. (Science News, 11-6-04)

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Drawing is not about making pictures, but it is about learning to see through drawing. — Ila Crawford In Art Instruction in Botany Lab, Lyn Baldwin and Ila Crawford investigated how drawing changed the way botany students learned in a traditional botany lab. This year, they are investigating the reverse — how students in a traditional art class will react to the study of botany. In a recent article, Does the Science of Botany Need Art? Does Art Need the Science of Botany?, Baldwin and Crawford write about how the disciplines of art and botany can benefit from each other. To make their points, Baldwin (a quantitative field botanist) explains why “the science of botany needs the joy of art” and Crawford (a visual art instructor with 20 years experience) explains the reasons why plants have a “legitimate place in art education.” Their article is a must-read if you’re interested in how drawing can be used to encourage an interest in plants. Written as a backdrop for their current research about incorporating botany into art class, it also serves as an announcement for an exciting new exhibition for which Baldwin and Crawford are the curators. The exhibition they have created explores the idea that “art inhabits the teaching and practice of botany, and conversely botanical subjects and scientific methods have a legitimate place in teaching and practicing art.” Lyn Baldwin and Ila Crawford have announced the call for entries for this exhibition and they would like to invite you to participate. The wonderful thing about this exhbition is that it is open to not only artists, but to botanists as well! Here is a summary: Art and Science: Drawing and Botany Canadian Botanical Association June 5-25, 2013 Invited: Artists, botanists, and groups of artists and botanists working on special projects (10 or more individuals) Submissions: Three maximum for individuals; one per member for group submissions. Only original work will be accepted, no reproductions. Sketchbooks will be accepted. Only digital images will be accepted for the jurying process. Entry Fee: $10 per registration ($10 covers up to three works) Deadlines: Individual submissions (March 29, 2013), Project-based submissions (January 15, 2013) For additional information about digital submissions, artist’s statements, insurance and more, visit Art and Science: Drawing and Botany. Baldwin, Lyn and Ila Crawford. 2012. Does the science of botany need art? Does art need the science of botany? Canadian Botanical Association / L’Association Botanique du Canada. CBA/ABC Bulletin. 45(1): 10-13. Web. http://www.tru.ca/cba-abc/art.html [accessed 16 August 2012]

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I am currently working on source material for a math-related software project with my mother, who has a PhD in Elementary Education and specializes in math education. While she has quite a strong fundamental understanding of the current techniques and topics taught to children at an early grade school level, I am relatively unfamiliar with the subject area. Lately, I've been looking for sources of inspiration and information, such as Conrad Wolfram's TED talk "Teaching kids real math with computers". Remembering that the Stack Exchange family now has this excellent math site, I figured I would ask this question here: What are some interesting concepts in math that can be taught to elementary school children, that aren't traditionally taught? This can be because the topics aren't considered suitable, or perhaps because no one's thought to do it yet. For example, at the end of his talk, Wolfram describes a technique to visualize calculus using limits and shapes inscribed in a circle. (While I realize this question is slightly unusual compared to other questions I see on the front page -- in other words, university-level math questions -- I think it is appropriate given what the FAQ mentions as appropriate topics for this site.)

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What's one thing that's going right in Florida? Science Roadshows! My Science National Honor Society members present Science Roadshows to our local elementary schools. The high school students visit the elementary schools in the evenings and provide four hands-on, inquiry-based science activities to elementary students and their families. The science activities are designed for two groups: K-2 and 3-5. Each of the four activities teach physics, chemistry, environmental science, and biology using household products that can be purchased at local grocery and hardware stores. The intent of these activities is to motivate young children to enjoy science, to engage parents to offer these science activities at home, and to demonstrate to elementary teachers that science lessons can be integrated into their daily curriculums across various disciplines. The high school students earn community service hours and the elementary students learn science. It's a win-win situation for all! Science must be taught as early as kindergarden if not earlier. If we look at American colleges and universities and identify who are our science and engineering majors are, unfortunately, they are not Americans. This is a threat to both our national security and democracy. We need to begin early turning youngs minds onto scientific thinking! Waiting until middle school years to introduce daily science lessons is too late. We must re-structure elementary education programs to integrate science vocabulary and curriculum into the daily reading, writing, and math lessons. As a mother of three, a wife, a science teacher, an administrator, a college professor, a tennis coach, a sponsor of Future Educators of America and Science National Honor Society and Girl Scout leader, 2011 Florida delegate Dr. Marilyn Zaragoza is an achiever, successfully balancing many different hats.

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The competition among states for Race to the Top federal grants of almost 5 billion dollars totally misses the real problem of why one in four students drop out and about 20% of high school graduates in the U.S. read at 5th grade level or below. By requiring states who participate to do performance-based merit pay and link reading test scores to teacher performance, the federal government is not addressing the real problem. The reason that so many of our students have poor reading skills and can’t read at grade level is due to popular use of the “whole word” language approach which teaches readers to memorize words instead of learning how to sound them out. Most textbooks used for reading instruction in public schools today use this method and do not teach students to read using the phonetic code and phonemes, the sounds that go with the letters. Some students figure out the code on their own but many do not. Research on phonics instruction has proven repeatedly to result in better readers than teaching by the whole word language approach. I have taught dozens of middle school and high school students in public schools who couldn’t sound out unknown words of three or more syllables because they learned to read by the whole word method. It is hard to have good comprehension of reading material if you can’t read the words in the first place. Imagine what it is like to read a foreign language like Russian when you don’t know all the symbols and sounds. This is what reading is like for students who are reading at their frustration level and are unable to sound out unknown words. Beginning in fourth grade, when students begin to read silently, a certain percentage of students fall through the cracks. They start reading below grade level because they can’t sound out unknown words and can’t understand the material. They read at the frustration level, get poor grades, and often get placed in a remedial reading class. This starts to effect their self-esteem and causes them to give up or misbehave. It is totally wrong to give merit pay to teachers based on performance when that performance is tied to test scores. That is a requirement of the Race to the Top grants. Some students have more than one teacher. Others skip school, don’t try, take drugs, or speak another language at home. Why should this be blamed on the teacher? Is it fair to compare test scores of teachers with honor classes with a teacher that has a remedial reading class full of problem kids? Even if the merit pay is based on improvement in scores, it can be difficult to make problem students care enough to try. I’ve seen high school students make a Xmas-tree pattern down the answer sheet and refuse to read the test. Why should this be the teacher’s fault? There are certainly other factors besides the method used to teach reading that impact reading skills. Early language development, parenting styles, and exposure to books are just a few. But it would benefit the schools if more publishers revised their textbooks and emphasized phonics instruction for beginning readers. We would not have so many students below grade level in reading or placed in an ineffective remedial or intensive reading class where students don’t behave because they don’t care and plan to drop out.

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The Role of Fathers in Their Child's Literacy Development: Pre-K By: Reading Rockets Have Growing Readers delivered each month right to your inbox! (In English & Spanish) Sign up here > Dads play a critical role in their children's literacy development — by modeling reading, sharing stories, exploring the world together, and engaging in meaningful conversations that build critical thinking skills. What should I read? Children will respond to your enthusiasm. You can select nonfiction — books about famous people, places, or how things work, or fiction. The important part is that you are enthusiastic about the book. Stop by the children's room at your local library for more ideas. What if I'm not with my child every day? If you don't see your child each day, try arranging a regular time to read books over the phone, or create your own podcast! Your child will look forward to this individual time with you, and you will also be modeling behavior that will keep your child on a path toward learning. What if I don't like reading? - Tell stories about when you were young - Recite nursery rhymes or jingles - Read environmental print (e.g., road signs or brand names on food containers) - Ask your child about his day. Conversation with adults helps children learn new words and practice creating a narrative — both linked to better reading skills. - Check out books of photography or art and talk about the pictures - When you are doing household projects, describe what you are doing to your child - Involve your child in everyday writing tasks like shopping lists or paying bills - Create games that use letters, words, or problem solving Use the language you are most comfortable speaking! Reading skills transfer between languages, and you will be better at playing with words and language in your native tongue. Walk the walk Your child learns from what you do. Make sure the messages you are sending about reading reinforce that knowledge and literacy are valuable, achievable, and powerful. *To view this file, you will need a copy of Acrobat Reader. If it is not already installed on your computer, click here to download. Reading Rockets (2008)

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Getting in Sync: Revamping Licensure and Preparation for Teachers in Pre-K, Kindergarten and the Early Grades This report highlights problems nationwide with the licensing and preparation of teachers who work with young children in pre-kindergarten, kindergarten, first-, second- and third-grade classrooms and shows that today's system is not set up to ensure teachers in pre-kindergarten through the third grades are well-prepared to work with young children. The quality of the instruction that children receive in pre-kindergarten through the third grade (PreK-3rd) can make a lasting impact on how well they perform throughout their years in school. Because children in these grades are still developing foundational skills, their teachers need preparation that is different from what is required of their late-elementary school counterparts. Teachers at all grade levels, the report says, must be equipped with knowledge and skills that show a deep understanding of how children develop, but this is especially critical for PreK-3rd teachers. These instructors must learn about the science of early-childhood development (including a focus on social-emotional growth) and family engagement, as well as gain experience in how to provide effective instruction in subjects such as early science, early literacy and the building blocks of mathematics. Click the link below for the full report.

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In 1898, Samuel S. Fleisher, a member of the Fleisher family who owned a series of wool mills in Philadelphia, organized free art classes for poor boys at 422 Bainbridge Street. This school soon became known as the Graphic Sketch Club. In 1906 Fleisher moved the night school to 740 Catharine Street. This location was ideal for Fleisher, since many of the workers in his family’s mills lived in this Italian community. All classes were free, except for art materials. If students lacked the means for supplies, Fleisher provided those free as well. Although Fleisher's original plan was to offer art education to poor teenage boys, Fleisher welcomed girls, adults, and people of all races and religions who came to attend classes. To accommodate the ever-increasing enrollment, Fleisher acquired additional buildings on the 700 block of Catherine Street, including two large Romanesque buildings which had formerly housed a home for indigent boys and an Episcopal church. Fleisher was the school’s sole benefactor, and he attended to the school nearly every day. Fleisher graduated from the Wharton School of the University of Pennsylvania in 1892. Though he became successful in his family’s wool business, his true passion was philanthropy, particularly the promotion of arts education. He retired from the family business in 1919. In addition to his work with the Graphic Sketch Club, Fleisher worked with many other local organizations, such as the Jewish Foster Home and Orphan Asylum, the Philadelphia Art Alliance, and the Philadelphia Playgrounds Association. He was also the founder of the Businessmen’s Art Club. When Fleisher died in 1944, the Graphic Sketch Club on Catherine Street was renamed the Fleisher Art Memorial in his honor. For a time, the Fleisher was administered by the Philadelphia Museum of Art. It became a non-profit corporation in 1983 and continues to offer art classes and exhibitions for the community. Fleisher won the Philadelphia Award in 1923, and information on him is available in HSP's collection of Philadelphia Award records (#3081). Additional images of him can be found in the Philadelphia Record photograph morgue (#V07).

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I am not aware of any neurolinguist who holds this view. I doubt any have held it in decades. The consensus among scientists is closer to what the well-known cognitive neuroscientist Steven Pinker has written: "Language is a human instinct, but written language is not. Language is found in all societies, present and past. . . . All healthy children master their own language without lessons or corrections. When children are thrown together without a usable language, they invent one of their own. Compare all this with writing. Writing systems have been invented a small number of times in history. . . . Until recently, most children never learned to read or write; even with today's universal education, many children struggle and fail. A group of children is no more likely to invent an alphabet than it is to invent the internal combustion engine. Children are wired for sound, but print is an optional accessory that must be painstakingly bolted on. This basic fact about human nature should be the starting point for any discussion of how to teach our children to read and write." One wonders what the report would have said had it been written not by a mixed group of educators, teachers, administrators, parents and scientists but instead by a group of neurolinguists. Would it have caviled quite so much on the question of whether phonics or whole language is the correct approach, or whether phonics instruction should be systematic and explicit? It does seem likely, however, that a pedagogy based on hard science would begin from assumptions far different than those of whole language. It has no doubt been disconcerting for the advocates of whole language instruction to find that over the last decade, the better part of expert and scientific opinion has moved against them. Partisans of whole language pedagogy, dedicated educators to be sure, have been fighting a rear-guard battle, based upon the view that children are not developmentally equipped for the discipline required by phonics instruction in the first grade and that the far greater risk to children's ultimate ability to read is--in a world in which reading must compete with television, video games and a thousand other entertainments--boredom and the inability to see the point of phonics drills. Typically there is resistance to the mandates to teach phonics issued by state legislatures and state boards of education. Though California is a leader among states in the revival of phonics, the effective consolidation of phonics is still a long way off and requires overcoming both the genuine difficulties in promulgating a new and demanding curriculum and the passive resistance of many educators. The easiest path is to teach whole language and call it phonics. Meanwhile some voices have emerged to defend whole language pedagogy publicly and unapologetically; one of the most well-known is the educational psychologist Gerald Coles. "Defender of whole language pedagogy" is not a characterization Coles would always have accepted. In a 1998 book, "Reading Lessons," Coles rejected as inadequate the battle between phonics and whole language. Instead, he argued, the real issues in teaching reading transcend the mere pedagogy used in the classroom and are best understood in terms of race, equality and inequality of income and political economy and political power. As a consequence, "Reading Lessons" gives brief histories of the phonics and whole language pedagogy only to dismiss them both in favor of a broad discussion about poverty and money in education. As "Reading Lessons" says, drawing on the work of Soviet psychologist Lev Vygotsky and his followers: "[The] conception of 'interactivity' emphasizes the importance of societal organization and power for classroom teaching and learning, even when the influences of that organization and power are not readily apparent. This does not mean that societal influences determine smaller units of teaching and learning literacy. Rather, they contribute mightily to, and therefore are inseparable from, the interactivity that comprises literacy teaching and learning."

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Foundations of Reading Test for Wisconsin (FORT) The computer-based test assesses proficiency in and understanding of reading and writing content knowledge, literacy development and instruction. Who Needs to take the test? Students wishing to gain licensure in the following areas are required to take this test: - Early Childhood-Middle Childhood Majors – Regular Education and Dual Education - Middle Childhood-Early Adolescence Majors – Regular Education and Dual Education - Special Education Majors - Reading Teacher (316) and Reading Specialist (17) Licensures When to take the FORT |If you plan to student teach during a fall semester ... ||If you plan to student teach during a spring semester ... |You need to be able to post a passing score on your student teaching application before March 1 during the spring semester before your student teaching. ||You need to be able to post a passing score on your student teaching application before October 1 during the fall semester before your student teaching. |February 1 is probably the last chance to take your test and still get your scores back in time. ||September 1 is probably the last chance to take your test and still get your scores back in time. |The winter break before the spring semester might be the best time to take the test. ||The summer break before the fall semester might be the best time to take the test. Passing Score Information Initial Passing Score: Applicants who apply for Wisconsin Licensure are required to earn a passing score of 240. How much will it cost? FORT Test Objectives Foundations of Reading Development Development of Reading Comprehension - Understand phonological and phonemic awareness. - Understand concepts about print and the alphabetic principle. - Understand the role of phonics in promoting reading development. - Understand word analysis skills and strategies. Reading Assessment and Instruction - Understand vocabulary development. - Understand how to apply reading comprehension skills and strategies to imaginative/literacy texts. - Understand to apply reading comprehension skills and strategies to informational/expository text. - Understand formal and informal methods for assessing reading development. Integration of Knowledge and Understanding - Understand multiple approaches to reading instruction - Prepare an organized, developed analysis on a topic related to one or more of the following: foundations for reading development; development of reading comprehension; reading assessment and instruction.

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Lesson 12: Instruction for Struggling Reader The ideas and activities presented in this lesson are designed to familiarize you with strategies that support literacy learning for readers who struggle with reading. These students do not apply or have not learned those reading strategies which allow full engagement in the reading task. These readers who struggle with extracting meaning from text are found in all grades, at all ages and in all content areas. The literature supports that, though these struggling readers are lacking knowledge and practice, they can be taught to be successful when reading. Florida's Formula for effective reading instruction certainly applies to struggling readers in terms of areas of instruction, assessment, initial instruction, and immediate intensive intervention for students who have severe difficulties in reading. The strategies, practices, procedures, and information represented in this lesson are just a few of those strategies for success. They are appropriate for teachers of both elementary and secondary students and for teachers of both content and literature-based lessons. It is important for teachers to be familiar with the fundamentals of reading, which impact all levels of instruction and apply to lessons in all areas of content. Both general and specific procedures and processes for teaching the struggling reader are presented here. You can apply these strategies and processes as they appear here or view them as adaptations for strategies and lessons presented in other lessons in this course. Finally, remember that technology is important for all students but may be particularly critical to students who learn through visual, audio, kinesthetic or other modalities. Technology can help many students, especially (some) struggling students, learn to read. How do I help the struggling readers in my classroom? Lesson 12 will provide strategies for enhancing the decoding ability, vocabulary, and comprehension of struggling readers. Also included in this lesson are specific applications for assisting struggling readers in the content area classroom. In this video, Dr. Vicky Zygouris-Coe provides an overview of the key ideas presented in Lesson 12. PC - Windows Media Video (3.15MB) Mac - QuickTime Video (9.49MB) After this lesson you should be able to: - Explain the process of reading and relate that process to the challenges students face as they construct meaning from print. - Apply knowledge of literacy learning to support literacy development in struggling readers. - Locate and use resources which support reading strategies for struggling readers. - Identify some software titles and technology tools that can help students learn to read and comprehend text. - Plan for the implementation of strategies designed to support the struggling readers in your classroom. - Teach strategies that allow students to become independent readers and learners. Wondering what you must accomplish in this lesson? A task list has been provided that outlines the required readings, actions, and assignments for Lesson 12. The task list is a learning aid to help you monitor the completion of this lesson. Other links, resources, and/or videos are optional. You will find a task list in each lesson. The task list can be accessed using the table of contents or by navigating to the end of this lecture

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The very earliest photo-synthesizing plants on Earth, about 3 billion years ago, had only one cell, and they reproduced the way most one-celled creatures do, by mitosis: splitting themselves in half. By about two billion years ago, some of these cells began to split themselves in a more sophisticated way, called meiosis. When cells use meiosis to reproduce, there's a daddy cell and a mommy cell. Each parent cell makes a new cell with a copy of half of its DNA, and then the daddy's half cell mixes with the mommy's half cell to make a new baby cell. That's how you were made, and that's how baby plants are made too. A cell that reproduces using meiosis has two possible forms: the kind with only half the DNA, or haploid cells, and the kind with all the DNA, or diploid cells. Some cells spent most of their time as haploid cells, only becoming diploid for a short time just to mix the DNA up. Other cells spent most of their time as diploid cells, only becoming haploid for a short time to mix the DNA up. (You spend most of your time as diploid cells, and only a short time as a haploid cell (the sperm and the egg)). This alternation of generations meant that plants came in two forms, a haploid form and a diploid form. Meiosis and the alternation of generations allowed for much faster evolution, with all this mixing up of DNA, and so plants began to change much faster than they had before. Soon there were plants with more than one cell, like seaweed. When these plants grew bigger, they did that by dividing their cells using mitosis, as usual (that's how you get bigger too). But if they wanted to make a whole new baby plant, they needed a way to reproduce the whole plant, not just one cell at a time. When all the plants still lived in the ocean, they could exchange sperm and eggs just by letting them loose into the water and hoping they would bump into each other as they floated around. But when the first plants like moss began to live on land, about 540 million years ago, they developed a way to reproduce using spores instead. Spores worked well for the moss, and also for the ferns that evolved later on, about 400 million years ago. But these spores counted on falling on to wet ground; if they didn't find wet ground they just died. When plants began to spread on far from the edges of streams, they needed a way to protect baby cells that fell on dry land. That's when the earliest plants gradually evolved hard covers for their baby cells, or seeds. The first seed plants appeared around the end of the Devonian period, about 360 million years ago, and during the Permian period there were lots of seed plants, mainly pine trees, all over the land. To find out more about plants, check out these books from Amazon.com or from your library: Science for Kids home page History for Kids home page

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Welcome to Music We want children to experience learning through their entire body. Teaching to all seven intelligences, children will come to fully understand both musical as well as academic concepts. The students will participate in music through many facets: movement, voice, playing instruments, reading and creating to name a few. Children will feel welcome and comfortable to share their thoughts and ideas. We strive to give every child an overall appreciation of a variety of musical styles. Students in grades 1-5 have music twice a week for 30 minutes in the music room. Our program follows the Loudoun County Elementary Music Curriculum, which is aligned with the Virginia Standards of Learning (SOL’s) and the National Standards for Music Education.

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What students are really motivated by are opportunities to be social — to interact around challenging concepts in powerful conversations with their peers. They are motivated by issues connected to fairness and justice. They are motivated by the important people in their lives, by the opportunity to wrestle with the big ideas rolling around in their minds, and by the often-troubling changes they see happening in the world around them. Technology’s role in today’s classroom, then, isn’t to motivate. It’s to give students opportunities to efficiently and effectively participate in motivating activities built around the individuals and ideas that matter to them. Basically what I’m arguing is that finding ways to motivate students in our classrooms shouldn’t start with conversations about technology. Instead, it should start with conversations about our kids. What are they deeply moved by? What are they most interested in? What would surprise them? Challenge them? Leave them wondering? Once you have the answers to these questions — only after you have the answers to these questions — are you ready to make choices about the kinds of digital tools that are worth embracing. shared by Tania Sheko on 30 Jan 12 - No Cached http://www.unescobkk.org/education/ict/online-resources/databases/ict-in-education-data... - 3 views shared by Rhondda Powling on 13 Nov 11 - No Cached FlipSnack | WebTool Mashup - 10 views shared by Jenny Gilbert on 09 Oct 11 - No Cached shared by Rhondda Powling on 07 Jun 11 - Cached AJET 27(1) Southcott and Crawford (2011) - The intersections of curriculum development:... - 0 views Recently, in Australia both the National Review of School Music Education and The Australian Curriculum identify the importance of technology in school music education. However, the understanding of music technology, as demonstrated by state and territory curricular guidelines, is limited with technology mostly recognised as a tool. In comparison, contemporary Australian information and computer technology (ICT) curricula appear to have a very different understanding of how technology can enhance learning in the arts, specifically music. Through a comparison of the Australian States and Territories Years 7-10 curricular guidelines this article compares understandings in the two domains - ICT and the arts (particularly music). The different perspectives on the use of technology in music education can be seen as either using technology as a tool to support instruction in drill-like programs or as a platform for collaborative and creative learning that resonates with students in Australian music classrooms. shared by Rhondda Powling on 21 Feb 11 - No Cached shared by Roland Gesthuizen on 19 Jan 11 - No Cached Transforming Education - 10 views shared by graham hughes on 30 Sep 10 - No Cached

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CM . . . . Volume VIII Number 15 . . . . March 29, 2002 River of Hands: Deaf Heritage Stories is an anthology of four stories created by young Deaf authors and illustrators through a project of the Canadian Cultural Society of the Deaf. The purposes of this project were to increase the small amount of Canadian children's literature reflecting the Deaf experience and to provide an opportunity for new Deaf authors, storytellers, and illustrators to emerge. This book is the first of its kind for Canadian children's literature. The stories, "But" and "Zzzzzz" are traditional Deaf folktales passed down through generations of Deaf people in American Sign Language, but this is the first time they have been recorded in print. "A Fishy Story" and "Unlucky Charm"are original stories created by the authors. The authors' ages range between 12 and 17 years. The primary goal of the stories is not to educate or inform others about being Deaf, but rather to introduce interesting characters, who happen to be Deaf, and show how they respond to funny events and challenging situations. In the process of the stories' doing this, the reader learns about features of American Sign Language, technical devices that Deaf people use, and differences between visual and auditory information. This awareness is facilitated by including explanatory notes following each story and "Did you ever wonder?" sections that describe historical facts about how Deaf people managed before devices were invented to provide visual access to doorbells, alarm clocks, and telephones. Although each story is introduced with an illustration, the pages that follow are straight text. I feel that the stories would be better presented in picture book form with a mixture of pictures and text on each page. The actions and funny situations presented in the stories would be enhanced through illustrations, and this format would be more engaging for the age of the intended audience/reader. In several stories, the influence of American Sign Language (ASL) on the writing can be noted. For example, verbs are repeated in ASL to provide emphasis and in one story the character is "thinking and thinking and thinking." Other examples include the use of words to represent mouth movements that accompany signs, such as "CHA CHA" to indicate "huge," or "PAH" to mean "finally." I understand that the purpose of writing this way may facilitate comprehension by Deaf readers who use ASL or may introduce features of ASL to readers who are not familiar with this language; however, I do believe this may be confusing to readers who don't know ASL. I would highly recommend this book both for Deaf and hearing children. The stories allow Deaf children to see the characters as role models and validate their own experiences through situations and events to which they can relate. The book also reinforces the notion that Deaf people can be authors and teaches them about their history and heritage. The value of these stories for hearing children is to increase their awareness of Deaf people, American Sign Language, and the role that vision and hearing play in our lives. These features would make River of Hands an appropriate resource for studies involving the senses as well as different cultures and languages. The Canadian Cultural Society of the Deaf is to be congratulated for instigating this project and making such a positive and needed contribution to children's literature. Dr. Charlotte Evans teaches in the Faculty of Education at the University of Manitoba and conducts research on the literacy development of Deaf children. To comment on this title or this review, send mail to [email protected]. Copyright © the Manitoba Library Association. Reproduction for personal use is permitted only if this copyright notice is maintained. Any other reproduction is prohibited without permission. Copyright © the Manitoba Library Association. Reproduction for personal use is permitted only if this copyright notice is maintained. Any other reproduction is prohibited without permission.

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Antique Alive presents the art history of Korea including antique treasures, works of art, and handicrafts in various art forms. The site offers art essays to provide resources and in-depth information about diverse Korean arts and crafts. Childhood in Art Depiction of child in art history. Painting. Photography. Sculpture. CONTEMPORARY SPANISH PAINTERS. Contemporary Spanish Painters. Spanish Contemporary Art. The great and wonderful works by Spanish painters from its beginnings until today form one of the most colossal and reasonable artistic creations in history. Personages of the World and of The History. About.com: Art History Online community and resource guide for the artists and art periods of the past. Andres Blaisten Museum Masterpieces of Mexican Art from the XIX and XX Centuries from private collections. Art Cellar Exchange: Millenium Archive The Art Cellar Exchange's alterego, Arty, looks back at some of the most significant art work produced in modern history and their impact on life today and in the coming millennium. Art Historians' Guide to the Movies Record of appearances of and references to famous works of art and architecture in the movies. Art History at Loggia Explores the history of art with information about artists, styles, and periods. Includes resources and reference materials about art history, searchable database, and forums. Art History with Michelli The Art Browser divides categories of resources by time period and their movements. ArtLex - Art Dictionary Reference material in art, art history, art criticism, aesthetics, and art education. Definitions of thousands of terms, illustrations, quotations, and links to other resources. Results: 1 2 3 4 Next

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Music can bring a smile to your face. It can calm you down or lift you up. It makes you move, makes you think. So it's no surprise that music has a proven, positive effect on learning. Since music integrates the mind and the body-such as when a child dances to the beat of a drum or taps a tune on a piano-it helps strengthen sensory integration, a critical factor when it comes to reading and math readiness and achievement. Music does more than soothe the soul. It helps with sensory integration, creative development, and confidence. So crank it up! Here are some ideas for bringing the magic of music into the life of your family: Turn up the volume (not too loud). Play some Motown tunes while folding the laundry, introduce your child to your '80s dance faves while cooking dinner, calm a cranky toddler (and yourself!) by live streaming some classical tranquilizers online (try tuning in to Boston Public Radio's classical outpost, wgbh.org). All types of music have a positive effect on learning, so turn up Dolly Parton or grab your fake microphone and air guitar and morph into the newest member of the Rolling Stones. Dance! Dance! Dance! There is nothing quite like moving to the beat of an African drum or stepping to the rhythm of salsa. Grab your husband, grab your kids and dance! dance! dance! in the kitchen, in the living room, it doesn't matter where. As the old Japanese proverb goes, "We're fools whether we dance or not, so we might as well dance." Encourage your child to study dance or a musical instrument. The Old Town School of Folk Music, with two locations in Chicago (Lincoln Square and Lincoln Park), offers an amazing array of dance classes for both children and adults, from West African to Mexican Folkloric, classical ballet to hip-hop. Music class offerings are extremely varied as well. From guitar and ukulele to fiddle and percussion, there's an instrument to fit every child (or adult-go ahead and take those guitar lessons you've always dreamed about). Piano instruction is offered for children as young as 3½ via the school's Little Red Piano program. Attend musical performances. Not to be missed is the world-class Chicago Symphony Orchestra's Kraft Foods Family Matinee Series, a kid-friendly introduction to the world's finest composers. Arrive early for pre-concert activities, including arts and crafts, instrument petting zoos, composers' workshops and performances by young musicians. Support music education. Sadly, many schools have cut their music education programs due to budget constraints. The VH1 Save The Music Foundation wants to reverse this trend. Dedicated to restoring instrumental music education in American public schools, it works to raise awareness about the importance of music as part of each child's complete education. Since 1997, the foundation has provided $45 million worth of new musical instruments to more than 1,700 public schools in more than 100 cities around the country, impacting the lives of more than 1.4 million public school students. Check out the website, vh1savethemusic.com, where you can learn more about the importance of music in education, donate or, better yet, download the Music Advocacy Toolkit and learn how to take steps to encourage music education in your local schools and community. Amy Bizzarri is a mom of two living in Logan Square. She also blogs at tiramisumom.com. See more of Amy's stories here. What to do with your weekend, delivered every Thursday. Great deals and chances to win prizes, delivered every Monday. Exclusive offers from our partners,usually delivered twice a week. Resources for parents of children with special needs,delivered the second Tuesday each month.

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The nation seems enamored with the acronym STEM, which stands for science, technology, engineering, and math. However, according to the National Math and Science Initiative, the lack of STEM proficiency is a crisis for U.S. educators, with students finishing 25th in math and 17th in science in the ranking of 31 countries by the Organization for Economic Coordination and Development (OECD). These findings are of significant concern, of course, because essential elements of a STEM education are absolutely necessary for youth to find future employment that is enriching, rewarding, relevant and of importance in the world. Microsoft reported in 2011 that it had engaged Harris Interactive to conduct research to determine the STEM perceptions of parents and students, and found that 49 percent of K-12 parents see STEM as a top priority, but only 24 percent would be willing to spend extra money for STEM education. The divide between the survey group's knowledge and its participants' willingness to act on that knowledge is disconcerting, especially in light of the accepted value of STEM in providing competitive advantages in life. STEM should not be treated as a separate domain in education, but rather treated as a cross-domain strategy. In fact, the 21st century skills of collaboration, creativity, critical thinking, and communication must be infused with STEM education to provide students with the thinking skills inherently needed in STEM careers. In addition, art education should be integral, which may change the acronym to STEAM. The Harris Interactive survey actually found that parents were more willing to spend extra money on art education, and that students favored art careers over STEM, which presents a strategy for fostering STEM interest through art courses. The Association for Supervision and Curriculum Development (ASCD) has a mandate to educate the whole child, and this mandate is shared by the American Association of School Administrators. This compact emphasizes that our students must not only learn knowledge, they should also learn strategies that foster emotional intelligence, civic awareness, accountability, and empathy for others. The Destination Imagination programming accentuates these skills, and includes perseverance strategies that teach risk taking, resilience, mindfulness, and self-determination. As mentioned above, STEM education is not a single-domain strategy and should be integrated across all curricula to enable children to construct meaning across disciplines. STEM education can be taught through stories, pictures, sound, videos, and hands-on activities. The opportunity for educators is to use inquiry-guided learning (questioning) strategies to engage children to use their imaginations for creativity, and then use the same teaching methodology for critical thinking. This engagement could invoke emotion in the form of excitement and passion, which is a brain-based teaching strategy. A goal of STEM education should be to foster higher-order thinking skills, such as goal setting, planning/budgeting, organizing, prioritizing, memorizing, initiating/risk-taking, shifting, and self-monitoring. Bottom line is that educators need to recognize that STEM is not a stand-alone educational strategy. STEM knowledge should be integrated across the curriculum, and schools should use after-school programs, such as the ones offered by Destination Imagination, to develop practical skills -- collaboration, creativity, critical thinking, and communication -- while fostering a sense of wonderment, which is needed for passion, perseverance, and innovation. Chuck Cadle, M.Ed., is a licensed teacher and educational leader. He is CEO of Destination Imagination, Inc., a NJ-based educational non-profit, which has been teaching STEM education through its after-school Challenge-based distance learning program since its inception in 1999. Follow Chuck Cadle on Twitter: www.twitter.com/crcadle

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