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Curriculum & Topic Work In primary schools, learning is organised into phases: Early Years Foundation Stage: Reception Class Key Stage 1: (Years 1-2) Lower Key Stage 2: (Years 3-4) Upper Key Stage 2 (Years 5-6) The New National Curriculum In September 2013, the Government announced plans to overhaul the National Curriculum and in 2014 the primary school curriculum was up-dated with many changes. So why was a change needed and how has our school reacted to the change so far? Why the big curriculum change? The Government’s aim is to raise standards, particularly as the UK is slipping down international pupil assessment league tables. Inspired by what is taught in the world’s most successful school systems, including Hong Kong, Singapore and Finland, as well as in the best UK schools, the new National Curriculum is designed to produce productive, creative and well educated students who will be able to compete in the international market. Although the new curriculum is intended to be more challenging, the content is actually slimmer than the current curriculum, focusing on essential core subject knowledge and skills. What are the main changes? The curriculum will encourage all pupils to understand, be interested in and show respect to others, whilst also developing their own self esteem. The curriculum will enable pupils to become literate and numerate, having confidence when communicating, working with and responding to others. The curriculum will enable pupils to develop analytical problem solving skills. The curriculum will develop independence in our pupils enabling them to make healthy, safe life choices for themselves and others. If Parents or Carers would like to discuss any part of the curriculum please contact school via the main office on 01942 243068, option 3 and the office team will arrange a mutually convenient time for you to speak with the relevant member of the teaching staff. Please contact the school office for the current list of extra-curricular activities available or see our calendar on the Home page

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Relations Between Secondary Art Teachers’ Personal Education Theories And Attitudes About Inclusion Manjack, Sharon K. MetadataShow full item record In a national sample of 205 secondary art education teachers recruited through the NAEA and Getty Art Education List serves, a causal comparative design was used to compare art teachers’ theories about the purpose of art education and their inclusion attitudes toward students with learning disabilities (LD) and students with emotional/behavioral disabilities (EBD) in general education art classes. Using factor analysis, the Art Related Teacher Theories (ARTT) measure confirmed three main purposes for art education: self discovery, subject knowledge, and social communication. Mean averages indicated teachers were generally positive on all three scales. Using cluster analysis, teacher self reports indicated their beliefs about the purpose for art education fell into one of four statistically independent profiles: social persuasion, human expression, integrated appreciation and disciplinary expertise. To explore teacher inclusion attitudes toward students with LD and students with EBD, analysis of variance test comparisons found the two inclusion measures statistically significant. Mean and standard deviations comparisons indicated art teachers prefer working with students with LD over those with EBD. Tests of between-subjects effects univariate analysis of variance between art teachers’ theories (clusters of beliefs) and their attitudes toward the inclusion of students with LD and students with EBD in art were found to be not significant; art teachers’ personal practical theories about the purpose of art education were not associated with their attitudes toward inclusion. Given the influence of teachers’ personal practical theories on their thinking about the subject they teach, the ARTT is a potentially useful tool for future research. Using quantitative analyses, the ARTT helped focus, synthesize and confirm three commonly referred to purposes for art education found in the literature and recognized by currently practicing teachers. There may not be clear consensus as to the main purpose for art education, but the ARTT did identify a common core of purposes that could be measured. Art teachers did not overwhelmingly support one purpose of art education over another, but they did form four distinct groups according to aspects associated with each of the three ARTT purposes they believed to be more important and less important. Teacher personal theories Art education beliefs

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Elementary, my dear teacher! Turn your classroom into a crime scene and your students into detectives! Learning can be mysterious as students search for clues using simple tools and enhanced listening skills. Classroom items have disappeared - can your students follow the clues to solve the mystery? Start by unraveling the mystery of fingerprints. What is a fingerprint? Where can we find fingerprints? What can we learn from collecting fingerprints? Create Tactile Fingerprints Each student will create a tactile print of his/her index finger. On the back of a small paper plate, have each student write his name - Modifications: add a brailled name label if a braille student is in the class - Place a small ball of Crayola Magic Clay on each paper plate - Have each student flatten their ball - Have each student carefully press his/her index finger into the clay Identifying Types of Fingerprints Using the Fingerprint Patterns document, teach students about the various types of basic fingerprints. Note: The fingerprint handouts are visual in nature and not fully accessible. The classroom teacher, TVI or braillist will need to modify these documents. Modifications: Create a braille/tactile version of this worksheet, using the APH Tactile Graphics Kit (for the actual fingerprint) and Wikki Styks for the simple corresponding diagram. (When creating the tactile fingerprints, I enlarged the image and did four fingerprints per page.) To prepare for the self-advocacy skills in the next activity, the teacher can name a type of fingerprint and have each student in the class quickly create the Wikki Styks version of the fingerprint. The student with visual impairments should be prepped ahead of time or simply reminded on how to guide his/her peers to provide verbal clarification of any visual aspect of the activity. Magnifying Tools Activity Break the students into small groups. Using the clay fingers prints from the activity above, have the students study the fingerprints using various magnification tools. Teachers of the Visually Impaired have a variety of magnification tools that can be used for this activity - including hand-held and stand magnifiers, video magnifiers, etc. Try various smart phones and tablets - each will have built-in magnification, zoom feature, and free magnification apps. Try taking using the device's camera to take a picture and then zoom or magnify the picture. Does lighting make it easier or harder to see the fingerprint details? How about inverting the color? Compare the different devices and discuss which device works best and why. Remember, different students may prefer different devices! Older students may designed a "detective" to write down notes of the results. These "notes" should be created on a tablet and then shared electronically with everyone in the group. (Electronic notes are accessible for students who are visually impaired and blind.) TVI Hint: This is a great inclusive activity for the whole class to learn about magnification devices and how to use these devices and your low vision student just may embrace these low vision tools! If you have a student in the class who is visually impaired or blind, this is a great opportunity for your student to ask guiding questions to his/her peers about each fingerprint. Be sure to provide Wikki Styks or other means so that the peers (not an adult!) can quickly make a simple tactile representative of the fingerprint being examined. To encourage active participation between group members, an adult should not be seated at the table. The classroom teacher can monitor the interactions and can model how to ask guided questions, if absolutely necessary, as the VIB student learns to interact with his/her peers. Note: Even though the clay fingerprints are tactile, it may be challenging for a blind student to pick out the distinguishing characteristics. If a peer creates a Wikki Styk version of the fingerprint, the student with VIB can also identify and participate in the activity.) Reverse the activity! If a peer identifies the fingerprint as a "whorl" have the blind student create a "whorl" with the Wikki Styks! It's a Mystery! Website link with 5 mystery related lesson plans - Fingered Felons lesson - great fingerprinting activity! Fingerprint Science for Kids -article with list of related books, additional activities, and information - Can be sent home as a parent follow-up activity - Fingerprint Basics worksheet - visual information and facts about Arches, Loops, Whorls and Ridge Characteristics* - Fingerprint Worksheet - more information and questions for students* *Note: These Fingerprint worksheets are visual in nature and will require modification for braille readers.

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José Pedro Varela Varela, José Pedro Born Mar. 19, 1848; died Oct. 24, 1879, in Montevideo. Uruguayan teacher and leader in public education. President of the republic during the years 1875-76. Varela organized the Society for Public Education in 1868, and in 1869 in the city of Cardona this society established the first experimental free elementary school. Várela was an inspector of the Main Board of Elementary Schools from 1877 to 1879, the organizer of teachers’ congresses, and the founder of the Pedagogical Encyclopedia (1878). He was the author of the law, dated Aug. 24, 1877, concerning universal compulsory free elementary education. It was based on the main principles of his work On School Legislation (1876). Like other educators Várela exaggerated the importance of education in the political liberation of the people and the social transformation of the country. Varela’s pedagogical views were set forth in his principal theoretical work, Educating the People (1874).

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Bachelor's programs in elementary education provide extensive training in techniques for teaching kindergarten through eighth-grade students. These programs are commonly available at 4-year colleges and universities. Students in these bachelor's degree programs learn about families and effective communication methods amongst other topics. In addition to lecture-based courses on teaching techniques and educational assessment, students must complete a supervised internship to gain classroom-teaching experience. Applicants to elementary education programs must hold a high school diploma or equivalent. Prospective students may be also required to pass a basic skills test. Both bachelor's and master's degree programs are available. Applicants must have a high school diploma or GED and passing score on a skills test. Find schools that offer these popular programs - Teacher Education, Multiple Levels - Teaching, Adults - Teaching, Elementary - Teaching, High School - Teaching, Junior High - Teaching, Kindergarten and Preschool - Teaching, Waldorf and Steiner Education - Teaching, Young Children Bachelor's Degree in Elementary Education Students in elementary education bachelor's degree programs usually receive a broad-based education in language arts, science, math, social studies and pedagogy techniques. Curricula also typically incorporate school policy, psychology and child development classes, along with courses in the following: - Global awareness - Curriculum design - Planning and assessment - Group management - Children at-risk - Children with disabilities Employment Outlook and Salary Info The U.S. Bureau of Labor Statistics (BLS) projected 6% job growth for kindergarten and elementary school teachers from 2014-2024 (www.bls.gov). Job opportunities for elementary teachers vary by state, but prospects were expected to be better for those in rural areas and inner cities. The annual median salary for elementary teachers was $54,890 in May 2015 according to BLS reports. Professional Certification and Continuing Education Information All states require teachers in public schools to hold a license. Requirements vary by state, but typically include passing an exam, meeting a minimum number of teacher training hours and completing a bachelor's program. Additionally, some states require teachers to work toward a master's degree after they've begun teaching. Graduate programs in elementary education provide advanced study in educational research, theory and practice. Students interested in elementary education should complete a bachelor's degree program in order to provide them with both classroom work and hands-on experience on topics related to teaching techniques and assessment. Licensing requirements vary according to state.

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Parents' high school completion critical factor in literacy performance of children Parenting and Child Education The children of parents who have not completed high school are more likely to struggle with reading and writing, says a landmark University of Alberta study that proves family literacy programs can make a difference not only on the child's reading ability but the parents as well. Despite assumptions about the benefit of literacy programs this study is the first to offer quantitative proof that parent-child literacy interventions for families of low educational and low income backgrounds do work. The study was conducted by Dr. Linda Phillips, professor in the Department of Elementary Education and Director of the Canadian Centre for Research on Literacy and her colleagues, Dr. Ruth Hayden and Dr. Stephen Norris. "This study is unique because it attempted to look at the corresponding relationship between the mother and father's educational level and how well kids do on early screening tests," said Phillips, director of the Canadian Centre for Research on Literacy. "It became so definitive that based upon parental educational levels, we could predict how the kids would do. What this tells us is that it is critical for students to finish high school or this vicious circle of literacy will never improve if we don't improve the education level of parents and would-be parents across the country." Over five years, Phillips and her research team followed 47 low-income and low-educational families. The program, "Learning Together," saw individual sessions for the parents and the children--between three and five years old--as well as a joint adult-child session. It consisted of eight units of study taught for 90 hours across 12 weeks of instruction designed to improve children's literacy, parent's literacy and the parents' ability to help their children. Control group families were matched with the treatment families on all demographic factors, starting with the age and sex of the child. These families carried on their lives without intervention but followed the same testing and interviewing pattern as the matched families in the treatment groups. The study was grounded on the premise that parental interactive strategies and the quantity and variety of print materials available in the home are factors that affect children's preparation for meaningful formal literacy instruction. For example, the study showed that everyday activities often taken for granted such as reading flyers, writing grocery lists and singing songs together in the car can and do foster collective learning for both parents and children. "Parents in the study noted that their children were able to write their own names, make lists, read to pets and dolls, memorize texts of shared books, make labels for objects and more," says Phillips. "Not only did some of these kids take off like wildfire but their parents' reading improved at the same time. And the gains that these families made from participating in the program were sustained over time."

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Energy is a great subject in science. It covers so many things and I have many other aspects that I hope to share with you soon but one thing that explains energy so well is a simple rubber band; it can demonstrate elasticity, kinetic energy and potential energy and it great to use in some really cool experiments. Here are just a few short facts on the topic. What is Elasticity? Elasticity is the ability of an object to return to its original size and shape after it has been stretched or squeezed. When we pull an elastic object we are applying a force on it called a stress. If we apply too much stress to an object it will eventually reach a limit called its elastic limit. When an object is pulled beyond its elastic limit is cannot return to its original shape. All objects will eventually lose their elasticity due to wear and tear, friction and stress. Potential and Kinetic Energy Potential energy is energy stored within something. Kinetic energy is energy in motion. If we take the example of stretching a rubber band… When we use force to stretch an elastic object, such as an elastic band we are filling it with potential energy. When we let go of the rubber band and it springs back to its original shape, the energy released is Kinetic Energy. Did you know… kangaroos and other animals use the combination of potential and kinetic energy to save energy while jumping and springing? Rubber is a material that has very good elasticity. It is a polymer, made up of a long chain of repeating molecules, that can be easily stretched and bent. Rubber exists in both a natural and synthetic form; the natural form is latex from the sap of rubber trees. A bit of history The ancient Aztec and Mayan civilisations are thought to have been the first to discover and use this natural rubber. They used it to make balls for sport and rubber shoes, although the quality of this rubber was sensitive to heat and cold. Columbus is credited with bringing rubber to Europe. In 1839 Charles Goodyear discovered that he could stabilise rubber by mixing it with sulphur at high pressure; he called this process vulcanisation. When Goodyear died in 1860 he was completely impoverished due to constant legal costs regarding his rubber patents. Did you know… the largest rubber band ball ever made weighed 4,097kg and was made using 700,000 rubber bands? An experiment to try Want to try an experiment that combines rubber, elasticity and kinetic and potential energy? Why not make a catapult? Or use elasticity to launch a paper plane. You’ll find out how, and a lot more of the science behind these experiments in this post! A new venture This article originally appeared in Science Spin magazine. Although the magazine is no longer in print I am delighted to be sharing some science facts and experiments in a new venture… you’ll find my new SCIENCE FOR KIDS page in each edition of Easy Parenting Magazine. I share one of our favourite experiments in the April/May edition, currently in shops. Take a look…

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ERIC Number: ED449003 Record Type: Non-Journal Publication Date: 2000 Reference Count: N/A Closing the Loop: Exploring Integrated Waste Management and Resource Conservation, Kindergarten through Grade Six. 2000 Edition. This document is designed to teach concepts of source reduction, recycling, composting, and integrated waste management to kindergarten through grade six students. The lessons correlate to grade level and include sections on the lesson's concepts, purpose, overview, correlations to California's content standards and frameworks, scientific thinking process, time, vocabulary, preparation, materials, pre-activity questions, procedure, discussion/questions, application, extension, resources, and background information for teachers. The content is divided into two modules. The K-3 module includes five units: (1) "Conserving Natural Resources"; (2) "Reducing, Reusing, and Recycling Classroom Waste"; (3) "Vermicomposting"; (4) "Proper Disposal of Waste"; and (5) "Proper Management of Household Hazardous Waste." The 4-6 grade module features 4 units: (1) "Managing and Conserving Natural Resources"; (2) "Reducing, Reusing, and Recycling"; (3) "Composting"; and (4) "Proper Management of Household Hazardous Waste." Appendices contain instructional materials, an overview of integrated waste management, an overview of specific materials, setting up and maintaining composting systems, Closing the Loop vocabulary, Web sites, and a local area template. (YDS) Descriptors: Elementary Education, Environmental Education, Hands on Science, Instructional Materials, Integrated Curriculum, Recycling, Waste Disposal California Integrated Waste Management Board, Public Education and Assistance Section, 1001 I Street, P.O. Box 4025, Sacramento, CA 95812-4025 ($15). Web site: http://www.ciwmb.ca.gov/schools/. Publication Type: Books; Guides - Classroom - Teacher Education Level: N/A Audience: Practitioners; Teachers Authoring Institution: California Integrated Waste Management Board, Sacramento.

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Early Years Foundation Stage What is the Early Years Foundation Stage? The Early Years Foundation Stage is a framework for children up to the age of five, setting out key areas of learning around which activities should be based. What does the EYFS cover? Pupils in our Reception Class follow the EYFS Curriculum, with it's focus on structured and stimulating play based learning. There are 7 areas of learning and development that shape lesson planning in our Reception Class. All areas of learning and development are important and inter-connected. 3 areas are particularly crucial for igniting children's curiosity and enthusiasm for learning and for building their capacity to learn, form relationships and thrive. These 3 areas, the prime areas, are: - Communication, language and literacy - Physical development - Personal, social and emotional development We also support the children in the 4 specific areas through which the 3 prime areas are strengthened and applied. They are: - Understanding the world - Expressive arts and design Here are the 7 areas of learning in a little more detail: - Communication and language and literacy development involves giving children opportunities involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations. - Physical development involves providing opportunities for young children to be active and interactive and to develop their co-ordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food. - Personal, social and emotional development involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities. - Literacy development involves encouraging children to link sounds and letters and to begin to read and write. Children are given access to a wide range of reading materials to ignite their interests. - Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces and measures. - Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment. - Expressive arts and design involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play and design and technology. How will I know how my child is doing? The Reception Class teaching staff are responsible for putting together information on how your child is developing. You can ask to see this information, share your own impressions and build on what your child is learning at home. Furthermore, half-year and end of year reports will be sent home detailing each child's progress in their Reception year.

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Storytelling in elementary educational institutions increases children’s language capabilities by furnishing learners with a valuable opportunity to practice auditory comprehension, a essential element of early childhood training. The skill to realize spoken language consists of so significantly extra than simply hearing phrases and figuring out what the speaker intends the words and phrases to indicate. Nonverbal cues of vocal pitch, tempo, and tonality are crucial in successful communication. In facial area-to-confront interactions, the further nonverbal things of physique language, gestures, and facial expressions variety up to 80% of expressive language. But how, in our multitasking, screen-dominant understanding environments, can teachers capture and maintain the attention of their distraction-prone pupils? Why not check out utilizing the Japanese paper folding artwork of origami to assist focus students’ consideration during language arts actions? When an sudden curiosity like origami is extra to a storytelling presentation, the instructional rewards for elementary school pupils are greater. Origami types and other exciting objects include visual stimulation and get notice, so that younger learners are targeted and inspired to pay back nearer awareness. Yet another gain to incorporating origami to stories is that origami is established 1 stage at a time. As a story progresses scene by scene, an origami product can also be made, fold by fold. When the tale ends, the origami design is also established. This specialised storytelling technique is named Storigami. Storytelling + Origami = Storigami. Seeing and listening to stories illustrated by the progressive folds of origami products enables learners to visualize the visible specifics of the scenes and people explained by the words and phrases, but also provides college students expertise with analyzing the symbolic representations of the paper designs and folds that are paired with tale figures or actions. The potential to realize how the shapes relate to the story and then visualize feasible outcomes are critical components of prosperous problem fixing, a single of the most significant goals of elementary education.To see more in regards to easy origami review the web-page. How can academics and other educators discover how to use Storigami to establish dilemma resolving and language arts abilities in their elementary college lecture rooms? Thankfully a Mid-Western educational publisher, Storytime Ink Intercontinental, has posted various collections of origami stories, these as Nature Fold-Together Stories: Brief and Quick Origami Tales About Vegetation and Animals. This ebook and other fold-alongside storybooks describe how to use the technique, action by move.

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“…many experienced, skilled and successful teachers of reading are a bit concerned about an over-reliance on phonics. What can she do to persuade them that the Government are not being a little doctrinaire in this area?” John Pugh MP asked schools minister, Elizabeth Truss. Truss cited “a large body of research evidence” which, she said, “shows that phonics is the most effective way of teaching literacy to all children.” But literacy is more than decoding – it comprises comprehension as well. And much of the “large body of research evidence” points this out. The National Reading Panel , for example, cautioned against the over emphasis on phonics which was “one aspect of the complex reading process.” When Truss talks of “phonics”, it is not clear what she means. The DfE pushes systematic synthetic phonics via its matched funding scheme. But the word “synthetic” doesn’t appear in the National Curriculum Framework Document and “systematic” is used only in relation to struggling pupils. Nevertheless, the Document makes it a statutory requirement that pupils should be taught to “apply phonic knowledge and skills as THE route to decode words” (my caps for emphasis). So, according to the DfE, phonics is not just “one aspect of the complex reading process” but THE only method of teaching reading. Ex-HMI Colin Richards has argued that reclassifying teaching methodology as content may be in breach of the Education Reform Act 1988 which forbids ministers from laying down particular methods of teaching. But Truss seems unaware that including phonics teaching in statutory requirements could be breaking the law just as she seems unclear in her pronouncements that there’s a difference between systematic teaching of phonics (any method), systematic synthetic phonics instruction (one method) and teaching of phonics (any method whether delivered systematically or ad-hoc). Truss said phonics (method unclear) was essential because “Last year’s phonics check identified 235,000 children who will now receive extra help”. The DfE earlier claimed that 43% of pilot schools identified "pupils with reading problems of which they were not already aware". But this means that 57% of pilot schools found the test was no help in identifying struggling pupils. Perhaps the 43% which needed an external test to reveal struggling readers ought to receive training to hone their assessment skills. This would be more effective than imposing a statutory screening test on all schools. Extra help was important, Truss said, because PIRLS showed that England had one of the largest gaps between strong and weak readers. But what Truss didn’t say was that English pupils were only outscored significantly by just five countries . Neither did she say that England had one of the largest proportions of pupils reaching the Advanced International Benchmark (18%). And while it’s true that only 5% of English 10 year-olds reached the lowest level it’s also true that 7% of young Australians and 8% of New Zealand 10 year-olds didn’t reach it either. So, the large gap in attainment is caused by the large number (18%) of English pupils reaching the Advanced International Benchmark and a long, narrow tail of underachievement (5%). And though it’s quite correct that efforts should be made to improve the reading of weak readers it should not be by imposing particular methods of teaching reading onto teachers whose strategies have meant that the reading skills of English top-performing 10 year-olds in PIRLS 2011 are among the best in the world.

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ERIC Number: EJ840484 Record Type: Journal Publication Date: 2007 Reference Count: 4 Young Scholars Program in Fairfax County Public Schools Horn, Carol V.; Fisher, Maurice D. Understanding Our Gifted, v20 n1 p18-20 Fall 2007 Can school be structured so that all students are held to high expectations? Can curriculum be designed to find and nurture students with gifted potential from underrepresented populations? Can basic skills be strengthened so that such students can interact, compete, and work with other gifted learners? Young Scholars (YS) is a K-8 model that addresses these issues for low economic and minority learners(www.fcps.edu/DIS/gt/school.htm#anchor-ysi). The initial goal of the YS model is two pronged: (1) to identify giftedness in children with diverse cultural, ethnic, and linguistic backgrounds as early as possible; and (2) to nurture, guide, and support exceptional potential so that students are prepared for increasingly higher levels of challenge. The long-term goal for Young Scholars is that they participate and succeed in Honors, Advanced Placement, and International Baccalaureate programs in middle and high school. The authors talk about the Young Scholars Program in Fairfax County Public Schools and how the program was successfully developed to address the needs of diverse learners. Comments from students, teachers and principals regarding the YS program are presented. Descriptors: Public Schools, Advanced Placement, Advanced Placement Programs, Academically Gifted, Elementary School Students, Gifted, Evaluation Open Space Communications LLC. P.O. Box 18268, Boulder, CO 80308. Tel: 303-444-7020; Tel: 800-494-6178; Fax 303-545-6505; Web site: http://www.our-gifted.com Publication Type: Journal Articles; Reports - Descriptive Education Level: Elementary Education Authoring Institution: N/A Identifiers - Location: Virginia

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At the National Association for Music Education (NAfME), our mission has always been “to promote the understanding and making of music by all,” regardless of circumstance. When the Every Student Succeeds Act (ESSA) passed in 2015, we became one step closer to achieving that goal. For nearly 15 years, due to the policies of No Child Left Behind, students, educators, parents, and music advocates frequently faced narrowed curricula that reduced student engagement in music and arts. Today, the No Child Left Behind era is long gone. Music is featured as a standalone listing in ESSA’s “well-rounded education” provision, bringing numerous opportunities, including the Title IV-A block grant, which supports access to a sequential and standards-based music education. Authorized at $1.6 billion, Title IV-A, otherwise known as the Student Support and Academic Enrichment (SSAE) grant, has great potential to provide robust funding to a variety of school districts in supporting student access to a well-rounded education. Although well-rounded is only one of three allottable uses—others being safe and healthy programs and educational technology—these funds can be used in a multitude of ways to support in-school music programs. One district may want to utilize their Title IV-A funds to support capital costs, such as buying new instruments or sheet music, while others may want to supplement costs for facility improvements in their performing arts spaces. The possibilities can be endless, but how can you best determine what is most needed for your school and school district’s music programs? In 2015, NAfME’s Council of Music Program Leaders developed a tool titled the Opportunity-to-Learn (OTL) Standards, which identifies and outlines resources that need to be in place for students to have an opportunity to achieve music literacy. The OTL Standards are aligned with the 2014 National Core Arts Standards and address four areas: - Curriculum and scheduling: The curriculum must reflect a vision for helping students achieve the desired learning goals. The key to this vision is the scheduling of sufficient time so that students can carry out the four artistic processes (creating, performing, responding, and connecting) necessary for deep learning emphasized by the 2014 Music Standards. - Staffing: The standards will not be achieved by students unless the system for delivering instruction is based on certified educators with the requisite qualifications, augmented in a structured and appropriate way by community resources. - Materials and equipment: Music education cannot exist without making music, and making music in most traditions requires instruments, accessories, texts, and increasingly, access to and use of various technologies. - Facilities: Making and learning music requires the dedication of appropriate space for day-to-day instruction. Correct design and maintenance of this space is essential to the success of the program and of the students. Each area is given indicators to provide distinction between basic and quality needs for music programs. The OTL Standards also offer specific guidance for all grades and all music education content areas, including general music education, music technology, music composition, and ensembles such as band, orchestra, and choir. An Invaluable Tool Naturally, we believe the Opportunity-to-Learn Standards can be an invaluable tool for school administrators as you participate in your district’s needs assessment or local application for Title IV-A. They can act as a simple checklist to determine your music programs’ specific needs. You may even want to pitch the OTL Standards to your school district’s fine arts coordinator or arts/music curriculum specialist, who can collaborate with other music education staff about what is or is not available throughout the district. Ultimately, the OTL Standards can be a great exercise in cultivating a positive relationship with your music educators, providing you with information that allows you to see music education through their lens. In FY 2018, Congress appropriated $1.1 billion for the Title IV-A block grant—an amount that we were most pleased about, especially after the previous year’s inadequate funding level of $400 million. At this funding level, numerous school districts will have the true flexibility that they deserve to invest in a well-rounded curriculum, including the ability to provide access to music education. As we continue the 2018–19 school year, we hope you and your district will utilize the Opportunity-to-Learn Standards to evaluate your school’s music programs and determine their needs. Each and every student deserves a well-rounded education, and Title IV-A may be the key to providing your students the access to a sequential and standards-based music education. Ronny Lau is the assistant director of public policy for the National Association for Music Education.

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New Releases in Literacy By now, readers of BookMarks are doubtless aware of our interest in how literacy teaching can be applied across subjects, and its place in out-of-school life. A number of new releases demonstrate the wide-ranging applications of literacy research and pedagogy in education, child development, and difficult-to-define fields like media literacy. Literacy for a Better World: The Promise of Teaching in Diverse Classrooms, by Laura Schneider VanDerPloeg (Teachers College Press). Makes a case for social justice or socially just teaching as a way to "create opportunities for students to critically examine, resist, and reconstruct social structures and conditions that contribute to injustice." Literacy forms the core of this educational approach. A Reason to Read: Linking Literacy and the Arts, by Eileen Landay and Kurt Wootton (Harvard Education Press). Landay and Wootton, cofounders and codirectors of the ArtsLiteracy Project at Brown University, collect what they've learned through 14 years of research and practice in arts instruction in this book, built around a teaching structure called the "Performance Cycle." This wide-ranging curricular framework considers the ties between creativity and literacy, mapping the different stages of creativity across media from photography to writing to performance. Early Childhood Literacy: The National Early Literacy Panel and Beyond, edited by Timothy Shanahan and Christopher J. Lonigan (Paul H. Brookes). A sort of "what works" knowledge base between two covers, this title is a compendium of best practices in—and critiques of—early-childhood-literacy instruction, as collected and evaluated by 28 scholars in the field. Reading Time: The Literate Lives of Urban Secondary Students and Their Families, by Catherine Compton-Lilly (Teachers College Press). A seven-year longitudinal study of eight middle grade students and their families provides the raw material for this analysis of literacy development in low-income, urban youth. Compton-Lilly examines how changing relationships between students, parents, and teachers affects literacy and literate behavior, and argues for increased community involvement, storytelling, and knowledge-sharing as key tools for educators. Reading Girls, by Hadar Dubowsky Ma'ayan (Teachers College Press). Through a series of case studies, Reading Girls focuses on how adolescent girls develop and struggle with multiple literacies through in-school and out-of-school experiences.

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To create the training format, protocols and structure for teaching interns who will be equipped to start or assist at other school garden programs. To educate Hawai‘i’s students about the direct impact they can have on the oceans and the environment, particularly the effects of their actions both locally and globally. To teach computer literacy, boost academic achievement and to offer constructive activities after school. To increase the general safety of the community through water safety education (learn how to swim) and improve health through physical exercise (swimming). To create a play space at Volcano Cooper Center that will encourage older children to participate in non- structured and fantasy play in addition to increasing motor skill development and body strength. To teach youth that farming and gardening is cool and fun, while giving opportunities to care for and improve the land, and improve the local food economy. To encourage young people’s creativity and provide them with opportunities to learn new skills, express themselves, and enjoy success through site-specific arts programs designed to meet their needs. To provide high-quality training sessions for new volunteers, and to encourage and appreciate veteran members who mentor children in Hawaii’s public schools. To turn the isolated region of Hana, Maui into a strong, compassionate, and resilient community by focusing on the needs of youth and kupuna. The program trains “at-risk” youth to do retrofits, build ramps and other disability-related improvements for kupuna who lack the funds for or access to such services. To create a natural playground that will enhance Island School’s atmosphere. The playground will create an innovative, imaginative, fun, and cost-effective environment that encourages play and learning with very little manufactured equipment. To increase the capacity to respond to disasters, and to prepare more people in Hawaii to help their neighbors and community. To foster caring relationships between adults and at-risk youngsters through weekend activities that will celebrate their friendships and strengthen their bonds. To help young children and their families in our drastically under-served community. To create models of existing and future community resources. To touch the lives of others at the Ronald McDonald House, Kapiolani Hospital and other institutions by visiting, entertaining, and interacting with the residing seniors. To improve the quality of life for children and adults with cerebral palsy or similar severe disabilities through hosting a Hawaii Open—an International Martial Arts Tournament for Individuals with Disabilities. To allow youth to help create communities where people are safe, secure and prepared to meet the challenges of life. To build at-risk students into spiritually and socially healthy individuals who are vocationally equipped to sustain themselves in the face of social, economic, and spiritual challenges, in ways that benefit their families and communities. To promote sustainable, native plant-based landscape development in Hawaii by creating a Riparian Plant Restoration Interactive Key. Perpetuation, practice, and exploration of ancient Polynesian seafaring arts and skills. Environmental curriculum for 4th, 5th, and 6th graders. International Education Week Program.back to Past Award Recipients main page

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Esta página está siendo traducida al español. Gracias por su paciencia. El Desarrollo Temprano del Niño Call it a remarkable confluence. Findings from the fields of health and child development, neuroscience, social sciences, and economics come to the same conclusion: development of a child’s early language skills and literacy—starting from birth—is key to the health of a child, the family, the community, and our society as a whole. Below are a few of the landmark studies and research on the importance and far-reaching ramifications of early childhood development. Read to Grow welcomes your interest in this information and would be glad to provide you more. Brains are built over time, from the bottom up. The basic architecture of the brain is constructed through an ongoing process that begins before birth and continues into adulthood. Early experiences affect the quality of that architecture by establishing either a sturdy or a fragile foundation for all of the learning, health and behavior that follow. In the first few years of life, 700 new neural connections are formed every second. After this period of rapid proliferation, connections are reduced through a process called pruning, so that brain circuits become more efficient. In mid-2014, the American Academy of Pediatrics issued a policy statement saying that all pediatric primary care should include literacy promotion, starting at birth. But while we know that reading to a young child is associated with good outcomes, there is only limited understanding of what the mechanism might be. Two new studies examine the unexpectedly complex interactions that happen when you put a small child on your lap and open a picture book. Whether rich or poor, residents of the United States or China, illiterate or college graduates, parents who have books in the home increase the level of education their children will attain, according to a 20-year study led by Mariah Evans, University of Nevada, Reno associate professor of sociology and resource economics. Evans said, “Even a little bit goes a long way,” in terms of the number of books in a home. Having as few as 20 books in the home still has a significant impact on propelling a child to a higher level of education, and the more books you add, the greater the benefit. Reading to very young children even before they have begun to identify letters can form an important foundation for vocabulary development and language skills later in life. This is especially true for lower-income families where offspring are more likely to fall behind in early language and cognitive achievement…. Therefore, programs that improve the awareness and ability of low-income parents and caregivers to read frequently to infant and toddlers may lead to important literacy gains in the school years. In an official policy of June 2014, The American Academy of Pediatrics (AAP) recommends that pediatric providers promote early literacy development for children beginning in infancy and continuing at least until the age of kindergarten entry. By the age of 4, an average child in a professional family accumulates experience with 45 million words, an average child in a working-class family 26 million words, and a child in an average welfare family 13 million. This is the so-called “30 Million Word Gap” – findings from a study by Betty Hart and Todd R. Risley. Educators and researchers have long recognized the importance of mastering reading by the end of third grade. Students who fail to reach this critical milestone often falter in the later grades and drop out before earning a high school diploma. Researchers confirmed this link in a first national study to calculate high school graduation rates for children at different reading skill levels and with different poverty rates. Results of a longitudinal study of nearly 4,000 students find that those who do not read proficiently by third grade are four times more likely to leave school without a diploma than proficient readers. Those seeking to reduce deficits and strengthen the economy should make significant investments in early childhood education, asserts Nobel Prize-winning James J. Heckman. Professor Heckman’s ground-breaking work with a consortium of economists, psychologists, statisticians and neuroscientists shows that early childhood development directly influences economic, health and social outcomes for individuals and society. Adverse early environments create deficits in skills and abilities that drive down productivity and increase social costs—thereby adding to financial deficits borne by the public.

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Family dynamics play a major role in shaping a child’s behavior. According to the U.S. Department of Health and Human Services, children who grow up in single parent homes are more likely to be financially and educationally disadvantaged than children raised by two parents. The financial and educational hardships faced by children from single parent households often lead to a variety of behavior problems. The U.S. Department of Health and Human Services reports that single parent households, particularly those headed by single mothers, are more likely to live in poverty. Living in poverty inevitably creates stress that can wreak havoc on a child’s cognitive, emotional and social well-being. Single parents, regardless of gender, are more likely to face financial hardships as they struggle to make ends meet with only one income. Lack of economic resources makes it more challenging for single parents to provide their child with books, educational technology, private lessons or other instructional tools that can help him increase his chances of academic achievement. Economic hardship also makes it more likely for a child to live in rundown, crime-ridden neighborhoods with low-quality schools. Children living in poverty-stricken, single parent households are more likely to develop emotional and behavioral problems and less likely to establish healthy social connections or achieve academic success. Quality of Parenting Effects While a child’s cognitive, emotional and social well-being is more heavily influenced by quality of parenting than family structure, single parents generally struggle to balance quality parenting with the pressure of trying to fulfill the financial responsibilities necessary to maintain the family. According to research findings published on The Future of Children’s website, single parents are more likely to suffer from depression and rate lower on quality parenting than their coupled counterparts. Some of the negative outcomes related to poor quality parenting include academic problems, emotional problems, conduct problems, self-esteem problems and problems establishing and maintaining social relationships. In addition to carrying most, if not all, of the financial burden for the family, single parents are also responsible for ensuring that their child’s basic needs are continually met and that domestic responsibilities are taken care of. The job of a single parent is often so physically and emotionally taxing that there is rarely enough time or energy left over to help support a child’s learning at home. Single parents are less likely to read to their child or help with homework, which hinders the child’s early literacy development and school readiness. According to the Heritage Foundation, children from single-parent households are more likely to engage in disruptive classroom behavior, which in turn leads to lower academic achievement. Children from single-parent families generally perform lower in school than children from two-parent households. Depression, low self-esteem, frustration and anger are just a few of the emotional effects that a child from a single-parent family is likely to exhibit. A child living in a single-parent household is more prone to display aggressive, withdrawn and anxious behavior than a child from a two-parent household. Other emotional effects may include loneliness and feelings of abandonment. Family structure plays a major role in how a child learns to socialize with others. Since single-parent households are less likely to model effective social interaction, the child is more likely to struggle socially and have a hard time connecting with others. Potential conflict between the single parent and the non-resident parent can also add to a child’s stress and inability to forge quality social connections.

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How to Prepare for Class David Spencer's Education Paragon is a free educational resource portal helping David Spencer's secondary school students, their parents and teaching colleagues with understanding, designing, applying and delivering assessment, curriculum, educational resources, evaluation and literacy skills accurately and effectively. This wiki features educational resources for Indigenous Aboriginal education, field trips for educators, Davids Music Jam, law and justice education, music education and outdoor, environmental and experiential education. Since our web site launch on September 27, 2006, online site statistics and web rankings indicate there are currently 1,878 pages and 14,603,137 page views using 7.85 Gig of bandwidth per month. Pages are written, edited, published and hosted by Brampton, Ontario, Canada based educator David Spencer. On social media, you may find David as @DavidSpencerEdu on Twitter, as DavidSpencerdotca on Linkedin.com and DavidSpencer on Prezi. Please send your accolades, feedback and resource suggestions to David Spencer. Share on social media with the hashtag #EducationParagon. Thank you for visiting. How to Prepare for Class - Keep and update an agenda book, calendar or journal that will help you keep track of assignments that are due. Update this daily as your teacher provides you with new assignment information and due dates. - Try to start or complete your homework on the same day it is assigned by your teacher. - At home the evening before class, pack your bag and include your pens, pencils, notebooks, binders, textbooks and completed homework you need for your classes. Prepare your lunch and keep it in the fridge until morning. Select the clothes and shoes you will wear and lay them out on a chair for morning. - Arrange your transportation to school at least a day ahead of time. If you are planning to receive a ride to school from a family member or friend, speak to them and confirm your transporation ahead of time. - Leave from home early enough so that you have at least 15 minutes of free time when you arrive to school. If your class begins at 9:00 a.m. then arrive to school at 8:45 a.m. If you need to go to your locker, allow yourself enough time so that you can arrive to class at least five (5) minutes before class starts. - Bring your pens, pencils, notebooks, binders, textbooks and completed homework to class. - Know the location and room number of your class. - Know the name of the teacher for your class.

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Who is Compass for? Compass is a computer-based assessment of core literacy and numeracy skills specifically designed for disengaged and educationally marginalised young people and adults. The assessment uses realistic vibrant question prompts to actively engage test takers with disrupted exposure to formal education, testing and assessment. Compass is distinct from mainstream literacy and numeracy tests. A sample group of disengaged young adults played an active role in selecting the final test questions during the development of the assessment. See Test Content for further details. Compass provides an assessment of literacy and numeracy that can be delivered in a flexible, non-intimidating test environment. Testing does not have to take place in an educational setting. This assists with assessing those disengaged from education, as traditional forms of testing can act as a barrier towards reengagement with formal learning. See Test Delivery Options for more information. Compass is aligned to the Australian Core Skills Framework (ACSF), the common national reference point for describing performance in the core skill areas.

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Music is more than a literal experience. For Tomoko, music takes on metaphorical meaning. Here are a few of her analogies. Feel free to listen to Tomoko’s creative expression as showcased in her Mozart album: https://www.cdbaby.com/cd/tomokohagiwara7 Tomoko compares the piano to a garden. “The keyboard is a garden. Each key is a unique flower that needs to be cultivated. Together, the keys create a bouquet.” Of course, one difference is that the combination of those 88 keys offers much more variety because they constantly change; “How many pieces does a scale play?” When talking about learning a piece of music, Tomoko compares it to climbing up a hill: “Each piece is a little challenge. You need to keep moving.” As the performer gains more confidence, “then you can look back to see your progress. And when you have mastered the piece, it is like reaching the mountain peak. You feel a great accomplishment, and can see a far distance.” In this same analogy, Tomoko points out the role of the teacher. “The student should go straight ahead, but sometimes he needs direction. That’s the biggest job of the teacher.” Another metaphor is carpentry. “Music education provides tools for the pianist, like a carpenter. Each one draws upon his own experience using those tools to craft a beautiful performance.” Tomoko continues, “What is the difference in how the music sounds? Each composer is creative with his tools.” And since Independence Day is forthcoming, a final metaphor is most timely. “Music is freedom.” Tomoko thinks of Mozart in this regard, “I love Mozart so much, I can repeat it 20 times because it gives me freedom.” She concludes “That is my main job, that spiritual idea of extending more freedom through music.”

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The Bachelor of Fine Art degree is designed to prepare students for a career in Studio Art or Design. The BFA provides focused in-depth training in a chosen studio emphasis. Ceramics: Learn a wide range of technical skills within the area of studio ceramics. You’ll develop sound craftsmanship as a means to expression along with learning the technology of ceramic materials and firing processes. Drawing & Illustration: Develop a personal approach using a variety of drawing materials and concepts. Drawing is emphasized as an end in itself, beyond the more traditional idea that drawing is mainly a preparatory process for the development of visual ideas for other media. You will develop specific skills in traditional and digital illustration, and have the opportunity to apply these skills in sequential, book and scientific illustration. Painting: After acquiring a thorough foundation in materials and techniques, you’ll be encouraged to develop personal approaches to form and content, style and expression. Individual and group critiques, as well as slide lectures and demonstrations, guide this process. Photography: Gain experience in both traditional and contemporary approaches to photography, including: developing, advanced composition, lighting techniques, retouching and negative manipulation, toning, hand coloring, and slide processing. Portraiture, night photography, landscape topography, and use of large camera format are taught. Printmaking: You’ll learn the techniques of making art by printing. Printmaking encompasses relief printing, screen-printing and monoprinting, nontoxic intaglio and lithography. Sculpture: You’ll be exposed to a broad range of materials, processes, techniques and concepts as they pertain to both traditional and nontraditional approaches to making sculpture., including wood fabrication, cold and hot steel fabrication, casting and methods such as bronze casting and mould making. The sculpture program addresses a range of topics including the figure/body, space, site and environment. Art Education | Animation | Advertising | Graphic Design | Art History

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Nov 5 2014 First you can introduce music education for kids by always playing music in the morning or in the night before you kid wants to sleep. There are some best music and songs that you can play. You better choose classic music and song because classic music and song will be able to make your kids feel better and relax especially when they are difficult to sleep. When you always play music every day, your kid will know that music is better for them. They will love to listen to music. Second, in this modern era, there are some music courses and music schools that offered to you. If you don’t have skill in music and you don’t want to teach your kid with wrong thing, you better bring your kid to music schools. There are some experts that will teach your kids about music. They will teach about basic of music and make your kid easy to play some instruments too. You can try two ways to introduce music education for kids above now.

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Aural Skills, Ear Training, and Musicianship Aural skills, ear training, and musicianship are three related terms of musical pedagogy. The term ‘aural skills’ refers to the cognitive skills required to know musical structure without having to see them notated. Musicians with cultivated aural skills are able to write down music that they hear, rendering melodic, harmonic, and rhythmic elements in musical notation. Aural skills also allow musicians to look at notated music and hear it in their head without having to hear it through their ears. To develop aural skills, musicians embark on aural training, also called ear-training. Ear-training programs often begin by isolating each musical element (pitch, meter, rhythmic patterns, harmony) and presenting its most rudimentary form. After mastering rudimentary isolated elements, ear training students are then challenged to combining these elements: forming simple melodies at first, eventually adding in harmony, and ultimately engaging all elements of fully rendered musical examples. Musicianship is a term used to encompass ear training, aural skill, and some performance skills for rendering elements being studied, such as playing a keyboard to rendering harmonic material or percussion instruments to render rhythm material. Ear training programs differ in several ways. Perhaps most critical to the success of aural skills development is the pacing and structure of progressing through the curriculum: when and how to combine musical elements. SonicFit offers guided curriculum, presenting next steps after various skills are mastered. While SonicFit has much to offer in guiding your study, there is no substitute to having a teacher who can offer individual guidance and coaching. Another major way that ear training programs differ is in their pedagogical foundation- what they consider to be the rudimentary elements and pedagogical tools to approach each element. For example, at SonicFit, we consider the foundation of pitch to be scale degree recognition, not interval recognition. We use ‘movable DO’ solfege as the primary pedagogical tool for ear training scale degree recognition. Eventually, we do study interval recognition, but this study is deliberately presented much later and built on the study of scale degree recognition, rather than the other way around. To read about the full pedagogy at SonicFit, please see our Pedagogical Approach and Choral Curriculum pages. Finally, ear training programs will differ greatly depending upon the musical background of the student. Someone new to formal music education needs a very different approach than someone who already knows how to read music notation on an instrument and understands fundamentals of music theory such as key signatures, time signatures, scales, triads etc. SonicFit can serve both novice and experience musicians. For the novice, the lessons interweave material, quizzes, and exercises in a guided curriculum. Experienced musicians should head right to the exercises where you can change the settings of each exercise to match your needs and abilities. Unfortunately, SonicFit does not yet have guided curriculum for the experienced musician to work on aural skills, but this is definitely a goal for summer 2016.

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About Fine Arts The philosophy of fine arts education in the Plano Independent School District is to provide a sequential, developmental fine arts curriculum which allows each student an opportunity to build skill and understanding through a wide variety of quality artistic experiences. Fine arts have intrinsic value in the education of the whole child. In so much as the arts are now widely recognized as a separate and distinct forms of knowledge, the district has a responsibility to provide instruction that will nurture this intelligence to its fullest potential in each child. The study of fine arts as discrete disciplines can and should provide an avenue for unique creative and artistic self-expression. Fine arts have value as a vehicle for understanding the history, society, culture and creative expressions of a wide variety of peoples. Participation in the arts fosters inter-personal skills, self reliance, responsibility and team work and has been shown to have a positive effect on learning in other disciplines. Instructional examples, repertoire, and other instructional materials are of the highest possible quality and are presented in a culturaly sensitive way to the students. While public performance and exhibition are natural outgrowths of this artistic instruction, it is not an end unto itself. The fine art education provided to students in the Plano Independent School District is a balanced one where the artistic growth of each child is the ultimate goal and public demonstration is an expression of this growth.

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English Language Learners Part of what makes Cotter Schools an international learning community are the students who travel from all over the world to become Ramblers! Currently, we have students from 14 different countries. As a result, students have a wide variety of native languages, but all students receive instruction in English while attending Cotter Schools. Our ESL (English as a Second Language) program allows for our teachers to instruct the students, regardless of their native language, by speaking to them and teaching them in English. Students are tested (using the WIDA model) when they arrive at Cotter, and based on their speaking, listening, reading and writing skills are placed in an ESL or grade-level English class. We offer ESL 1, II, III and Transitional English classes. Students in these classes will receive at least one (1) period per day of instruction in the English language. Students who are proficient or near proficiency will be placed in grade-level appropriate English classes. Students who may need additional language development may be assigned to the language lab before school. Additionally, students who need general academic help or additional assistance while navigating high school in a non-native language can access the resources in the Learning Center as well. Our goal is to support all students and help all students reach their potential. We consider all students to be special and essential in making Cotter Schools a wonderful place to learn and grow. English as a Second Language Courses Mrs. Ulrike Schorn-Hoffert Cotter High School offers several levels of ESL (English as a Second Language) to meet the different needs of English Language Learners (ELLs). Skills in the areas of reading and writing, listening and speaking are taught and practiced through thematic, content-based units along with explicit grammar instruction. Various aspects of the target culture will be an integral part of all course units. The Cotter ESL program aims to provide students with level-specific English language tools necessary for academic success while also reinforcing their social and conversational language proficiency. Independent reading assignments are part of each ESL course to promote successful reading strategies and ongoing vocabulary building. Students are expected to complete independent reading work and will fill out a variety of reading logs or book reports. All new ELLs will be assessed at the beginning of the school year in the areas of reading, writing and oral language to determine the best placement for each student. Student placement throughout the school year is based on this initial assessment and ongoing teacher evaluation. ESL credits earned at Cotter will be applied towards English credits for graduation. ESL I (High beginning) (Grades 9-12) 2.0 credits All four areas of language learning (reading, writing, listening, speaking) are addressed with special emphasis on developing confidence in speaking and comprehension skills of spoken and written material. Specific sessions address vocabulary enrichment using the VOCABULARY POWER series. Reading selections at this level include a variety of adapted fiction and non-fiction materials, especially tales and simple legends. ESL II (Low intermediate) (Grades 9-12) 1.0 credit ESL II students meet for one period each day and will continue to focus on vocabulary, grammar and reading comprehension strategies along with written work that is based on thematic units using both fiction and non-fiction materials. Academic language will be used increasingly to facilitate moving into ESL III or Transitional English the following year depending on student skills. We will continue specific vocabulary building lessons and activities based on the VOCABULARY POWER series. ESL III (high intermediate/ low advanced) (Grades 9-12) 1.0 credit At this level of learning English, students are expected to show strong communication skills in spoken and written English. The course content alternates advanced grammar and vocabulary lessons with thematic units using a variety of authentic non-fiction texts as well as short selections of fiction. Students will also be introduced to some basic literary terms and are encouraged to use critical thinking strategies as they respond to a variety of themes and stories. Students will continue their English studies the following year in the Transitional English Course or regular English class depending on academic readiness. Transitional English(Grades 9-12) Year 1.0 Credit This course provides transition for those students moving from the English as Second Language program to the grade level English classes. English for international students focuses specifically on addressing the unique writing needs and developing the composition skills of students for whom English is not their native language. In addition, this course strengthens the necessary reading comprehension skills and understanding of literary terms required in grade level English classes. Students are placed in transitional English based on their placement testing score and on teacher approval.

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Laxman Narain Taskar’s paintings mirror the ideals of academic realism introduced by the British within their art education system. Indian artists were trained in naturalism, with lessons in soft effects of chiaroscuro and the three-dimensionality of the external world. History painting, perspective, and the copying of Victorian portraits became a vital ingredient within these art schools. In 1898, Taskar joined the Sir J. J. School of Art, Bombay as an art teacher. Adopting the style of objective accuracy, formal order and an interest in visual narration, his paintings concentrated on ‘slices of everyday life’. They became a tool for reflecting upon contemporary social reality, where he soon replaced mythological figures with common people in their local environments. Moods of festivities, celebration and local people engaged in rituals and routines were all lucidly portrayed by him through the use of vibrant colours. The women are often shown in familial or community settings, and rarely as private beings. In defiance of the academic norms of the time, Taskar is one of the few artists who painted subjects such as courtesans, staring confidently out of the frame, as opposed to the usually passive portrayals. Despite the rigid academic discipline inherent in art schools, Taskar made several departures from his training in the transparent water colour technique. Sometimes, his oils adopt the lightness and airiness of his watercolours. The visibility of the pencil drawing underneath enhances the formal construction of the work, energising the outdoor atmosphere with a soothing lightness. Taskar’s works were part of several collections, the most prominent of which is that of Sir Ganga Singhji Bahadur, the Maharaja of Bikaner.

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By Linda Irwin-DeVitis, Karen Bromley, Marcia Modlo Read or Download 50 Graphic Organizers for Reading, Writing & More PDF Similar curricula books Exotic educators Arthur L. Costa and Bena Kallick current this selection of tales via educators world wide who've effectively carried out the conduct of their day by day educating in ok 12 school rooms. The collective knowledge and event of those considerate practitioners supply readers with perception into the transdisciplinary nature of the sixteen conduct of Mind--intelligent behaviors that bring about luck at school and the bigger world--as good as version classes and recommendations for weaving the behavior into day-by-day guide in language arts, track, actual schooling, social experiences, math, overseas language, and different content material parts. The review of the nationwide Curriculum has developed from the 1st blueprint of the TGAT record via a chain of coverage judgements and early event of implementation. The speed of swap, the complexity of the proposed review process and the political rhetoric linked to it have served to confuse and so vague the traits in coverage and perform. Maths challenge fixing, 12 months 2 is the second one booklet in a six-book sequence that has been written for lecturers to take advantage of through the numeracy lesson. The sheets supply possibilities for making judgements, reasoning approximately numbers and shapes, fixing genuine lifestyles difficulties and organizing and utilizing info. Differentiated sheets makes it effortless to exploit the sheets in a mixed-ability school room. In Differentiation and the mind: How Neuroscience helps the Learner-Friendly lecture room, authors David Sousa and Carol Ann Tomlinson study the fundamental ideas of differentiation in gentle of what the present examine on academic neuroscience has published. This examine pool bargains info and insights that may support educators make a decision no matter if definite curricular, tutorial, and review offerings usually are better than others. - The Very Thought of Education: Psychoanalysis and the Impossible Professions - Coordinating English at Key Stage 1 (Subject Leaders Handbooks) - E-Learning by Design, 2nd Edition - Cultural Validity in Assessment: Addressing Linguistic and Cultural Diversity - Physical Education: Essential Issues - Calvin: Ethics, Eschatology, and Education Additional resources for 50 Graphic Organizers for Reading, Writing & More For example, researchers may check to see how faithful teachers have been to implementing the treatment. Needless to say, the true experiment sets a very high standard—one that very few studies can achieve. A frequent shortcoming is the random assignment of students to treatments. Random assignment is difficult to achieve, because educators in schools have their own ideas about which students are to be placed in which classes. Researchers often have to make do with preexisting, nonrandom assignments. Literacy coach Summer, year 2 • Manage kindergarten transition summer school. Principal Assistant principal Fall, year 2 • Arrange site-based graduate course in literacy development. 5. (continued) Time Activities Persons responsible Fall, year 2 • Conduct one evening parent-and-child session for each grade level, including a focus on home literacy activities and local library offerings. • Schedule library field trips for second, third, and fourth graders. Principal Assistant principal Grade-level teams Fall, year 2 • Schedule evening parenting classes. She also purchased separate new curriculum resources for needs-based instruction and tackled the prevailing preference of the teachers to teach on a whole-group basis all day. Once whole-group instruction and needs-based instruction were in place, she moved to materials selection for the intervention program. She worked to define the intervention programs more explicitly, purchasing a new phonemic awareness program for kindergarten and first grade, and a fluency-building program for third grade. 50 Graphic Organizers for Reading, Writing & More by Linda Irwin-DeVitis, Karen Bromley, Marcia Modlo

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A really good kindergarten teacher is worth $320,000 annually, according to one recent estimate, well publicized in this newspaper. That would reflect the present value of the additional money that students in a really good kindergarten class can expect to earn over their careers. But average pay for kindergarten teachers is only about $50,380. And even at that level, kindergarten teachers, many employed by public school systems, fare relatively well compared with those in similar jobs. Preschool teachers, who are typically responsible for only slightly younger children and don’t belong to teachers’ unions, earn, on average, about $27,450. (Animal trainers, by comparison, take home on average $31,080.) Annual pay estimates are based on 2009 data from the Bureau of Labor Statistics. More than 97 percent of employees in kindergarten and preschool teaching are women. Though women now average higher levels of educational attainment than men, many continue to enter occupations dominated by women where wages are relatively low. Elementary education, special education, social work and child and family studies were recently tallied among the 20 college degrees in the country that lead to the lowest salaries. As one online discussion of girly jobs explains, some women may just like these jobs despite the low pay. Some empirical research supports this claim. In a careful analysis of longitudinal data on earnings that includes survey questions regarding attitudes related to work preferences, Nicole Fortin, at economist at the University of British Columbia, finds that women tend to place less importance on money and more importance on people and family than men do. Those preferences help explain why women often choose to care for children and other family members, knowing full well that this will limit their career opportunities, lower their earnings and increase their economic vulnerability. Both biological and cultural factors can explain attitudinal differences between women and men. In our society, caring for others has long been considered an essential aspect of femininity (social psychologists devote considerable effort to measuring such things). And sometimes women don’t choose girly jobs, but end up in them because they face discrimination or harassment in other jobs. Caring often entails commitments to dependents such as young children, adults with disabilities or the frail elderly who can’t afford to pay directly for the services provided. It doesn’t fit easily into the impersonal logic of fee for service or supply and demand. Further, caring often creates “outputs” that are not easily captured in market transactions, such as the increases in lifetime capabilities created by excellent kindergarten and preschool teachers. It’s hard to imagine an explicit contract that could enable a care worker to “capture” the value-added – which extends well beyond increases in lifetime earnings to many less tangible benefits. Good care helps create – and maintain – good people. I agree. And I argue that child care, elder care, education and many social services resemble health care in this respect. They are not commodities that can be efficiently produced by a purely market-based economic system. What’s striking is the high cost of femininity. Many traits that contribute to women’s success in finding a male partner don’t pay off in the labor market – and vice versa. As one economic analysis of a speed-dating experiment puts it, “Men do not value women’s intelligence or ambition when it exceeds their own.” By contrast, intelligence and ambition contribute to men’s success in both the “dating market” and the labor market. But men’s attitudes toward women (which are changing, albeit slowly) don’t tell the whole story. Another factor is women’s affinity for services that aren’t rewarded by a market-based economy. Indeed, market failures in the provision of these services help explain why we rely heavily on a welfare state that is, not incidentally, often dubbed a nanny state. Many of the best-paying girly jobs – the professional jobs in health care and education that highly educated women are rapidly moving into – are heavily subsidized by the public sector. Many of the worst-paying girly jobs – like teaching young children before they enter public kindergarten – pay badly because they get relatively little public support, are poorly regulated and serve families who can’t afford to pay for high-quality services. Women who want to avoid the hazards of girly jobs can move into manly ones like petroleum engineering (the college degree leading to the best salary in 2009). But women have good reason to be more interested in social engineering. We need to figure out how to honor girly values while earning manly pay.

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Partner Highlight: An Invasive Beetle Puts a Local Spin on Penn State’s NanoDays 2015 In her position as Program Director for Education and Outreach at Penn State University’s Center for Nanoscale Science, Kristin Dreyer’s initiatives reach a wide range of audiences. For NanoDays 2015, she planned three different events. First, she coordinated a partnership with a local museum, Discovery Space of Central PA, to host a festival-style NanoDays event targeting families with children. Next, she took advantage of a weekly café, designed to promote interdisciplinary research collaborations at Penn State, to talk to her colleagues about out reach opportunities using the NanoDays kits. Finally, in collaboration with Penn State’s Center for Science and the Schools (CSATS) and several other university partners, she organized a workshop for grade 6-12 teachers to build knowledge about nanoscience and design learning activities that model scientific research skills. Like many NISE Net partners, Kristin and her team enjoy the flexibility of the NanoDays kits to mix and match activities into a cohesive theme. This year, for the teacher workshop, CSATS research associate Matt Johnson worked with entomologist Dr. Mike Domingue to focus on a theme of particular local importance—the invasive emerald ash borer that is threatening Pennsylvania forests. To detect and trap these beetles, Mike has led an innovative research effort to develop nanofabricated, electroconductive decoys that replicate the beetle’s wing nanostructures and successfully attract, stun, and kill the insects for collection. During the workshop, a collection of past and present NanoDays activities were used to guide teachers in hands-on learning about this research story. The blue morpho butterfly activity demonstrated how color can emerge from nanostructures on an insect wing. Other optical properties of materials were illustrated using polarizers, thin films, stained glass, and nanogold, while graphene demonstrated principles of conductivity. Teachers used the transmission electron microscope model as well as Matt’s own model of an atomic force microscope to learn about the instrumentation used for characterization, then got a tour of Penn State’s characterization and nanofabrication facilities to see the real instruments in action. Images of the beetle and decoy were later viewed remotely—a unique opportunity for teachers and their students to use and control powerful microscopes from their classrooms. In addition to planning the details of each event, Kristin also considers how to leverage the intersection of these events to achieve more "big-picture" broader impact goals. One strategy was to recruit graduate student volunteers who could commit to participating in all three events. At Discovery Space, they worked in teams with pre-service elementary education teachers and school-aged volunteers to prepare and present NanoDays activities, each contributing a unique perspective that benefited fellow team members. Diving deeper into the NanoDays activities and related content with teachers at the workshop, graduate volunteers were able to share their own experiences doing real scientific research. When demonstrating the activities to peers at the research café, they also offered valuable testimonials about their outreach work. Before and after each event, Kristin worked with them to reflect and shift focus to the needs and interests of the next target group. Thanks to this thoughtful approach, student volunteers developed flexible communication skills and realized the value of adapting the same activity to diverse audiences. In addition to the professional development benefits gained by engaging in public outreach, the graduate students found that these experiences renewed their own inspiration for science, and they cherished the opportunity to be role models for the next generation of scientists. NISE Net NanoDays activities mentioned in partner highlight include: - Exploring Structures - Butterfly (NanoDays 2012) - Exploring Materials - Polarizers - Exploring Materials - Thin Films - Exploring Materials - Stained-Glass Windows - Exploring Materials - Nano Gold (NanoDays 2012) - Exploring Materials - Graphene - Exploring Tools - Transmission Electron Microscopes

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How to help a child overcome social anxiety during cooperation assignments and decrease social awkwardness. Although you will do more in-depth research later on, you want to make sure that you have an overview of your topic before you begin drafting your thesis statement. Including different learning techniques: The research paper would present evidence and reasons why the vaccine might work against the virus. Separation of duties between parents and teachers: The War of set into motion the main events that caused the Civil War. When beginning on your doctoral thesis the process could be very stressful and seem rather long and difficult for most. The Good and The Bad written by: Research your topic in order to determine what type and quantity of information exists about your subject of study. Go back through your free written work and underline ideas that you think might make the basis of a Thesis about elementary school thesis statement. A thesis statement should meet the following criteria: Make a short list of minor points that you want to include in your thesis statement, and connect the points using sentence combining. Anyone can look at a timeline and figure out that the War of came before the Civil War. The moral of this novel is that love always wins. The essay would present evidence and reasons to support why those running for President should have higher standards for ethical behavior. It will decide the passion of a child for learning and can pre-dispose the child to certain choices in life. Examples of Thesis Statement: Too Obvious The key to crafting the perfect thesis statement is making sure that it is not obvious to the reader before reading your paper. Zoos should be banned because animals need to remain in the wild, zoos cannot provide natural experiences for animals, and animals in zoos get sick and die. The Good The following statement clarifies the statement: A comparison of methods and outcomes of the most effective anti-bullying programs in elementary school. Check each underlined thought to see which one seems most interesting, possible to support through research, and appropriate for the length and depth of your paper. Remember that your thesis paper should guide you as you write, so you want it to be strong and clear. The thesis statement is then "proven" throughout the paper with supporting evidence. Need help with PhD thesis? Thesis Statement Examples Thesis Statement A thesis statement is usually one sentence that tells the main point of your piece of writing-research paper, essay, etc. In order for the judicial system to judge whether a law is constitutional, it must have the power to overturn a temporary law of Congress. That is why taking care of children at this age, as well as studying this problem need to be done with extreme care. The vaccine created by our team of researchers is promising in the fight against the virus. To write a thesis statement, follow some or all of the following steps. Think about trends in the research, as well as questions that you have or answers that you have found about your topic. Therefore, this statement is not obvious and could merit a paper to be written about it. Think not only about how to make the work of the teachers easier, but also how to make the school years of young students more interesting and exciting! How to Write a Thesis Statement:The thesis statement is what gives an essay direction. Knowing how to write a thesis statement — the topic, a claim about that topic, and three points to support it — can help a writer start an essay in the most clear and concise way. Elementary School. Elementary School; Grade School Activities; Lesson Plans for Pre-K and K; Lesson Plans: Grades 1 - 2 A thesis statement should meet the following criteria: Be composed of a sentence or two towards the beginning of your paper (most likely in the first paragraph) Mention the main topic of your paper Explain what the rest. Dissertations for Elementary Education Influences on teacher practice related to the instructional use of the computer in the elementary school writing program Ph.D. thesis, University of Toronto. View Abstract Add to Collection. Almahboub, Shafi Fahad. Theiss Elementary School. Welcome to the home of the Theiss Tigers! Read More about Theiss Elementary School. If you are struggling to pick up a good subject for your Elementary School thesis paper, use our help. Below given are great topic ideas to discover. Theiss Elementary School located in Spring, Texas - TX. Find Theiss Elementary School test scores, student-teacher ratio, parent reviews and teacher mint-body.com type: Public school.Download

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We place a great emphasis on reading.Teachers use good quality fictional texts to plan their topics and lessons, which foster a love of literature and encourage life-long reading habits. We use a variety of approaches to bring texts to life and engage the children in reading We want children to read with fluency and understanding so it becomes a soures of pleasure and enjoyment. The development of reading throughout the school is carefully structured. Initially, we use graded reading schemes and as a child's reading competence improves we encourage him/her to read other lively and interesting fiction books. The children learn to become enthusiastic users of our fiction and non-fiction library. Another key strategy is our use of guided reading where small groups of children work with an adult to explore a text in a variety of ways leading to an enriched appreciation and understanding of it. Phonics instruction also plays a core part in the development of a child’s reading ability and all children are assessed at the end of Year 1 as part of the statutory phonics screening test Writing is an important tool for communicating ideas, thoughts, feelings and emotions with others and our aim is for pupils to communicate these effectively and concisely through their written work. Our staff ensure that they provide relevant and stimulating opportunities to support children develop their writing skills. In line with the New National Curriculum, discrete lessons are taught in spelling, grammar and vocabulary extension. This learning is then made relevant and purposeful in the context of the children’s own written work. The quality of content in children's writing is paramount. Poetical, informational, instructional and descriptive writing are all part of our pupils' education. Through drawing on their own experiences and supplementing it with other sources, our children develop an effective vocabulary, fluency of ideas, confidence and enjoyment in written language. Correct use of English is also taught using pupils’ own writing. Class lessons are given regularly on specific aspects of spelling, punctuation, extension of vocabulary and grammar as prescribed by the New National Curriculum. Handwriting is taught as a skill and art form. Our children are initially taught to print their letters clearly before progressing to cursive handwriting. Pupils learn to join their letters at an early age (in Years 1 or 2). From Reception onwards, children are taught to take a pride in the presentation of their work. In order to sustain a high quality of content and presentation, attention is paid to displays of children's work around the school as well as individual work in exercise books. Click here for more information.

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Sing, Spell, Read & Write is a phonics-based program that uses a 36-step program of carefully sequenced steps to teach reading, writing, and spelling. Delivering explicit phonics instruction via a multisensory approach, Sing, Spell, Read & Write reaches every avenue to the brain and addresses every student's learning style. Our Preschool program builds a solid foundation of readiness including colors, shapes, visual discrimination, matching, opposites, classification, story sequence, coloring, tracing, letter recognition, letter sounds, auditory discrimination, and oral vocabulary development. The Home Kit includes more than 100 activity sheets with 224 age-appropriate activities, a Teacher's Manual, a CD as well as 5 audiocassettes, Alph-O Card Game and Alph-O Puzzles, Jolly Trolley /Sing-along-and-point Alphabet Placemat, Clock Manipulative, Shoe Tying Manipulative, ABC/Number Line Strip. Age 4+ The Consumable PreK Activity Sheets are also available separately. Looking for other grade levels?

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The subject which could be very compelling and touching, gave me the chance to replicate on the significance and the worth of Education in life. The phrases ‘Worth’ and ‘Education’ appear very simple and common in each day use however a density and variety of implications will be seen on a large scale as we continue the method of learning. Its immensity richness and variedness become thrilling as much as one tries to immerse oneself in it. Subsequently it is fairly unattainable to formulate the given topic in one definition. on worldwide tests. This discovering confirms that poverty is the major factor in determining college achievement, a discovering that’s according to the results of many studies exhibiting the powerful detrimental impression of poverty on many facets of studying, together with, after all, reading comprehension and other points of literacy development (e.g. Biddle, 2001; Duncan and Brooks-Gunn, 2001). At any price, I feel it is clear, from what I understand of the term altruism, is that it is a synonym of the phrase selfless. One other strategy to put it might be that selfless and altruism are completely different words with the same which means. Key to these forecasts are anticipations of the storm’s monitor: the place its eye will move over the subsequent five days. Storm track is so important to hurricane forecasts that folks often name it the hurricane forecast, though a full hurricane forecast will even project a storm’s future pressure, temperature, wind speed, and storm surge. Together with the development of language competencies, elementary education prepares youngsters in the fundamental mathematical skills-in counting, using number techniques, measuring, and performing the fundamental operations of including, subtracting, multiplying, and dividing. Additional, the foundations of science, social science, well being, artwork, music, and physical education are additionally taught. I found … Read More ...

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It’s 8 am on Monday morning at Ekukhanyisweni Primary School in Alexandra township, Johannesburg. Refilwe Matomela, a 24-year-old resident of Alexandra, sits down with a Grade 4 learner to start a one-on-one reading session in the container library at the school. Tomorrow, September 8th, is International Literacy Day, a day intended to focus awareness on the state of (il)literacy in the world and to support initiatives intended to empower communities and bring about change and improvement in worldwide literacy development and promotion. Grant Brown, co-MD and Chief Operating Officer of Zando, an online fashion store, has encouraged his staff to get involved in the community. Their support is already pledged to The Sunflower Fund and the World Wide Fund for Nature; this attests to Zando’s commitment to making a difference in communities and the environment. South African literacy development organisation, help2read, has partnered with LightSail Education to bring the award-winning digital literacy platform to help2read’s partner schools around South Africa. Here at help2read, we believe a home environment that fosters a love of reading is instrumental in helping children learn to read. In fact, recent research considers a home that encourages reading to be one of the foundational pillars in raising a strong reader. These five key questions will assist you in creating a literacy-rich environment at home. Do your learners struggle to continue reading when they come across a new word? Maybe they decipher the word incorrectly or get so stumped that they give up and stop reading altogether. Early readers are guaranteed to come across words that they aren’t familiar with when reading. Registered Non-Profit 063-979 PBO 930027054 UK Charity Reg No. 1109567

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How People Learn to Be Jazz Musicians. Case Studies from Bristol Drawing on first-person accounts, the study traces the historical development of jazz music and musicians in Bristol. In the post-war years, players began to develop significant stylistic aspects in the jazz lexicon. Drawing on media sources and interaction in performance, players garnered a host of performing skills whilst suffering dwindling audiences and declining venues. Reforms in English music education in the 1980s offered formal opportunities to study jazz in the city’s schools, drawing minimal attention from institutions. Practical learning and playing opportunities offered by the Local Authority music service sustained a modest membership over the years. Post millennium, local schools, with one or two exceptions, showed little interest in jazz education. Nevertheless, maintaining its traditional stance, Bristol’s jazz community continues to exhort top quality jazz performances including compositions that match national and international standards. Chapter Four Jazz in Bristol’s Schools at the Millennium Introduction In this chapter the incidence and development of formal jazz education in Bristol is discussed. Firstly an appraisal is made of inf luences experienced by members of the jazz community in local schools and institutions from the forties to the nineties. The appraisal, based on data from the musi- cians, is organised according to four aspects of cultural change in the city as suggested earlier. 1. Aftermath 1945–1960 2. Regeneration 1960–1975 3. Clinging to the margins 1975–1990 4. ‘Relegation’ to art 1990 … Secondly, the formal profiles and circumstances of jazz in local maintained and independent secondary schools in Bristol in 2001, is considered based on evidence from questionnaires and data from teachers and pupils. This is followed by a review of The Bristol Music Service and its role in music education in the city. Finally an evaluation of formal jazz education in the city is made, suggesting that the teaching of jazz in Bristol’s schools is impoverished. 86 Chapter Four Aftermath 1945–1960: ‘there wasn’t any jazz’ Participants in this study attending local schools in the late 1930s and 1940s did not recall any mention of jazz during their formal education. JT [guitar] recalled that he ‘came from the days when the only music you got was singing in class’. He cannot remember any mention of jazz in singing or in the records that were played, and as far as instruments were concerned ‘there was no formal help as far as I was aware’. Singing was... You are not authenticated to view the full text of this chapter or article. This site requires a subscription or purchase to access the full text of books or journals. Do you have any questions? Contact us.Or login to access all content.

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Education with theory and methods students must be able to apply sociological research methods to the study of education 413 theory and methods. Educational research refers to the systematic collection and analysis of data related to the field of education research may involve a variety of methods. Revise and prepare for exams in gcse sociology 4190 find past papers and useful exam tips. Educational technology research past and present: the exponential growth of technology usage in education and using mixed-methods research for. Education research paper education research papers writing can be such a nice experience if you have done all your work quite systematically and with preparation. This completely rewritten and updated fifth edition of the long-running bestseller, research meth-ods in education covers the whole range of methods currently. Free educational research papers, essays, and research papers. Psychology research methods past papers from an online writing service peer assessment in music education, like all technologies. Education research papers education research and used extensively for the past william glasser - william glasser research papers discuss his methods of. Past research methods questions i have kept the question numbers from their respective papers to help you previous research had shown that recall of medical. Sociology education and research methods past papers writing coaching essay on teacher communication writing a great cover letter for an internship. Sample research paper internet and distance education delivery technological developments over the past twenty years have given people across the globe the. Scly2 education and research methods (from past paper questions) education, research methods (alongside the past papers of course). Aqa a-level sociology exam past papers and marking schemes (as and a2) unit 2: education with research methods health with research methods.View

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RTE Act: #realitycheck Sarva Shiksha Abhiyan (Education for All Movement) was an intervention programme by the Indian Government to universalize elementary education in a time-bound manner, which became operational since 2000–01. SSA proposed provisions such as free and compulsory education to all children between the ages of 6 and 14, by observing right to education as a fundamental right of the child. The fact being that SSA had no legal backing and on finding that proposals as under SSA will play a major role in shaping India’s future, ‘The Right of Children to Free and Compulsory Education Act’, commonly known as the ‘RTE Act 2009’ came into existence on 4th August 2009. The act entitled free and compulsory education to every child in India between the ages of six and fourteen, as proposed by SSA. With the enaction of the Act, India became one among the 135 nations of the world to make education a fundamental right to all children. Few of the provisions as under the RTE Act 2009 are: 1) Free and compulsory elementary education to every child between the age of 6 and 14. 2) Any child not admitted to school before shall be admitted to age appropriate class. Such a child has a right to receive special training such that he/she becomes at par with others. 3) No screening for admission to elementary classes. 4) No child shall be detained until class 8 5) 25% reservation of seats in non-minority private, aided and un-aided schools for children from disadvantaged and weaker sections 6) Every school is supposed to have facilities such as drinking water, library, play materials, playground and separate toilets for boys and girls. 7) Every school is supposed to have a School Management Committee (SMC). The SMC is to plan, manage and monitor the school activities in collaboration with the local authority. 8) Bars corporal punishment and mental harassment of students. 9) A teacher-student ratio of 1:30 in primary and 1:35 in upper primary section. 10) Subject teachers for upper-primary classes and one teacher for every class. The act has lot many provisions for betterment of education in our country, yet many of it are not seen executed on ground. The act was discussed in our zone as part of our Leadership Curriculum and a few of the gaps in the execution of the Act as it turned out are as follows: 1) Corruption: Corruption happens at all levels and is preventing the information and resources reaching the ones who most need it. 2) Ignorance: Parents are ignorant of the provisions of the Act and the right their children has for free education. Teachers are ignorant of the content of the Act and the right to address to specific bodies, the lack of amenities proposed by the Act 3) Child Labour: Although child labour has been abolished in India by law, it still exists, preventing children from attending school. The social and economic factors attached to it is a different story. 4) Effectiveness: India has 1000s of NGOs working in the education sector and still 1.4 million children aged between 6 and 11 are out of school in India. Recently I conducted a presentation on the RTE Act for the teachers in one of the schools I work with. It turned out that none of the teachers had read the Act before or were conscious of the provisions of the Act. The school has no SMC and some of them were not even aware of what an SMC was. I addressed this concern of the teachers — even after being one of the main stakeholders in the education sector — not being fully aware of the RTE Act in a session we had with Ms. Hemangi Joshful, a member of the RTE Forum. The reply was that it is not mandated by any means. Also it was inferred from the session that if anyone notices any violation in RTE Act, the issue can be addressed to the State Commission for Protection of Child Rights (SCPCR) or the National Commission for Protection of Child Rights (NCPCR). The Act talks in terms of admission to schools and the mandatory facilities in schools, but nowhere it mentions the quality of learning. Also, there is nothing specified about the educational qualification of teachers. As rightly mentioned by my co-fellow Arun SM, the Act is more of an input oriented one, rather than outcome oriented.

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This age group works on developing social skills such as manners and safety. They also work on colors, numbers, art and fine motor skill development. In this class kids learn letter recognition, formation and sound. They work on learning numbers 1-50, art and fine motor skills. Kids also begin their music lessons! We want your child to excel in Kindergarten. Phonics and pre-reading are core to the Pre-K curriculum. Kids also work on numbers 1-100, simple addition, writing their names independently, arts and music. Half Day Plans are from 6:00 am -12:00 pm Full Day Plans are from 6:00 am – 6:00 pm

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For the past several weeks, the Crew has been reviewing computer programming software from Computer Science for Kids. The Crew reviewed two different products, Computer Bible Games for Microsoft Small Basic and Beginning Microsoft Small Basic. Using Small Basic, a simple computer language that makes writing code easy even for kids, these two products teach Middle School children how to program. In lessons designed to take between 3-6 hours each to complete, students learn to write simple programs culminating in demonstrating to the student how the Small Basic programs learned can be further enhanced in a more advanced computer programming language. Not only do students learn basic (or Small Basic!) programming, then, but their appetites are whetted for further computer programming. Beginning Microsoft Small Basic is comprised of 11 chapters teaching program design, text window applications, graphics window applications, and other features of Small Basic. Computer Bible Games for Microsoft Small Basic differs from it only in that in place of Chapter 11 (which uses secular games to show how other computer languages can enhance the game experience), the program adds several new chapters explaining how to build computer Bible games. The program is designed specifically for Christian homeschool families. Computer Bible Games and Beginning Microsoft Small Basic are available fro $59.95, but are currently on sale for $34.95. The price includes a single-user license and digital E-book download.

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You are here Michigan's Action Plan for Literacy Excellence The Michigan Department of Education (MDE) believes in intentional early childhood (birth through age eight) instruction that provides equitable access as evidenced by: Click for further information related to high-quality instruction for children from birth through age 8. - Developmentally appropriate practices - Integrated learning across and within content areas, - Assessments that rely on continued observation of student performance to inform and drive instructional decisions, - A balance of teacher-directed and child-initiated activities with opportunities for play-based instructional experiences, - Culturally relevant curriculum, materials, and practices that are incorporated into daily classroom activities, Skills and knowledge that impact student literacy learning include: - oral language - print concepts - phonological awareness - alphabet knowledge and other letter-sound knowledge/phonics - word analysis strategies - reading fluency - handwriting and word processing - broad content and background knowledge - knowledge and abilities required specifically to comprehend text - knowledge and abilities required specifically to compose text - literacy motivation and engagement - vocabulary strategies More information can be found on the Literacy Essentials Website. MDE has provided supports on key literacy practices, including read aloud with attention to vocabulary, increasing informational text use in the classroom, and interactive writing to address foundational skills standards. Video, webinar, and corresponding research resources can be found here: To be fully literate, our young students must engage in content area learning to build the knowledge and skills necessary to communicate, collaborate, and critically think. An additional resource is the What Works Clearinghouse (WWC) which reviews the existing research on different programs, products, practices, and policies in education. Section 35a(4) of the FY 2018 State School Aid Act provides $7,000,000 for early literacy coaches at Intermediate School Districts (ISD) to assist teachers in developing and implementing instructional strategies for pupils in grades K-3 so that pupils are reading at grade level by the end of grade 3. Each ISD in the state is eligible to receive $75,000 per coach from MDE but the ISD must provide funds for at least 50% of the grant amount awarded to support the cost of the coach. In other words, since grant awards may not exceed $75,000 per coach, the maximum required ISD matching allocation would be $37,500 per coach. Section 104d of the FY 2018 State School Aid Act provides $9,200,000 in an equal per pupil formula reimbursement to districts and public school academies (PSAs) that purchase a computer-adaptive test; or that purchase 1 or more diagnostic or screening tools, for pupils in grades K to 3 that are intended to increase reading proficiency by grade 4; or that purchase a benchmark assessment for pupils in grades K-8. Section 35a(5) of the FY 2018 State School Aid Act provides $19,900,000 to districts for additional instructional time to pupils in grades K-3 who have been identified as needing additional supports and interventions in order to be reading at grade level by the end of grade 3. Early Literacy Resources

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Headsprout Proven Effective with Early Readers Excerpts from Florida Center for Reading Research Report What is Headsprout Early Reading?Headsprout Early Reading is a supplemental beginning reading program for students in Pre-K through 2nd Grade who are not yet reading or who are in the beginning stages of the reading process. Designed to teach the foundational skills and strategies that are critical in becoming a skilled fluent reader, this Internet-based program creatively captures the attention of the young reader through the use of engaging, highly interactive activities, and serves as an on-line tutor, providing one-on-one instruction.... Many unique aspects inherent in the design of Headsprout Early Reading facilitate the studentís acquisition of early reading skills. How is Headsprout Early Reading aligned with Reading First?Headsprout Early Reading incorporates the five critical components of reading instruction cited by the National Reading Panel and Reading First: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Research Support for Headsprout Early ReadingIn sum, the content and design of Headsprout Early Reading reflect scientific research with an abundance of instructional strategies in phonemic awareness, phonics, fluency, vocabulary and comprehension. The developers of Headsprout Early Reading have produced a wide array of evidence that most children who work with the program acquire the specific skills it is designed to teach. - Every student response is acknowledged with appropriate reinforcement and feedback. - All lessons are highly interactive and provide multiple opportunities for practice, which in turn, increase student involvement. - The sequence of sounds in this program were chosen because of their consistency in pronunciation. - Sounds are held out or stretched during pronunciation and sounding out of words. - A high focus on all aspects of fluency: establishes automatic letter-sound and word recognition, models expressive readings of text, and provides multiple opportunities for repeated readings that are geared to the increasing speed. - Decodable texts are used to provide students with the chance to apply the skills they have been learning. - By weaving cumulative review throughout all episodes, the potential for increasing the retention of skills and strategies is augmented. - The program adapts to a studentís pattern of response, offering corrective feedback and teaching routines that are supportive and instructional. - Even though the program does not use voice recognition technology, the design of instruction encourages frequent oral responding, which is verified by a model for comparison. Product Update: Learning A-Z has merged Headsproutís two elementary reading products ó Headsprout Early Reading and Headsprout Reading Comprehension ó into one adaptive, effective, and fun K-5 online reading program. From introducing early readers to key reading fundamentals to growing reading comprehension skills for more established readers, Headsprout is the perfect resource to help children become capable and confident readers.

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Louis Prang Lithograph Factory 270-286 Roxbury Street Italianate style factory building Louis Prang(1824-1909) advanced the art of chromolithography so that he could reproduce oil paintings on greeting cards. In 1875 he printed the first Christmas Card. These were very successful and Prang ran competitions every year for new artists’ designs to be used on his cards. It is said that young ladies recorded in their diaries how many Prangs they received that season. These cards are in great demand today by collectors. Prang’s factory became a tourist attraction and he often conducted tours himself. Prang closed his card making operation in 1890, unwilling to compete with cheap imitations, with cut out cards, with glue and glitter instead of layers of mellowed gold ink. He merged with Taber; Taber and Prang moved to Springfield in1892. The American Crayon Company acquired the rights to Prangs art material in 1909 and merged with Joseph Dixon Crucible Company in 1957 which is now Dixon Ticonderoga. Prang believed that art was important for all children and was the father of art education in the United States. He invented the Prang Method of Art instruction, printed reproductions of famous art works and published art textbooks including “Art in the School Room and “Art Education in High Schools.” He also trained art teachers. His method of instruction was used by the Boston Public Schools for many years. Prang also manufactured non toxic watercolors and other child safe art materials. The Prang Factory is an Italianate style factory building located just below the home of the owner. The Prang Factory is now a mixed use building, housing residential and office space. Sources: National Register of Historic Places:Registration Form:Roxbury Highlands Historic District

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M.S. in Teaching Interdisciplinary and Inclusive Education College of Education Bulletin boards; Fourth grade (Education); Mathematics--Study and teaching (Elementary) Elementary Education and Teaching The purpose of this study was to determine what effect the use of interactive bulletin boards, when used as manipulative learning tools which reinforce basic arithmetic through repetition on a daily basis, have on the final marking period grades of fourth grade students. It was hypothesized that fourth grade students who experience the daily use of interactive bulletin boards that contain manipulative parts to reinforce basic arithmetic skills as a part of their mathematics instruction will exhibit significantly higher marking period grades in mathematics than students who do not experience such bulletin boards on a daily basis. The design of the study was quasi-experimental with an experimental group of 23 students and a control group of 23 students. Prior to the treatment, second marking period numerical grades for mathematics were collected from both groups. After four weeks of use of an interactive bulletin board in mathematics lessons in the experimental group, third marking period grades were collected from both groups. A series of t-tests at the .05 alpha level showed no significant difference in achievement between the control and experimental groups. Charlton, Kathleen M., "The effect of interactive bulletin boards on mathematics achievement in fourth grade" (2002). Theses and Dissertations. 1414.

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Essential Tool for Schools Hiner Method is an essential tool for schools in a group setting. It is designed to teach every student at his/her own pace in a group of any size. Each piano+computer station can accommodate up to 20 students per day. Our revolutionary and comprehensive music curriculum will help your school achieve the most advanced goals for music education. Hiner Method 'Soft Way to Mozart' will improve the overall academic success of your whole student body since it is built upon math and physics in conjunction with music. - Quality private lessons in group settings - Applicable music, math and physics skills that students will use for life - Training for teachers so they can offer music lessons, even if they do not have a music degree - Monthly lesson plans for students of any age and skill level

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These words break our hearts every time we hear them: "I’m tone deaf. I can’t sing." It’s usually accompanied by a smile or laugh, but the message is both clear and absolute. And wrong. A great story on Toronto's Ludwig-Van.com classical music site delves into the widely-held misconception that most people cannot sing. “That’s a blatant lie.” Of all creative endeavours, singing is perhaps the most poorly understood. To the chagrin of vocal teachers everywhere, singing is the one pursuit where you will be told, you can’t sing, so don’t bother. Parents will readily pony up the resources for acting lessons, or soccer, but when it comes to the ability to sing, many people are still under the impression that it’s something magical – you either have it, or you don’t. A study of undergrads at Queen’s University, found that about 17 percent reported themselves as being tone deaf. It’s such a common fallacy in our society that it has led to a world of singers — the small minority — and non-singers — the vast majority. But is that really based in reality? Science — and those vocal teachers — say no. Sean Hutchings is the Director of Research at Toronto’s Royal Conservatory of Music. His lab looks into how music affects the mind, and how the mind affects music, in essence. He calls singing a “structured coordination of vocal muscles” at its most basic level. “Just like any type of muscular activity, it’s amenable to practice. We know that practising motor control can help. You can certainly learn to be better.” As he points out, speaking is already a form of muscle control. So, why is it that our society has put singing into such a rarefied category? “Part of the reason that there has been a source of anxiety over singing is inadequate music education.” He points out that in older generations, in particular, the sole emphasis was on performance. When school children who couldn’t naturally hit the right notes, rather than training them, they would simply be told to mouth the words, and not sing at all. “There’s no better way to make sure someone is bad at something than to tell them they can’t do it.” Read --and share -- the entire story at Think You Can't Sing? Science Doesn't Believe You.

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M.A. in Educational Technology Science, Technology, Engineering, Arts and Math Education College of Education Computer-assisted instruction--New Jersey; Educational technology--New Jersey Elementary Education and Teaching The problem in this study asks: Could it be that teachers who have high frequency of computer use in the classroom have recognizable characteristics than teachers who have a low frequency of computer use in the classroom? A data collection instrument was develop and distributed to 23 classroom teachers at H. B. Wilson Elementary School in Camden, New Jersey. The 47 questions on the survey assessed computer knowledge and uses in the classroom, and a score was given to each category. Some of recognizable characteristics of teachers who had high frequency of computer use in the classroom were the fact that they had more professional development hours, basic knowledge of computer hardware and software. The teachers' personal experience with computers and software programs were also characteristics that were noted in the results. The result from this survey was compared to the report from the U.S. Department of Education, National Center for Education Statistics as mentioned in this paper. Since the null hypothesis stated that there would be no significant difference in the characteristics of those teachers who have high frequency of computer use in the classroom than those who have low frequency, the null hypothesis was rejected. Smith, Samuel L., "Computer use and integration of elementary school teachers" (2006). Theses and Dissertations. 936.

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More than one hundred videos are included in this mini-course so you and your students can listen to these wonderful musical pieces and songs of Western music tradition, from the years 1450 to the present era. A printable pack is included so students can critique and keep track of what they have listened to. Also included is a set of Composer/Musical Era Flashcards to go with each of the composers included in this course. Gena Mayo is a homeschooling mom of 8 who has been teaching music in various forms for over 20 years. She has a Bachelors degree in Music Education and a Masters degree in Vocal Pedagogy (teaching voice lessons). It is her desire to help all homeschoolers include music in their homeschools.

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Why 45% of India’s disabled are still illiterate and thousands dropping out of schools The 2011 census says 45% of India’s disabled population are still illiterate, compared to 26% of all Indians. Once in school, these children need user-friendly instruction and teaching equipment, apart from special educators, who are hard to come by.editorials Updated: Jun 28, 2017 12:50 IST The motto for the Sarva Shiksha Abhiyan, the national educational initiative to help realise universal elementary education policy, goes: “Every child with special needs should be placed in regular schools with the needed support services.” But a look at the ground realities of the country’s disabled population illustrates that it is just another utopian ideal. The government’s initiative may promise free education for all children between the ages of six and 14, but those with special needs form the largest out-of-school group in the country. Two tier-2 towns in Uttar Pradesh exemplify this. A recent Sarva Shiksha Abhiyan study said 3,417 disabled children had no access to education in Agra and 3,400 in Bareilly. Bareilly and Agra are not aberrations to the trend. More than 25 lakh school students in India are identified as Children with Special Needs. But the 2011 census says 45% of India’s disabled population are still illiterate, compared to 26% of all Indians. The dropout rates for physically challenged students are high. Of persons with disability who are educated, 59% complete Class X, compared to 67% of the general population. In a country that has almost universal primary school enrolment, a 2014 ‘National Survey of Out of School Children’ report put the number of special-needs children between six and 13 years of age who are out of school at 600,000. Once in school, these children need user-friendly instruction and teaching equipment, apart from special educators who are hard to come by. The apathy towards training as an educator to teach children with special needs appears to be growing. In Agra’s 2,970 primary schools for instance, only 37 special teachers report to work. On top of it, there is a policy dichotomy. Even as the ministry of human resource development propagates an inclusive-education model where special kids study in regular classrooms, the ministry of social justice and empowerment vouches for separate schools for children with special needs. Till the nation begins to be serious about educating the country’s divyang population (disenfranchised but divine) as Prime Minister Narendra Modi likes to call them, the accomplishments of the Sarva Shiksha Abhiyan will continue to have a hollow ring to them. First Published: Jun 28, 2017 12:47 IST

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Heartland Head Start’s approach to School Readiness means that children are ready for school, families are ready to support their children's learning, and schools are ready for children. Heartland Head Start views school readiness as children possessing the skills, knowledge, and attitudes necessary for success in school and for later learning and life. Historically, Head Start often has led the early childhood field with a strong, clear, and comprehensive focus on all aspects of healthy development, including physical, cognitive, social and emotional development, all of which are essential to children getting ready for school. All Head Starts are required to establish school readiness goals which are defined as "the expectations of children's status and progress across domains of language and literacy development, cognition and general knowledge, approaches to learning, physical health and well-being and motor development, and social and emotional development that will improve readiness for kindergarten goals" and that "appropriately reflect the ages of children, birth to five, participating in the program" (45 CFR Chapter XIII Head Start Regulation Part 1307.2 and 1307.3 (b)(1)(i), as amended). For parents and families, school readiness means they are engaged in the long-term, lifelong success of their child. Head Start recognizes that parents are their children's primary teachers and advocates. Programs are required to consult with parents in establishing school readiness goals (45 CFR 1307.3 (b) (1) (iii), as amended). As Head Start programs and schools work together to promote school readiness and to engage families as their children make the transition to kindergarten, schools will be ready for children.

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Kellogg Community College offers an Associate of Applied Science degree in Early Childhood Education, an Associate of Elementary Education and training for students interested in careers in secondary education. Click through the links below for information about specific Education programming. KCC provides supportive programming that can help you become a great teacher. We know from experience the work you do as an educator will deeply impact the quality of people’s lives for many years to come. We are committed to helping you and your future students learn, grow and succeed. We do this by holding to our mission of offering you the best teacher instruction and career preparation available. - Make a difference in people’s lives and help shape their future - Impart knowledge about a subject that you are passionate about - Improve society through positive role modeling and influence - Have a career with many opportunities throughout your life Education programming at KCC includes the following options, each of which is discussed in greater detail in the college catalog: - Associate Degree in Applied Science in Early Childhood Education - Associate in Elementary Education - Transfer options for education to universities (including Secondary Education) - Child Development Associate (CDA) Training What is Early Childhood Education? Early Childhood is the field of study which focuses on children’s growth and development between the ages of birth and 8 years. This is the time when a child’s progress depends upon her or his ability to explore the world and learn new concepts every day. Early Childhood professionals recognize that children have predictable stages of development, learn best through active play and by developing relationships with their peers and the adults around them. What is Elementary Education? An elementary school teacher may teach children in preschool through the sixth grade. An elementary teacher helps young children develop social skills and positive learning habits in an enthusiastic and positive environment. What is Secondary Education? Secondary school teachers instruct students in middle and high schools. They usually conduct classes in specific academic subjects, such as English and mathematics, or skills, such as accounting and woodworking. They spur students’ imaginations and intellects and prepare them for advanced education and jobs as adults. Contact Academic Advising at 269-965-4124 or the Early Childhood and Teacher Education Office at 269-965-3931, ext. 2109.

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The thesis is often the answer to some question that you have asked about.Our free essay samples will definitely help you with getting started. Positive Psychology and Music: The Power of Engagement at The first hurdle to writing a music essay is to narrow down your topic to something manageable and learn how to properly analyze and cite music theory. Research Paper Topics - RobJohnFrank.comA New Step in Music Since the beginning of organized music in the Middle Ages. It helps to understand a bit of music theory when attempting to analyze a piece of music.You may also choose a more philosophical approach such as discussing the influence or impact of music on your life, or on a society, or you could even delve into the differences in value that people place on music to begin with.The first step in writing your paper is to find a subject area you are.Research paper history music - Find out all you need to know about custom writing work with our scholars to get the excellent review meeting the requirements Papers.Many final term papers can be disappointing to read because they are badly written, reflecting inadequate preparation, poor planning, or a paucity of discipline. Journal of Research in Music Education is a quarterly, peer-reviewed journal comprising reports of original research related to music teaching and. Music - The Writing Center at UNC-Chapel Hill A Research Paper on Rap Music - Future Producers forumsThis can also be called an informative essay as it is objective and without persuasion.Then, it will take a number of times, listening to the piece for different elements, for you to be able to make sense, in a qualitative manner, how the elements fit together and why.Research paper on Constantine on Studybay.com - This course is called Music history before 1750, online marketplace for students.An example of a research paper based on the experiment of Stanley Milgram.In order to actively listen, you must first know what you are listening for.If a style of music, or a particular composer or musician inspires you, and this is what you choose to be the subject of your music essay, you can discuss the emotional influence, and feelings that the music provides to you. The music term paper commonly consists of 8 to 10 pages or maximum 3500 words.Music and autism research support the benefits of music as a processing strength and the positive effects music therapy has on communication and behavior.Though it is a daunting task, we are here to make the process as easy and rewarding as possible.Notice that the focus is on convincing the reader of your thesis. Research in Music Education - WikipediaOn this page you can learn about writing a music essay, download free Sample of Music Essay and find out What Type of Writing Should a Music Essay Utilize. Music and Culture Research Papers are available at Paper Masters free of plagiarism.Most of the subject areas listed in the webpage Some Suggested Subject Areas are too broad to treat.Many students enrolled in music courses will have to complete a music term paper as the final project.Just as in step 7 you went back to your sources with your thesis in mind.You should have completed step 1 and started steps 2 and 3 before handing.Definition essay: A definition essay is pretty self explanatory.This is a list of possible subjects related to music between ancient times and 1800. Looking for an exceptional company to do some custom writing for you.There is no project too large or too small and no question that will be left unanswered.Learn the basics of music essay writing, get more information on the history of hip hop music.Research paper music: Rating: 86 / 100 All: 375

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Phonics instruction produces the biggest impact on reading growth. It also improves spelling. Phonics is taking the phonological awareness of sounds and matching the sounds to the letter symbols. This is called the alphabetic principle or auditory-visual integration. This is the ability to accurately relate an auditory sound with a visual symbol. The beginning of this is to be able to match a word that is given orally to the picture of it. For example, if I were to say show me the picture of a dog, and the student pointed to the dog. Next steps might be pointing to the picture that begins with the /d/ sound. Once that is established you would then ask the student to match the sound of /d/ to the letter /d/, after teaching the students that these squiggly lines (letters) stand for the sound of the letters. A child’s skill and knowledge of learning letter names as well as shapes and colors is a predictor of their success in reading. Phonological awareness and letter knowledge (phonics-the alphabetic principle) is a precursor to reading skills. Once that is in place, learning the structure of the language is critical to success. How is it that we put letters together to make words? Skilled readers develop a knowledge of spelling patterns and specific word identification strategies. They also have automatic word retrieval (fluency). The scope of reading and writing is addressed including using basic punctuation and capitalization. Comprehension is addressed. Reading instruction needs to be explicit with practice built in. Reading aloud also needs to be included. Critical Elements of Regular Classroom Instruction have been identified. They include: building phonemic instruction, phonemic decoding skills, fluency in word recognition, and text processing, reading comprehension strategies, oral language vocabulary, spelling, and writing skills. Additionally, instruction for at-risk students must be more explicit and intensive that for other students. These materials use these methods: Five Minutes to Better Reading Skills, Ten Minutes to Better Study Skills, Making Spelling Sense I and II, the Writer’s Easy Reference Guide, The Comprehension Zone, The Sentence Zone, ASW Reading, Writing, and Study Skills Program, ASW Writing Program, the ASW Premium Program

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You must be logged-in in order to download this resource. If you do not have an AOE account, create one now. If you already have an account, please login.Login Create Account Great! you’re all signed in. Click to download your resource.Download Due to specific regulations in , AOE is not currently enrolling students in your state. We apologize, but at this time you can not move forward with course enrollment. Let us know if you have any questions. Please contact us with any questions. Grade Level: K-2 Art Education Lesson Plan Art Elements: Color, Line Art Skills: Fine motor, painting Making Connections: Art History * Get more free lessons like this, on our Lessons Page I love seeing how the fine motor skills develop, and how kids learn to make marks on the paper. The objective of this lesson is that students can MAKE 5 or more line types. I also do want them to know the names of the lines, but it’s more important for me to see how they can use a tool to create these different lines. They can choose to arrange them anywhere on their paper. One other strategy I use is to relate each line type to something in their everyday life. The dashed like is like the lines in the road. The curved lines are like a curvy road. The dotted lines remind us of how we use the glue in the art room. The zigzag line is like a z on it’s side, getting it’s “zzzzzz’s” and the straight line is like a robot, very rigid. We have fun acting these out drawing them in the air and talking about them. I also relate the artwork to Jackson Pollack. “Action Jackson” is a fun way for kids to remember Pollack, and the different lines they make relate to his splatter painting. They really do not forget this. I am hoping by connecting the artwork to real life situations, practicing the line types and connecting it to art history, the students will have a deeper understanding of the project instead of “just drawing lines.” This great Art Ed lesson plan is 100% FREE to download! Use it in your classroom and share with your colleagues. For more free lessons like this one, visit our Lessons Page and download them all!

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Beginning in the mid-twentieth century American music educators began a shift toward teaching “Conceptual” aspects of music for the purpose of accountability in the new science led world. But “Conceptual Music Education” is not music at all and the students know it. The students already love music when they arrive at the school door and they want to make music. Because American Music Education is no longer centered on performance, vast numbers of students go home and teach themselves to sing, compose and play keyboard instruments—all without the supervision of professional musician/educators. American Music Education has become largely a provider of activities to entertain the public and to serve as a means of begging for financial support. But all American adults have sufficient genetic understanding of music to recognize the difference between teaching music and teaching activities. The benefits for the child of real music education has enjoyed the testimony of 3,000 years of educators and philosophers. This book argues for the restoration of this ancient experience and points to the benefits for the child in making music, as opposed to just learning about music. In our contemporary language these special benefits are found only in the right-hemisphere of the child’s brain, which is also where the child himself is found. All talking and writing about music is exclusive to the left-hemisphere of the brain, is secondary observations of other persons and is, most significantly, all entirely past tense, whereas the child before us is in the present tense.

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I need to compile a list of at least five websites related to meeting the literacy needs of diverse learners and integrating writing and literature in a reading classroom. Provide the name of each website, the URL and a one-paragraph description of the website, including why you thought it was important enough to include in your list.© BrainMass Inc. brainmass.com October 25, 2018, 8:17 am ad1c9bdddf This site is an excellent source for encouraging literacy because it requires interactivity and engagement. It is a site t hat allows learners to create a comic strip or original cartoon using vocabulary words. Teachers can give learners any list of vocabulary words to use and learners can then work together or individually to come up with their own stories. The site is useful for a diverse group of learners, as each learner can contribute his or her own work based on individual experiences. Students can contribute their own interpretations when working in groups as well. This encourages them to consider the experiences of other learners from diverse backgrounds. The use of vocabulary words in cartoon creation encourages learners to consider context when exploring new ... The expert examines meeting literacy needs with compiled lists. Literacy needs and spelling program In your primary classroom, you have 15 children at all different stages of literacy development. What would you do to meet their needs? Describe what you would implement for a spelling program. What types of activities would you include in your program?View Full Posting Details

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Your 15-month-old is teeming with curiosity, becoming more mobile and exhibiting signs of greater independence. By this age, children have typically tripled their birth weight and are becoming increasingly vocal and self-aware. Children at 15 months are gaining skills in a variety of developmental areas and are beginning to build on foundational skills developed in infancy. Your 15-month-old is considered a toddler, which represents the "time between infancy and childhood when a child learns and grows in many ways," according to the National Network for Child Care. During the toddler stage, children learn to "walk, talk, solve problems and relate to others," adds the National Network for Child Care. Developmental milestones for 15-month-old toddlers indicate progress in the skills needed to master these activities. Your baby's development encompasses physical growth, sensory awareness, social and emotional progress and increased language and cognitive skills. Physical development includes increased gross and fine motor skills, which result from stronger, more controlled movements of large and small muscles. Your child learns by seeing, hearing, tasting, touching and smelling. Emerging social and emotional skills result from an increased awareness of strong emotions and feelings, as well as from social situations that involve sharing space and objects. Language skills increase as your toddler learns to recognize familiar words, objects and people, and listens to other language users. At 15 months, toddlers are able to walk independently, say a few words like "mama" and "dada" and enjoy storytime and picture books, according to Keep Kids Healthy. At this age, your toddler will also begin to show defiance, enjoy exploring new objects and places, imitate others and demonstrate more independence, according to the Centers for Disease Control and Prevention. Toddlers at this stage can feed themselves finger foods, enjoy climbing and can point to items they want or need. Activity, interaction and play are vital to your child's social, emotional, physical and cognitive growth, according to Baby.com. To encourage your toddler's development, give him opportunities to explore his environment, read to him and talk to him about what you're doing during routine activities. To promote your child's growth and development, the National Network for Child Care recommends that you provide safe mirrors for toddlers, provide blocks, give your toddler opportunities to listen and move to music, play hide-and-seek with your toddler and provide wheeled toys without pedals. Toddlers grow and develop at different rates. Use developmental milestones as a general guideline to help you know what to expect from your toddler at this stage. You might find that your toddler is ahead in some areas and behind in others, and this typically indicates normal variables in development. If you have concerns about your toddler's developmental progress, make a list of your concerns and discuss them with your child's pediatrician.

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In a world where technology connects us more than ever, it may seem counterintuitive that the very same technology can also divide us. Social isolation is a big problem, especially for our youth. Whether due to bullying, the fear of missing out, or electronics addiction, people are having a harder time connecting positively face to face. We need to fix these problems as individuals and as collective groups. It’s good to encourage kids to reach out to people who need support, to join clubs and activities, and to be as inclusive as possible. Being involved in music education is a great way to create social connections. The music itself allows us to relate to our own emotions while participating in ensembles leads to lifelong friendships as well as an affinity with something larger than ourselves. Band allows us to form interpersonal connections in more ways than we may realize. The connections built in band are so strong, in fact, that many musicians refuse to let the music stop. Instead, they participate in multiple ensembles at the same time. Especially for at-risk youth, music classes are instrumental in encouraging a greater interest in school. Programs like the Dr. William P. Foster Project celebrates and encourages educators in underserved areas. Read about the latest recipient here: “Fostering the Underserved”. No matter what type or how many marching ensembles you belong to, you will have similar types of experiences as other musicians around the globe. You’re in on all the same inside jokes, making band humor popular material for memes. Being in band also allows us to connect with our communities. In the end, we’re stronger when we band together. Keep on Marching! Original article by Christine Ngeo Katzman published on www.HalfTimeMagazine.com.

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About the Fine Motor Skills Activity Packet The Fine Motor Skills Activity Packet includes: - Fine motor development checklists - Fine motor activity ideas - Gross motor skill activity ideas - Visual motor skill activity ideas - And much more! 30+ pages of fine motor skill development ideas and suggestions, perfect for any home, classroom, or therapy practice setting. About the Hand Warm-Up Activity Cards Get 11 hand warm-up activity ideas with these hand warm-up activity cards. Includes activities to warm up the muscles of the shoulder, arm, and hand in order to complete fine motor and handwriting activities. Each page is designed to print two cards at a time, with the following page for the back side of the card. Each back side includes a description that parents, teachers, or therapists can use to help describe the activity to a child. Two-sided printing is advised to get the best use of these cards. You can also laminate each card and/or print on heavy card stock paper for a better quality of the card. About the Typical Hand Grasp Development Cards Explore what typical hand grasp development looks like with these 12 hand grasp cards. Each card provides a grasp name, typical ages it develops, a short and easy to understand description, and a picture of each hand grasp.

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The advantages of Music Technology in Schools 1. Music technology helps you to enhance the knowledge of musical theory “Technology-not only [Logic Pro] to educate students virtually any subject especially using dynamics, inside a on the job practical way”. J Clarke BDA, Mind of Music. The plug-in and automation features in Logic Pro and many music software, enable students to know classical terms for example crescendo and diminuendo with an interactive platform. Automation tools also give an amount of interaction along the way, because they can to manage the dynamics based on each section and instrument. Intergrated , controls for example attack, release, sustain and decay help students to visually communicate with terms for example staccato, legato and accent all essential tools when designing a very significant composition. 2. Develops performing, creating and organizing skills with an integrated approach “It may enable them [students] to gain access to compositional and arrangement techniques inside an imaginative way from the youthful age”. M Barbe, MBP Mind of Music. When creating an audio lesson utilizing an acoustic instrument, it may be difficult to write areas of the composition, plus arrange different sections – with no knowledge of compositional structure and the opportunity to play a guitar. Using software programs for example GarageBand, students can substitute these needs through use of a world of instrumental loops and samples, whereby students may listen, cut and paste various samples to start to construct their very own composition. The program enables students to make use of the interface like a canvas for his or her creations to visually manipulate tune, harmony, rhythm, form and timbre. 3. Finds out hidden talents inside the classroom “I believe the primary advantage of using music technology inside a classroom is always that students get contact with limitless sources and options for a platform for his or her creativeness”. L Neckles SHHS, Mind of Music. Who knows how good you’re before you are tested. Music technologies are a medium whereby students may uncover skills they didn’t know they’d. Using music software for example Soundation4Education, enables students to consider critically, independent choices and cognitive judgments within the music production process. Presenting a variety of musical possibilities provides the possibilities of raising self-esteem, growing motivational amounts of students and enabling these to use their creative skills for any career in the market. 4. Music technology can further the limitations of music and enrich music training for pupils and teachers, alike “… The chance to understand a music is really a fundamental human right which needs to be available equally to children attending schools”. John Brockhouse, Author, Improving constantly: using music technology for learners with special needs. Australian Journal of Music Education Children from early years right through to the musically inept, gifted and disabled can get access to music through technology. Musical performance on the traditional instrument is frequently exclusively determined by you skill. Yet with technology equipment for example drum pads, synthesizers and electro acoustic instruments, illustrious samples and mind-blowing sounds could be performed through the tap of the finger or mouse click. Assistive Music technology devices for example Band inside a Box or Soundbeam, could be applied to methods to engage disabled students to see music performance included in a group they also assistance to support the students curiosity about music education. With no access technology offers, greater education in music usually stays closed to physically and psychologically disabled pupils. 5. Music Technology enables students to increase their learning and creativeness outdoors the classroom “Using music technology software aids to get rid of certain barriers to learning for college students. It does not matter if you can to experience a musical instrument or otherwise, nor will it rely on your musical ability”. S Wagstaff, SBI Mind of Music Music technology is a reasonably new skill, specifically for primary school students. With the kind of Soundation4Education, students can access music production software outdoors from the classroom without getting to pay for the pricey cost of music production software. Today, online music software programs are considerably cheaper when compared to price of purchasing instruments and music training within the lengthy term. Through internet access, students may develop music production skills by watching the wide array of tutorials from music producers straight from their bed room. To summarize, music technologies are what you want. Music tech is a terrific way to educate composition, organizing and fundamental music theory to some whole class. Many schools have started to adopt the advantages of technology as possible seen through programs for example Proclassic and degree of IT capital committed to schools across London (£450m in 2013 based on Gov Today). However, there should be greater access for teacher CPD learning music tech, to ensure that schools to know ways to use the software not to supplement the background music curriculum, but to include it as being something to allow greater learning and understanding – so that as something to facilitate greater use of music theory and gratifaction abilities.

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Mental illnesses affect 19% of the adult population, 46% of teenagers and 13% of children each year. People struggling with their mental health may be in your family, live next door, teach your children, work in the next cubicle or sit in the same church pew. However, only half of those affected receive treatment, often because of the stigma attached to mental health. Untreated, mental illness can contribute to higher medical expenses, poorer performance at school and work, fewer employment opportunities and increased risk of suicide. What Exactly is a Mental Illness A mental illness is a physical illness of the brain that causes disturbances in thinking, behavior, energy or emotion that make it difficult to cope with the ordinary demands of life. Research is starting to uncover the complicated causes of these diseases which can include genetics, brain chemistry, brain structure, experiencing trauma and/or having another medical condition, like heart disease. The two most common mental health conditions are: Anxiety Disorders – More than 18% of adults each year struggle with some type of anxiety disorder, including post-traumatic stress disorder (PTSD), obsessive-compulsive disorder (OCD), panic disorder (panic attacks), generalized anxiety disorder and specific phobias. What You Can Do to Help Although the general perception of mental illness has improved over the past decades, studies show that stigma against mental illness is still powerful, largely due to media stereotypes and lack of education, and that people tend to attach negative stigmas to mental health conditions at a far higher rate than to other diseases and disabilities, such as cancer, diabetes or heart disease. Stigma affects not only the number seeking treatment, but also the number of resources available for proper treatment. Stigma and misinformation can feel like overwhelming obstacles for someone who is struggling with a mental health condition. Here a few powerful things you can do to help: - Showing individuals respect and acceptance removes a significant barrier to successfully coping with their illness. Having people see you as an individual and not as your illness can make the biggest difference for someone who is struggling with their mental health. - Advocating within our circles of influence helps ensure these individuals have the same rights and opportunities as other members of your church, school and community. - Learning more about mental health allows us to provide helpful support to those affected in our families and communities. Great sources for mental health news and information include: She earned a BA in Elementary Education from the University of Northern Iowa and a Masters of Social Work from the University of Iowa in 1995.

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Curriculum and Assessment Each teacher develops a class schedule that best meets the needs of her students. Students will participate in story/language group, table work, social time, music/movement, arts, snack and play. Twice a week a mental health provider will push in and provide direct social-emotional instruction. Field trips are determined on an annual basis. English Language Learner (ELL) Supports Students with limited proficiency in the English language have the opportunity to work with a teacher-specialist to develop needed verbal and written skills deemed necessary to be successful in the regular education program. ELL classes providing support services take place during the school day in each of our classrooms. When they enter schools, students are identified, through the Home Language Survey. Students whose parents speak a language other than English in the home are tested by an ELL specialist to determine the level of English language proficiency in the areas of reading, writing, and speaking. Based on this proficiency, students are provided services by the ELL specialist either within or outside of the classroom setting. In addition, the ELL specialist and the classroom teacher collaborate to determine how to best meet the needs of the student in the classroom. Students are not exited from the program until the student has acquired a sufficient level of proficiency to be successful in the general education classroom. The Illinois Early Learning and Development Standards (IELDS) provide the framework for instruction within the program. The IELDS align to the Illinois Kindergarten Standards and the Common Core Standards for Kindergarten. The Early Childhood program has developed a rigorous scope and sequence for teaching instructional units in the following: language arts, math, science, social studies, physical development and health and social/emotional milestones. Teaching Strategies Gold Progress through the curriculum is monitored order to ensure that all children are learning and acquiring skills/concepts being taught. A checklist from the Teaching Strategies Gold is used to gauge each child’s progress. Information from the checklists is reviewed by staff and used to guide instructional planning within the classroom. A report for each child is compiled in the Fall and shared with parents. - Individual Growth and Developmental Indicators Early literacy and early numeracy skills are monitored through the Individual Growth and Developmental Indicators (IGDIs). This general outcome measure for preschoolers is utilized to design and deliver instructional activities within the classroom. - Positive Behavior Intervention Strategies In collaboration with the Illinois State Board of Education (ISBE) the Early Childhood program has initiated the Positive Behavior Intervention Strategies (PBIS) model. The purpose is to identify, adapt, and sustain effective school-wide disciplinary practices. The Early Childhood staff has developed three behavior expectations that are actively taught to children throughout the school year and across the school environment. The three, expectations for students are: - Be Ready – Children learn to be ready for active learning - Be a Friend – Children learn how to interact appropriately with people in the building - Be Safe – Children learn how to engage safely with the environment Throughout the school year, your child’s teacher will communicate information about PBIS skills that are being taught at school. If your child has difficulty with behavior at school, you child’s teacher will inform you of any behavior concerns. Sometimes children have difficulty maintain expected behavior. In these situations, additional support can be provided through individualized plans. Should you have any questions or concerns about your child’s behavior please contact your child’s teacher. Wellness is taught by a school social worker in grades early childhood through 5th grade in Batavia Public School District 101. Wellness is one avenue in which Batavia Public School District has chosen to address the Illinois Social Emotional Learning Standards. The social workers in the district use the Second Step curriculum (secondstep.org) to teach skills in the following four areas: - Skills for Learning: Children gain skills to help them be better learners, including how to focus their attention, listen carefully, and ask for help. - Empathy: Children learn to identify and understand their own and others’ feelings. Children also learn how to show care for others. - Emotion Management: Children learn how to calm down when they have strong feelings, such as worry or anger - Friendship Skills and Problem Solving: children learn how to make and keep friends and to solve problems in a positive way. How can parents support? Parent are encouraged to use the common vocabulary of “Be Ready”, “Be a Friend” or “Be Safe” when talking to your child at home. Parent links from weekly lessons from the Second Step curriculum are also sent home for parents to review and use the common language and strategies. This helps students to learn the skills and generalize them across all settings.

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Study Guide with Practice Test Questions Author: Praxis Elementary Ed Test Prep Team Publisher: Cirrus Test Prep View: 3909Cirrus Test Prep's Praxis II Elementary Education Content Knowledge (5018): Study Guide with Practice Test Questions will provide you with a detailed overview of the Praxis II 5018, so you know exactly what to expect on test day. We'll take you through all the concepts covered on the test and give you the opportunity to test your knowledge with Praxis Elementary Education practice questions. Even if it's been a while since you last took a major test, don't worry; we'll make sure you're more than ready! Cirrus Test Prep's Praxis II Elementary Education Content Knowledge (5018): Study Guide with Practice Test Questions includes: A comprehensive REVIEW of: Praxis 5018 Reading and Language Arts Reading: Foundational Skills Teaching English to Speakers of Other Languages Reading Literature and Informational Text Writing Language Listening and Speaking Terms Praxis 5018 Mathematics Numbers and Operations Algebraic Thinking Geometry and Measurement Data, Statistics, and probability Terms Praxis 5018 Social Studies Geography, Anthropology, and Sociology World History United States History United States government, civics, and Democracy Economics Social Studies Skills and Processes Terms Praxis 5018 Science Earth and Space Science Life Science Physical Science Science and Technology Science Skills and Processes Terms ...as well as over 200 Praxis II Elementary Education practice test questions. About Cirrus Test Prep Developed by experienced current and former educators, Cirrus Test Prep's study materials help future educators gain the skills and knowledge needed to successfully pass their state-level teacher certification exams and enter the classroom. Each Cirrus Test Prep study guide includes: a detailed summary of the test's format, content, and scoring; an overview of the content knowledge required to pass the exam; worked-through sample questions with answers and explanations; full-length practice tests including answer explanations; and unique test-taking strategies with highlighted key concepts. Cirrus Test Prep's study materials ensure that new educators feel prepared on test day and beyond.

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Coupon & course info Course Name: Create a Home Environment that Fosters Student Success Subtitle: Easy steps to help your child be more successful in school and life… with less stress Instructor: Taught by Dr Susie Wolbe, former principal, teacher, tutor, author, Udemy instructor Category: Teacher Training Subcategory: Teaching Tools Provided by: Udemy Price: $9 (before discount) Free coupon code: See above (no charge for coupon) Review info & popularity As of March 28, 2016… Students: 593 students enrolled Ratings: 6 reviews Rank: ranked #60 in Udemy Teacher Training Courses Brief course description This course will help your child become more successful in school and life! You will learn how to create appropriate expectations in academics, extracurriculars, and technology, start a tradition of family meetings, and discover how to implement study and organization practices based on brain research. Your personal level of home stress will decrease at the same time! You will learn how to develop a plan, with your children, that will gradually increase their level of responsibilities for tasks related to their school and activities, removing the burden from your shoulders. This will happen naturally as you begin a tradition of regularly scheduled family meetings where a team approach will soon become the place to resolve family issues. Invaluable supplemental resources include a worksheet for parents/families to use when setting expectations, a sample script for children to use when learning how to solve their own problems, and a list of materials to include in a newly created home study area. (Read more about this course on the official course page.) Dr Susie Wolbe bio Dr. Susie Wolbe was a classroom teacher in both public and private schools before serving as K-8 principal in a private school for fourteen years. She has a B.S. and M.S. in Elementary Education, holds an Ed.D. in Educational Supervision with a Concentration in Curriculum and Instruction, is a Certified Academic Language Therapist, and is certified as a Mindful Schools instructor. She currently works with adults and children in both group and individual settings and is a continuing education provider for the state of Texas (CPE# 902209). (Learn more about this instructor on the official course page.) If you like this course, you might also be interested in: Learn skills that you can use anywhere in the world to change the hearts and minds of your students! Taught by Todd Squitieri, English Instructor and World Traveler Flipped Learning is a method of learning in which students acquire learning content at home and do practice in class. Taught by Ngoc Vo, Instructional Designer, M.Ed, Ph.D Learn how to put YOURSELF in front of the lens to connect with your audience and build a tribe of fans. Taught by Alexa Fischer, Creator of Alexafischer.com Master Udemy Course Creation -> Udemy Course Development in a Nutshell -> Make Money with your Udemy Courses Taught by John Colley, Business Strategist and Online Course Podcaster and Expert Learn to present content in a more engaging manner for your students Taught by TJ Walker, Public Speaking and Media Training Expert Final details for this Udemy course Languages: English, captions Skill level: All Levels Lectures: 7 lessons Duration: 33 Mins of video What you get: Identify appropriate expectations for their children in the areas of academics, extracurriculars, and technology Target audience: This course is designed for any adults with school-aged children living in the home. Requirements: There are no prerequisites for this course. Access: Lifetime access Peace of mind: 30 day money back guarantee Availability: available online, as well as on iOS and Android Download options: check course to see if you can download lessons

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Coming Up Taller We Need To Support The Arts For Better Life Now And In the Future Think of a world without any of the arts, no Television or movies, no music, no beautiful paintings or sculpture, no books or poems.Wouldn't the worlds life be drab without all these things? Architecture is an art and without it our buildings could all be dull boxes. Interior design is an art that makes our homes beautiful to live in. Without the various art forms, we would not have beautiful and varied fabrics, floor coverings, furniture and accessories. There would be no entertainment, beautiful clothes or jewelry. What a drab and unhappy world we would live in without the arts. Artists and art groups need to be supported so they can continue to make our world a brighter, more interesting place to live. We need to start to support the arts in the elementary schools, high schools and colleges so that young artists can learn to think creatively from an early age. Some reasons for supporting the arts in schools are: - Art education helps make well rounded students. - Art is a great stress reliever for children. - The many art forms give children a sense of self worth. - Art in schools helps students develop independent thinking and problem solving skills. - Art in the schools helps children develop communication skills and creative expression. - Art helps children relate better to the outside world. Down through history the church, governments and wealthy individuals have recognized the value of art and artists to society. Patrons of the arts in history were noblemen, kings and churches. In today's society, patrons of the arts can be anyone who wants to further art in the community. City, State and Federal government agencies support the art community because they have found that art is good for the economy. A healthy arts community can lead to economic development and a bigger tax base. Many small businesses and individual entrepreneurs are artists of on kind or another. They create jobs and pay taxes as well as improving the communities where they are located. Because art is so important to the health and well being of society, there are many foundations and organizations devoted to supporting the arts. A few of them are: - The Ford foundation--they give grants. - The National Endowment for the Arts - Andy Warhol Foundation for the Visual arts--supports cultural organizations who support artists. - Henry Moore Foundation--promotes public appreciation of art. - New York Foundation for the Arts - Princess Grace Foundation--helps young artists in film, theater and dance. - International Child Art Foundation--promote children's art and visual learning around the world. the latest pages Institute of Museum and Library ServicesThe agency was a consolidation of the Institute of Museum Services and the Library Programs Office that was a part of the Departme... The National Endowment for the HumanitiesFounded in 1965, the NEH bequests grants that are intended to support the teaching of the humanities, fund research and groundbrea... The Scholastic Art and Writing AwardsThe program dates back to 1923 and is managed by a non-profit organization called The Alliance for Young Artists and Writers. The ... Humanities ProgramsMaybe they’ve yet not found something which interests them, or perhaps they have interest in many things. Either way, students c... National Arts and Humanities Youth Program Awards“The programs receiving National Arts and Humanities Youth Program awards each use achievement in the arts and humanities as “... National Book FestivalConducting such festivals is a boost to people who love reading because for more than a decade, the use of internet has taken over...

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The Creative Education Foundation, Zanzibar To work towards sustainability, and eventually take fee paying students who will subsidize places of sponsored students, we need to invest in training of our local teachers. By raising teaching standards our school will hopefully then successfully compete with private schools, and then we can aim to have a mixture of non-fee paying children from low income backgrounds and full-fee paying students, never to be more than even in ratio - nobody is more privileged than another in our world. Eventually, we hope the fee payers will support the education of the disadvantaged as we strive for a good financial and social mix so that our students all learn from each other. Government Education in Zanzibar In the Kiswahili culture, an orphan is defined as a child without a father, since fathers are the likely providers in a family, especially among the low income, where manual labour is likely to be the only means of income generation. Widows are often left with many children, struggling to get food on the table, and have no access to quality education for their children. Most of our students would have no option than to attend local government schools where classes can reach 140 students, and teachers have few resources and little time or energy for quality teaching and individual attention. In Zanzibar, most students enter Grade One with nil or very little basic literacy or numeracy skills, and will never receive the individual attention they need to catch up. The Zanzibar government delivers primary education in Kiswahili, and then there is a dramatic shift to an English-based curriculum in High School. With under-resourced Primary Schools, the common result is that students enter high school with inadequate preparation in English, numeracy and literacy to be able to succeed in high school. The mass result of this is that most students fail or drop out of school early, and only a minority manages to succeed and stay in school. By Form Two, the current retention rate in public schools in Zanzibar is only 53%, leaving the other 47% of students exiting the education system early to a lifetime of dependency, unemployment, or low skilled labour at best. A Real Chance At CEF Zanzibar, every child has the chance to flourish as they are guided in small groups by their local teacher who is also being guided by their own mentors - we believe we are all in a process of lifelong learning and continual improvement. Our commitment is to nurture every child at each stage of their development will help them to grow into well rounded adults able to bring about change for the good within their communities and environment. The sad truth in Zanzibar, is that only a minority of students will pass at school, and the majority will fail. CEFZ can change this for some children and give them a real chance of succeeding in Life. Striving Towards Sustainability CEF School is focused on providing education alternative to the most disadvantaged children in Zanzibar's over-crowded government schools. Children already enrolled in a government school, or with older siblings in a government school are eligible for placement. From these applicants, we prefer to offer places to orphan students, and then each students' living situation is assessed by a home visit from one of our team. In this way we ensure we take the most needy.

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In each province the provincial government is responsible for the management of public education. You will be able to get information about each department from the websites listed below. The websites also list the post-secondary education facilities (community colleges and universities) in each province. Colleges have different names. They might be called any one of the following: colleges of applied arts and technology, institutes of applied arts and sciences, community colleges, technical/vocational and university-oriented colleges, institutes of technology or technical institutes and in Quebec, they are known as collèges d'enseignement général et professionnel, or CEGEPs. Although education is paid for by taxes, parents should expect to pay for certain activities such as field trips and cheap musical instruments for music education. There are also private schools in Canada, which charge high school fees. Education is conducted in English or French. Children with language difficulties get extra language training for free. When immigrants enrol their children they would expect to bring their Immigrant Visa or Permanent Residence Card, the birth certificate of the child, the vaccination certificate and any previous school records to the school.

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A person must be able to read a string of letters and understand the meaning that particular string creates. Who is at Risk? While they are correct Children literacy essay that regard, almost all my students lack the critical thinking skills required to read a piece of literature and see beyond the surface meaning of the words on the page. This means that children who enter school with weaker verbal abilities are much more likely to experience difficulties learning literacy skills than those who do not. Literacy as it relates to the written word involves engaging with the written word on multiple levels. Gradually, children combine what they know about speaking and listening with what they know about print and become ready to learn to read and write. Read it a new way: This ability to write is just as essential to the definition of literacy as the ability to read is. I can sound out each grapheme 2but I have absolutely no idea what the final product means. Each negative experience students have with writing only serves to more Children literacy essay ingrain in them their dislike of the activity. Talk to your child during daily routine activities such as bath or mealtime and respond to his or her questions. I enjoyed the attention so much, I wanted more of it Children literacy essay so every vocabulary assignment thereafter was a new story filled with drama, intrigue, and lexical variety. An intellectual who had served seventeen years in concentration camps during the Bolshevik invasion of Romania, he understood just how powerful and liberating the written word could be. Read picture and story books that focus on sounds, rhymes, and alliteration words that start with the same sound, as found in Dr. Growing up, I read all the time: Engage your child in singing, rhyming games, and nursery rhymes. Children see and interact with print e. Seasoned with that desire and ladling out heaping servings of praise with my criticisms, I want to help my students achieve the full definition of literacy. I want to be an instructor that my students respect enough to want to please, the way I wanted to please the people in my life who taught me the value of words. When I read Japanese, I am an example of such half-accomplished literacy. But fortunately for me, he was not the only one in my family who encouraged reading. Provide a variety of materials to encourage drawing and scribbling e. As children playfully engage in sound play, they eventually learn to segment words into their separate sounds, and "map" sounds onto printed letters, which allows them to begin to learn to read and write. Graves when I turned in the assignment. The essay is also an example of how the writing process is ever ongoing.Children learning literacy review social, cultural and Christian perspectives on language; describe students’ common stages and patterns of development in English; and, examine the impact students’ diversities have on their learning bout and through English. You will demonstrate a high level of personal proficiencies in English throughout. Young children and literacy skills development Name Institution Date Read Chapter 5. Within chapter 5 (I attached the textbook pages of chapter 5) several games, activities, and tasks are mentioned to maximize the reading and writing development of young childrenChoose 4 of these examples from the text and explain them. The Value of Children's literature Uploaded by Michael Prants Essay on the value of childrens literature in the development of children's literacy skills and other social/academic benifits/5(3). This essay looks at the development of Literacy from birth to school age including speaking, listening, viewing, reading and writing. It examines how hearing impairment relates to a child’s overall Literacy development. Literacy is commonly considered the ability to read and write at a designated level of proficiency. Emergent literacy is a term used to describe how young children interact with books, reading and writing (What is Emergent Literacy,p.1). Emerging literacy is an ongoing process and to ensure this process is successful children need to be stimulated through active engagement with books and writing opportunities. The importance of the adult’s or educator’s role in the development of the child’s language and literacy has been recognized since it is the educator who helps the child become aware of certain aspects of the language and in so doing helping and supporting the development of language and literacy.Download

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There are one or more ways to skin a cat can be an idiom which means there are many ways to achieve something. In many cases, it’s definitely true, there’s usually one or more solution to an issue and various ways to approach most jobs. When speaking about teaching reading, there are various strategies which have been reviewed and debated. The aforementioned idiom also implies that the issue might be approached in several ways, but the final result may be the same. The mode of teaching is just as significant, perhaps more so, as what’s instructed, and it substantially affects the results. Explicit phonics, additionally referred to as synthetic phonics, constructs from part to entire. It begins with the education of the letters with their related sounds. Next, explicit phonics teaches combining and assembling, starting with mixing the sounds into syllables and after that into words. Explicit phonics is clinically proven and research-based. Implicit phonics also referred to as analytic phonics moves from the entire to the tiniest part. Phonemes associated with specific graphemes aren’t pronounced in isolation. ESL students examine words plus look for the common phoneme in some words. Through assessment, they deduce which grapheme to write or which phoneme to read. Blending and assembling are not generally taught, and ESL students need to identify new words by their condition, starting and ending letters, and context clues. This evaluation of the entire word to its components is needed only when a young child can’t read it as an entire word. Research continues to be decisive that specific phonics instruction is the most efficient. The National Reading Panel’s report on its quantitative clinical tests on regions of reading education was published in 2000. The panel reported that many reading techniques are crucial to becoming good readers: phonics, fluency, language, and text understanding. Scientific research has clearly shown that specific phonics instruction is the single most effective strategy for all ESL students. If anyone has any comments or Synthetic Phonics teaching strategies please put them in the comment box below. Happy Teaching!

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Literacy For All Today, nearly one in six people around the world cannot read or write The world is in the grip of a crisis that has devastating impact on personal autonomy, economic security, job opportunities, levels of health, and the quality of democracy. This crisis is not in the headlines, is not new, and is not being tackled with the trillions that are dedicated to bank bailouts or to military spending. It is the fact around the world, almost one in six people over the age of 15 cannot read and write. The impact is not evenly felt. Almost two thirds of non-literate people are women and globally, almost one in five women cannot read. In some countries, more than four out of five women cannot read and write. This is both a sign and a cause of women’s continuing marginalisation and poverty. There is also a regional dimension – just over two thirds of non-literate people in the world are in Asia and the Pacific. And these factors can overlap: barely half of adult women in south and west Asia can read or write. What has (not) been done In 2000, the world’s governments committed to an agenda for education that had been developed in agreement with education activists, teachers, student representatives and other citizens’ groups from all over the world. This agenda promised universal primary education for all, good quality primary education, and a huge reduction in the number of non-literate adults. But despite some progress in raising literacy levels since the 1990s, there has, overall, been a failure to fulfil these commitments. Not only are there still 773.5 million adults who cannot read and write, but the often very poor quality of education being provided to children now means that the crisis will – on current trends – continue for future generations. Too often, children are being accepted into school, but are not learning even the most basic literacy and numeracy skills, let alone the more complex creative, social and analytical skills that are central to the right to education. Recent estimates suggest that of 650 million children of primary school age, 250 million are not acquiring even basic literacy and numeracy. Literacy is crucial to personal well-being, to the development of communities and nations, to health, to personal autonomy and to political participation and governance. The right to education – still less the other rights to which education enables access – cannot be realised without addressing one of its most fundamental building blocks: the ability to read and write. While this is far from the sole aim of education, it is a necessary part of it. What GCE is doing Tackling the literacy crisis requires action on access to schooling, quality of schooling, and the provision of meaningful learning opportunities outside the formal school system. In 2012 and 2013, GCE is focusing on two factors that can improve the poor quality of schooling in many parts of the world: - Teachers – the disastrous lack of trained teachers undermines education quality. Globally, another 1.7m primary school teachers are needed to provide universal primary education by 2015, and millions more need to be adequately trained. This was the subject of a report, Closing the Trained Teacher Gap in 2012, and is the focus of GCE’s Global Action Week in 2013. - Mother tongue early grade materials – it is well known that teaching – and providing materials – in mother tongue languages makes a huge impact on the achievement of literacy and learning in the early grades of schooling. GCE will be working with member coalitions in 2013 to produce resources and tools to advocate for more mother tongue materials.

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Moderate Stress During Pregnancy Does Not Hinder, and May Help, Child Development Along with hope and joy, a pregnancy brings a host of new concerns for the welfare of both mom and baby. Adding these concerns to the already hectic lives of most American women brings up another worry–are stress and anxiety during pregnancy detrimental to a baby’s development? The research to date is conflicting, leaving expectant parents worrying about the effects of their worrying on their unborn children. A new study reports that moderate prenatal distress actually enhances child development. The women who reported higher levels of anxiety, stress, and depressive symptoms during their pregnancies had children with more advanced motor and mental development than women who reported lower levels of distress. The findings are in the May/June 2006 issue of Child Development . About the Study Researchers from Johns Hopkins University and the National Institute of Child Health and Human Development recruited healthy pregnant women. Ninety-four mother-child pairs completed the study, which began at the 24th week of pregnancy and extended to the child’s second birthday. Three times during pregnancy and twice postpartum, the women completed a series of questionnaires designed to assess anxiety, stress, and depression, as well as pregnancy-specific negativity. A psychologist evaluated each child’s development at age two. The data was analyzed for associations between prenatal distress and child development. Women who reported higher levels of anxiety, stress, and depressive symptoms during pregnancy had children with more advanced mental and motor skill development at age two. This connection remained evident even after researchers accounted for the role that postpartum distress may have played in child development. Attitudes specific to pregnancy showed a different effect. The children born to women who reported negative thoughts about their pregnancies showed slower mental development and poorer control of emotions. On the other hand, children of mothers who were positive about their pregnancies exhibited more advanced development and better emotional control. This study began at week 24 of pregnancy, so the effects of distress during the first and second trimesters are unknown. In addition, the women were healthy and only confronted with the stress of daily life. Therefore, these findings do not apply to women with preexisting mood disorders or who endure intense or prolonged stress during pregnancy. How Does This Affect You? From this study, expectant parents can be reassured that the moderate stress and anxiety of a busy lifestyle will not harm their baby, and in fact, may even help a little. These results fit with previous findings that moderate maternal stress accelerates growth and development of young children. Just as weight-bearing exercise stresses bones to make them stronger, it is theorized that intrauterine exposure to moderate stress may enhance brain and organ development. Expectant parents should also be wary. The adverse effects linked to a mother’s negative feelings about her pregnancy should not be overlooked. Moderate stress must be distinguished from more significant and lasting distress. Concerns about your baby and mood swings are common during pregnancy, but in some cases, can become overwhelming. If you or your partner experiences any of the following symptoms, talk with your healthcare provider: - Mood swings that become more frequent or intense, or last for more than two weeks - Persistent sadness or feelings of guilt, worthlessness, or hopelessness - Recurrent anxiety and increased irritability - Change in sleeping or eating habits - Difficulty concentrating - Loss of interest in activities usually enjoyed American Pregnancy Association The Nemours Foundation Emotional changes. American Pregnancy Association website. Available at: http://www.americanpregnancy.org/pregnancyhealth/index.htm . Accessed May 17, 2006. DiPietro JA, Atella LD, Novak M, et al. Maternal psychological distress during pregnancy in relation to child development at age two. Child Dev . 2006;77. Last reviewed May 2006 by ]]>Richard Glickman-Simon, MD]]> Please be aware that this information is provided to supplement the care provided by your physician. It is neither intended nor implied to be a substitute for professional medical advice. CALL YOUR HEALTHCARE PROVIDER IMMEDIATELY IF YOU THINK YOU MAY HAVE A MEDICAL EMERGENCY. Always seek the advice of your physician or other qualified health provider prior to starting any new treatment or with any questions you may have regarding a medical condition. Copyright © 2007 EBSCO Publishing All rights reserved.

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Top tips to get your kids singing, dancing and learning Sam Moran from Nick Jr.’s shares his wisdom By Sam Moran August 16 2018 Sam Moran from Nick Jr.’s Play Along with Sam knows all too well how to make learning fun. “We all know that our children resist being ‘taught’ things, which is why I’ve always been a huge advocate for learning through play,” he says. “My songs, while being entertaining, are often mixed with developmentally appropriate lessons so children don’t even realise they’re learning.” Here, Sam shares his top five tips to get your kids singing, dancing and, most importantly, learning. 1 Have fun with rhyme time Nursery rhymes and songs have been used for centuries to teach children simple lessons. Rhyming words help build vocabulary quickly, because they extend upon already familiar sounding words with new words that have new meanings. 2 Sing counting songs Learning to count is achieved through pure repetition and songs can be a great fun way to do this. Anything that encourages your child to count on their fingers, while singing, will help them along the way. My favourite as a child was “1, 2, 3, 4, 5, once I caught a fish alive, 6, 7, 8, 9, 10, then I let him go again”. 3 Use music to overcome fears All of us can remember being scared of things we didn’t understand as a child – whether it be trying a new type of food, or visiting the dentist. A child is scared of what they don’t understand, so if you can find something, like a song, that explains it, then you can help remove that fear. There are songs that talk about these experiences from a child’s point of view and I’ve found that singing these songs can help take the fear away and actually create a desire to experiment. I still haven’t found the song that makes me like brussel sprouts, though! 4 Encourage their efforts Learning music at a young age creates many benefits for a child’s developing brain; ones that persist throughout their lives. While studying music education, I was shocked that researchers believe the main reason most people don’t think they can sing is that they were told so at a very young age, or told to be quiet. Young children’s vocal chords are not developed enough to be able to sing in tune. So, don’t just assume that your three-year-old can’t sing. It’s through them singing out loud that they ‘find’ their voice and stretch their vocal chords in new ways. So, if you can bear it, try to catch yourself from telling them not to sing so they can develop their voice. 5 Join in! While children are often engaged with singing and dancing themselves, sometimes they might need a bit of extra encouragement. In my experience, there is no better way than to do it yourself and encourage them to join you. Dancing helps develop a child’s gross motor skills in a fun way. My daughter still insists that we ‘ballroom dance’ together in the lounge room at any opportunity. A FINAL NOTE FROM ME: Nick Jr.’s Play Along with Sam revolves around songs that help kids in developing their rhyming, counting, dancing and singing skills amongst many others. I like to integrate fun themes like favourite events – Christmas and Halloween; family activities including going to the beach or the zoo; dress-ups and dance parties to stir the creative and inquisitive minds of preschoolers. It’s all about exploring the world they live in!

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ART ELEMENTS AT AMoA for Homeschoolers! Art Elements is an on-going art education class for Homeschool students in K-12th grades that offers individual instruction, guidance, contructive critique and encouragement through age and skill appropriate activities, in a group setting. Scaffolded lessons will focus on the Elements of Art and Principles of Design during each semester, over a total of 14 class periods. REGISTER NOW! Class sizes are limited and a new semester starts soon! The Museum has partnered with the Rapides Parish School Board and Visual Understanding in Education, a separate 501(c)(3) organization, to introduce a new visual literacy program in our public schools and educators. We are currently conducting pilot programs over three year period in one Title I elementary school. The Visual Thinking Strategies (VTS) teaching method and curriculum centers on open-ended yet highly-structured discussions of visual art. The Louisiana Board of Elementary and Secondary Education requires one hour of Visual Arts per week to be taught in the classroom, and the Alexandria Museum of Art is here to help you with that task. The educator's guides below provide teachers with classroom ready projects. March is Youth Art Month across the nation. Each year, AMoA hosts the Youth Art Month Student Art Competition and the Youth Art Month Festival complete with art and food vendors, interactive art activities, and art demonstrations and more. Each year we seek local artists and art educators to join us by leading an art activity or providing live demonstrations as well as invite High School service organizations to participate by volunteering for service hours. If you would like to be a Food Vendor, please use this FORM and return it to AMoA. The Youth Art Month Competition was designed to showcase the talented students in our local schools. Each year a themed competition is held for all K-12 students including students with special needs and homeschool students. Teachers are invited to submit their students' artwork that has been completed during the current school year. Due to an overwhelming increase in submissions, AMoA hosts a Juried Student Art Competition with all entries submitted digitally and a final 50 pieces are selected for the competition. There are four award categories: K- 2nd grade, 3rd– 5th grade, 6th-8th grade, 9th-12th grade and each category is awarded a 1st Place, 2nd Place, 3rd Place and one Honorable Mention awards. Awards are announced and presented during the Youth Art Month Festival. Competing artwork is on display at the Alexandria Museum of Art March through April. Check with your teacher about entering the competition, click below for more information or contact [email protected]. Outreach through Art Education - Camp Carter Through Art Education Outreach, the Museum seeks to engage the community in activities that will enrich overall educational experiences in ways that cannot always be accomplished in the regular classroom. Many students who are challenged in the classroom often excel in art classes, and Camp Carter will allow students that attend Carter C. Raymond Elementary School in Lecompte, the opportunity. The overall experience for the camper is one that provides educational opportunities during the summer, builds self-esteem and confidence, aids in the development of social skills, promotes acceptance of others and allows them to experience success that will translate into other academic areas. This will be the 9th year for the program, the second (2nd) for the Alexandria Museum of Art as facilitators. Art Educators from the Alexandria Museum of Art, with three (3) contracted professional teaching artists and/or art educators will conduct the 12 day camp which will reach approximately 60 at-risk students from this Title 1 school Rapides Parish. Additionally, three (3) college education students will assist the instructors as ‘counselors’ and (3) teens who will be rising seniors in high school from the Museum’s teen club, the Muse, will aid the counselors. The Alexandria Museum of Art is proud to partner with Louisiana Charities Trust, the Rapides Parish School Board, Louisiana State University and the faculty, staff and students of Carter C. Raymond Elementary School.

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Our Toddler Program 18 Months – 36 Months Toddlers are full of energy, play, and exploration. We provide an age appropriate environment where toddlers can safely discover and explore. Teachers develop activities that focus on cognition, language and literacy development, social-emotional skills , fine motor skills, and gross motor skills. Toddlers are sensitive and establish a strong bond with our teachers. They have long periods of play and are not always willing to share. We develop activities where they learn to share and respect others. Our teachers model good manners by saying “please” and “thank you” and encourage your child to do the same in return. We work on self help skills of hand washing, eating, picking up toys, and working closely with parents on potty training. The nurturing guidance of our staff encourages learning experiences through play, so your child is learning all day. Activities in the toddler room include: Running, jumping, rolling, catching, dancing Building, stacking, sorting, counting

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Art and craft is part of human community and culture. Curriculum stakeholders ,designers and implementers come up with Discipline Based Art Education a guiding framework for children to learn about their local socio-cultural art and craft and is effectively excuted by following its four basic disciplines which are Art history ,Art production ,Art aesthetics (Art appreciation) and Art criticism. Art is a new visual object or sulpture ,picture drawn ,an idea in its visual form never formed before with emotions religious or other motives behind the skilled person who is known as an artist,whilst craft referred to those art being repeated time and time again.Those making crafts are called craftters. Now lets discuss the four disciplines used in Discipline Based Art Education in details. Art history is fundamental for children to look back to their art history and identify the value effects of their arts at that time and their influence in the modern society and its cultural dynamism. When childern view various artefacts made in the past and the artists behind the objects can now recognise the art and craft's contribution in the society in maintaining and transferring cultural values through its art and craft. Nziramasanga (1999:364)advocates ,"...art teaches pupils to understand and feel confidant about their culture''. The study of art and craft history in primary school education can motivate pupils to develop a sense of confidence in a culture of art and craft where they can discover that through art and craft one can able to express feeling encode or decode messages . Art history help children to exercise their artistic skills as practising to produce visual objects essential in specific performance and attitiudes towards art and craft as history is a motivating stimuli element in which children can imitate the popular artists as a role model to acquire essential techniques of art or craft as Dun(1995:12)"...from these copies they progressed to more independent work". Therefore is the study study of art history can help the artefacts to be understood both for aesthetic qualities as they poses for the signicant messeges and value drawings carrying across time and space to the next succeeding generation to other culture(Discipline Based Art Education module). Children should learn about traditions and history of craftmanship. Art production is mainly focused on the process of producing phase in art sessions or lessons. Riddle(1972:6) propounds that all extra skills ,seeing ,conclusion and selectively can be acquired along the way one practices imagination and search for new ways to express themselves. Hence children learn art skills simply by having adequate practical practice. Remember it take over 300 times trails to produce the perfect piece in art. Creativity is the most component of true art ,in art production artists produce unique artefacts in various forms to create desired,attractive and beautiful effects. Children should be promoted to created images and promoted and emphasised to express them visually in different artefacts . In addition attitudes to creativity and initiative is important aspect in art . As Bruce (1982:6)ascribes ,''A good art education ,however aims to give you more than just practical skills . It tries to get deeper to affect the way you see and think about things. For that it is better to think of it as visual ,rather than art education. Thus education is regarded as learning by repetition which is not relevant to studying art. Children learn art production as they look closely to observe lines ,feel the texture ,how roughness or smoothness is the object so that they can able to produce an improved artistic visual perspective. For instance when drawing portraits they should observe facial lines . A potrait according to Maided (1994:18)"... is a drawing ,painting or photography of a person showing the face and part of the upper body.'' When drawing portraits as mentioned by Masekela (1994:4)that teachers should concentrate on imparting skills of observation . moreso observation develops the ability in children to see themselves as an artists. The best method of Discipline Based Art Education is teaching by demostration as this enhance to observe some skills and techniques which involved in art. Kruger and Van Schalkwyk(1997:96)postulate that demostration help to convey information verbally and visually to guide pupils by means of direct actions. Art criticism and art appreciations will be discussed in the next article. - Remediation in the classroom should be dom more ca... - The School and Schooling Environment: Teachers and... - AIMS AND OBJECTIVES OF EDUCATION IN THE SOCIETY'S ... - TIPS TO NEWLY QUALIFIED TEACHERS - Education as an Instrument of Social Change - Handle life with care: prevention of violence and ... - The School Should Help to stop Indiscipline Among ... - Education as an Instrument of Socio-Economic Devel... - Schooling and work - Making Yourself a good Reflective teacher!

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38-Member Panel Adopts 81 Standards for the Arts National standards that set down for the first time what all students should know and be able to do in the arts were approved here last week by a 38-member panel of artists, educators, and business representatives. Numbering 81 in all, the new standards are still subject to some last-minute tinkering directed by the panel. In general, however, the standards, which will be voluntary for schools, call for a more ambitious, sequential form of arts instruction than most students currently receive. By the time students graduate from high school, the standards say, they should be able to "communicate'' at a basic level in each of four arts disiplines--dance, music, theater, and visual arts. Students also should be able to communicate proficiently in at least one of the four disciplines, the standards recommend. Beyond making and performing art, the standards also call upon schools to prepare students to be able to analyze art and to transfer their understanding of the knowledge and skills needed for one art form to another. (See Education Week, Dec. 15, 1993.) Although it approved the new standards last week, the arts panel does not plan to unveil them in their entirety until March 7, when they are scheduled to be officially presented to U.S. Secretary of Education Richard W. Riley. One of Seven Areas The arts standards are part of a broader national movement to create benchmarks for students in a wide range of academic subjects. The initial step in the effort came in 1989, when national standards for student achievement in mathematics were set by the National Council of Teachers of Mathematics. Picking up on the N.C.T.M.'s idea, President Bush and the nation's governors called for the setting of "world class'' competencies in five core subject areas, as part of the national education goals. Currently, the federal government is helping to sponsor standards-setting efforts in a total of seven subject areas besides mathematics: the arts, civics, English, foreign languages, geography, history, and science. However, the standards-setting efforts are also spurring concern among many educators, who worry that schools will be unable to implement all of them. (See Education Week, Jan. 19, 1994.) Launched about 18 months ago with more than $1 million from the U.S. Education Department and the National Endowment for the Humanities, the arts-standards project is the first of those efforts to complete its task. The effort has been led by four national arts organizations: the American Association of Theatre Education, the Music Educators National Conference, the National Art Education Association, and the National Dance Association. Vol. 13, Issue 20

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Our teachers use a variety of strategies to assess student learning. These include observing work in class and looking closely at tasks throughout the year. Twice a year, teachers formally assess a student’s achievement based on the outcomes described in the syllabus of each subject. A written report using the common grade scale is sent home in the first half of the year, usually near the end of Term 2, and again in Term 4. This gives a clear picture of your child’s learning. We provide detailed information to students about what we expect from them throughout the year and how their work will be assessed. Students have a number of formal assessments throughout their schooling. Best Start – a mandatory, one-to-one assessment that identifies a student’s literacy and numeracy skills at the beginning of Kindergarten. National Assessment Program – Literacy and Numeracy (NAPLAN) – reading, writing, language conventions (spelling, punctuation and grammar) and numeracy tests for students in Years 3 and 5. The Australian Curriculum, Assessment and Reporting Authority (ACARA) holds the tests in May each year. Results and student reports are released in August.

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Below is reprint of an article I wrote a few years ago. I thought I would repost it here, since this is a perennial question that I am asked by parents of three- to seven-year-olds. Is there a perfect time to start music lessons? Here are my thoughts.”>I am a trained Waldorf early childhood teacher and have also completed training as a “Music Together” teacher (a music and movement program for preschoolers and their parents) through the Center for Music and Young Children in Princeton, NJ. In addition, I am a Suzuki parent and a strong supporter of Suzuki music education. I have been interested in comparing the similarities and differences between Suzuki and Waldorf pedagogy ever since discovering how much they share in common. In spite of the number of similarities in approach, one fundamental difference between the two pedagogies is regarding the age at which a child should begin formal music instruction. Suzuki students are encouraged to begin instrumental lessons as early as age two or three. On the other hand, students in a Waldorf school do not begin lessons with string instruments until third or fourth grade. My personal opinion is that Suzuki, for many children, starts too early, and that Waldorf schools may start too late. Based on my research and observation, I believe that the age of seven may be a more appropriate age for most children to begin private music lessons — for many of the same reasons that make seven the ideal age for a child to begin formal, academic learning at school, according to Waldorf philosophy.

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Date of Award/Publication MS in Literacy Education Gloria E. Jacobs Emergent literacy is quickly becoming a vital aspect of schooling; as it often reveals a student’s later success. This research asked what strategies teachers can use to assist emergent learners in their literacy development. Research indicates that print concepts, oral language, phonological awareness, and letter knowledge are the strongest predictors of future reading success. Observations and interviews of seven preschool students indicated the need for explicit, hands-on approaches to teach emergent literacy skills. Young learners require adult-mediated discussions and play, as well as the use of manipulatives and technology to increase their understanding. Utilizing hands-on materials and technologies encouraged student participation. This study found that teachers must take advantage of the interests of students and adjust their teaching accordingly. Wheater, Jenna, "Strategies to Assist Emergent Literacy Learners in Acquiring Alphabetic Knowledge, Print Awareness, and Phonological Awareness Skills" (2011). Education Masters. Paper 41. Please note that the Recommended Citation provides general citation information and may not be appropriate for your discipline. To receive help in creating a citation based on your discipline, please visit http://libguides.sjfc.edu/citations.

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While focusing on larger self-generated projects, students may choose to work in any of the following genres: Students will develop an awareness of legal and ethical issues surrounding the use of information and research. Computer lab used to develop writing skills. A minor in reading prepares students to teach reading and writing at the early childhood level. Practice in extemporaneous speaking. Portions of certain programs may need to be completed in an Online classroom at Online rates. Intensive work in writing paragraphs and short essays to remedy basic errors in grammar, usage, and syntax. Students also study the nature of academic argument and oral presentation. This course examines the similarities and differences in how literary works and film narratives construct meaning. Tests are studied within the historical and cultural contexts in which they were written. This course will help students understand how organizations create and maintain training modules, with a focus on content management and standardization and application literacy. The candidate structures the classroom and curriculum to meet the learning needs of diverse learners. ART Elementary Arts: Focusing on ways that rhetoric works within their own disciplines, they will complete projects that will initiate them into writing for their own professions. The candidate realizes the impact of a positive classroom environment in fostering a climate of teaching and learning. The knowledge Kskills Sand dispositions D reflecting the expected proficiencies at the initial and advanced levels are shown below: See special descriptions in schedule. To prepare the student for graduate study in reading. The focus of the course will vary semester-by-semester, ranging from the satirical works of Horace and Juvenal to the more contemporary modes of essay writing in the 21st century. Students will focus on the elements of winning grant proposals and making persuasive cases for support. Completion of Portfolio I: Arts and Sciences faculty hold graduate degrees and have completed substantial graduate level study appropriate to the academic field in which they are teaching. The candidate believes that a positive constructivist learning community plays a critical role in student active engagement, freedom to think divergently, attitude toward learning, and participation in learning activities. As a descriptive study, students will focus on other nonstandard forms of English and how language functions in society. Courses related to each major are described below. Field experiences or labs are required in all education courses and are of three types as described below: This course is geared for the development of a professional portfolio. This first semester focuses on improving grammar, style, and written expression in personal narratives, along with increasing reading comprehension. Students will study why race and gender remain paramount issues in American culture, a culture that has historically defined itself, at least theoretically as moored in the ideals of equality. Subject matter will vary from year to year.Course List by Subject Print-Friendly Page • EDU - Educational Principles in a Pluralistic Society • EDU - Teaching Writing • EDU - Introductory • GLS - Theoretical Approaches to Children's and Young Adult Literature • GLS ENG-L Native American Literature 3 ENG-L Studies in British & American Authors 3 Fine Arts ( GPA) 6 credits EDUC-E Elementary Education for a Pluralistic Society (P: English Comp.) (D) 3 SPH-K Movement Exp. For Pre & Elem School Children 2 Admission to the Teacher Education Program (TEP). Bachelor - English. ENG Literature in Society ENG Survey of Literary Masterpieces ENG Mythology in Literature and Life ENG Children's Literature in a Pluralistic Society Required upper division English courses. ENG American Ethnic Literature. This course examines the social function of children's literature from oral origins to modern anthologies, exploring messages in nursery rhymes, fairy tales, and early childhood fiction. School of Education Elementary Program Elementary Education K-6 w/Minor Choice (REPA) ENG-LChildren’s Literature E only for RM. Humanities & Fine Arts (12 hrs) Teaching in a Pluralistic Society EDUC-K 05, Teaching Exceptional Children. children's literature in a pluralistic society (eng/) children's literature in a pluralistic society (eng/) CLASSROOM MANAGEMENT (EDU/) CLASSROOM MANAGEMENT (EDU/) COLLEGE MATHEMATICS Industry: Education Management.Download

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01 Jun The Importance of Spelling and Handwriting in a Digital Age This article appeared in Awsum on June 1, 2017: It’s a fair question for parents to consider: Why should my child learn to master the skills of spelling and handwriting in a world governed by spell checkers and keyboards? Isn’t the mere notion of teaching these skills as archaic as attempting to master trigonometry without the use of a scientific calculator? Edublox reading, maths and learning clinic investigates the importance of handwriting and spelling in the learning process and shares some tips on how to identify problems that children may be experiencing. Over the last 30 years, we have witnessed many technological changes in the educational landscape. Certain skills, like spelling correctly and being able to write legibly by hand, however, still remain universally relevant. Although spell checkers and autocorrect functions may serve as proofing tools in order to communicate clearer messages, it should not deter children from learning the skills in the first place. Pens and keyboards bring into play vastly different cognitive processes. Handwriting is a complex task which requires various skills – feeling the pen and paper, moving the writing implement, and directing movement by intent. Children take several years to master this precise motor exercise: you need to hold the scripting tool firmly while moving it in such a way as to leave a different mark for each letter. If children do not master these skills, their spelling is likely to suffer as a result. Handwriting errors can cause a word look like another word, where slow, laboured writing of letters may cause a student to forget the word they are trying to write. The skill of spelling embraces many subskills, such as the ability to perceive the whole in its individual parts, auditory perception of letter sounds and auditory memory, and decoding skills. Together, spelling and handwriting are important foundational skills in the learning process. The problem with teaching spelling in a digital age is that good language and strong spelling skills have become optional in the way that we communicate on social media and through the various devices available to us. Search engines are also incredibly forgiving and simply suggests the correct spelling of search terms without even prompting the user to consider where they went wrong. Traditionally, spelling does not allow any room for ‘creative’ answers or ‘style’ – a word is either spelled correctly or it is misspelled. It’s important that parents encourage their children to learn to spell correctly and to use spelling applications and emoticons as secondary tools in the communication process. If parents notice that their children are struggling to spell despite an effort to do so without the help of digital tools, there might be underlying shortcomings that a reputable learning clinic can help to resolve. If the problems are caused by poor handwriting, which includes illegible or exceptionally slow writing, a child might be struggling with dysgraphia (a Greek term that encapsulates symptoms like trouble with pencil grip, mixing up cursive and print, and inconsistent spacing between words). Ironically, there are online programs that are wonderful tools in a reputable learning clinic’s toolkit when it comes to reading and consequently spelling. Parents should look out for programs that aim to resolve learning and spelling problems and not simply enable the child to manage them better. Search for something that is visually engaging and fun to work with and one that tracks progress so that parents are aware of the child’s improvement. Proper spelling and neat handwriting have definitely not become outdated skills. Especially with the rise of the digital age, parents should pursue solutions if their children are struggling and value these ‘manual’ skills – without it, we may see language take a back seat in years to come.

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Spy science 40 secret sleuthing code cracking spy catching activities for kids by jim wiese ed shems illustrator 408 rating details 48 ratings 4 reviews popular childrens book author wiese teaches kids fundamental science through simple activities related to spies and espionage . Spy gadgets for kids spy gear for kids mystery games for kids fun activities for kids kids fun spy kids winter activities babysitting activities diy gifts for kids forward a detective kit will teach kids how to read clues and solve mysteries. Spy science 40 secret sleuthing code cracking spy catching activities for kids jim wiese ed shems spy games activity games fun experiments for kids activities for kids science fun party activities science for kids crafts for kids science education. Sh h h h h h top secret crack the code of superspy science fun make your own spy sunglasses write messages with invisible ink hook up a secret alarm and much more discover how spies use science to keep or uncover top secrets. Dear internet archive supporter i ask only once a year please help the internet archive today spy science 40 secret sleuthing code cracking spy catching activities for kids item preview remove circle share or embed this item embed embed for How it works: 1. Register a Free 1 month Trial Account. 2. Download as many books as you like ( Personal use ) 3. No Commitment. Cancel anytime. 4. Join Over 100.000 Happy Readers. 5. That's it. What you waiting for? Sign Up and Get Your Books.

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New expertise and knowledge can spark a lifetime of change. Technology can create richer studying environments and enhance studying outcomes, but not all college students benefit equally from these advances. While youngsters around the world are attending school in report numbers, in line with UNESCO , 250 million college-age children still aren’t studying primary studying or math, and only 40% of kids in low- and middle-revenue countries are on track to gain the abilities wanted for immediately’s workforce. The Scheme of Inclusive Education for Disabled at Secondary Stage (IEDSS) was launched during 2009-10 and replaces the earlier scheme of Built-in Education for Disabled Children (IEDC). The aim of this scheme is to enable all college students with disabilities to pursue four years of secondary education in an inclusive and enabling surroundings, after finishing eight years of elementary education. Expertise performs an increasingly vital function in enhancing entry to education for … Read the moreRead more

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CC-MAIN-2018-51

http://damateur.net/tag/tools

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Learning & support Learning and support Learning to read At the academy we start the process of teaching our children to read using systematic synthetic phonics. We use the system called Read write Inc. You can download a comprehensive parent leaflet on this method of teaching reading from this link Read Write Inc. Experience shows us that some children find learning phonics easier if they combine this with being very active. We therefore select a small group of children each learning block to take part in 'active phonics' sessions which combines PE with learning phonics. As children move beyond learning to say the sounds that the letters and blends of letters make, they start to learn about basic spelling, grammar and punctuation. In addition they also learn comprehension skills - this means making sure that they actually understand what they are reading. We use whole class reading (pupils are read stories), guided reading (reading in small groups with a teacher or teaching assistant who talks with the pupils about what they are reading and checks their understanding and individual reading as a variety of strategies to enhance scholar skills. Programmes such as No Nonsense Grammar, No Nonsense Spelling and The Power of Reading to support literacy development across the academy. Research shows that children who read for pleasure do much better at school than those that don't. We therefore strongly encourage all our children to read outside the academy. It doesn't matter if this is a story book, a magazine or even web pages - as long as they are reading and enjoying it (for our youngest pupils its all about having them enjoy the pictures in a book and listening to stories). It is generally better to get a book that is quite easy for the child to read as this will encourage them to read more. Even better if parents can spend some time each day reading with their children and modelling reading for their own pleasure. This sets up good habits in children for life. In order to encourage our scholars to read all staff within the academy have a display frame showing the book/magazine that they are currently reading. Both staff and children are strongly encouraged to have regular conversations about what they are reading. The short video below highlights the importance of reading with your child and how it can make such a difference to their success in the future. Learning to write Our early literacy specialist teacher, Mrs L Jones, has put together a helpful sheet to support parents and carers in helping their child learn to write. This can be downloaded from the bottom of this page. Maths - Mental recall We ask that you help your children with their mental maths recall (ability to use times table 1-12 times tables). Each class will have a weekly timestable focus and we ask you to help them learn these. At the end of each learning block teachers and senior staff will check the progress of every child in the academy. If we feel that any child needs some additional support because they are not making the progress that we think they should, then we will arrange for them to have this until they catch up. This intervention might be some one to one work with a teaching assistant, it could be working in a different class group, some additional time reading, doing phonics or maths mental recall. Children who are having intervention will be re-assessed after a further learning block to check that the intervention has led to sufficient progress. We will keep parents informed of any interventions that we arrange.

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CC-MAIN-2018-51

https://sites.google.com/a/aetinet.org/meadstead-primary-academy/learning-and-teaching/learning-support

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Our educational curriculum is inspired by children’s inquisitive nature, thirst for knowledge and natural desire to learn. At Sage your child will experience an engaging and comprehensive learning program including music, drama and art, as well as languages. Literacy and numeracy teaching and learning opportunities are integrated into every aspect of our educational program. This ensures your child is learning foundational skills to prepare them for further education, whilst still having loads of fun. We believe that every interaction, transition and routine is a learning opportunity. Children learn best in play based self-directed learning environments where they are supported and extended by passionate and professional educators. The Curriculum at Sage is based on the National Early Years Learning Framework. This framework guides our planning and evaluation of children’s learning experiences and provides a basis for ensuring that our centre, intentional teaching, relationships and practices provide children with the optimum environment for learning. At Sage we foster connections to the natural world by nurturing children’s understanding and respect for the environment. This is interwoven into all aspects of our centre design including the herb and vegetable gardens that are used in our everyday cooking, a worm farm, recycling stations and play based sustainable experiences.

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http://sagechildcare.com.au/education/

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Angel shark is a type of marine fish that is commonly found in the Pacific Ocean along the coasts of Alaska, California, Mexico, Costa Rica and Chile. These unique sharks have flat bodies, long pelvic and pectoral fins. They have two dorsal fins and no anal fin. They are sometimes referred to as monkfish. They have 5 pairs of gills located on the lower side of their body. They are carnivorous and their diet consists of different fishes, squids, krill, lobsters and mollusks. Their scientific name is Squatina squatina and they belong to the Squatinidae family. Quick Facts: – - Angel sharks have a pair of barbells on their nose that help them to sense and taste their prey. - Near these nasal barbels they also have simple whisker like projections. - The spiracles located on their head help to pump water through their gill slits. - These fish can grow up to a length of 9 feet at maximum and the average length is 5 feet. - They have sharp, pointed teeth with strong jaws and can injure their prey severely before eating it. - They prefer shallow temperate and tropical waters and they usually stay in small areas of about 50 feet. - They are nocturnal and spend most of the day buried in the sea bed and ocean rocks. - These sharks can give birth to as much as 25 pups in one single year. - Their average lifespan in the wild can range somewhere from 28 to 30 years. - They have grey to reddish or greenish-brown skin scattered with small white or black dots. Cite This Page You may cut-and-paste the below MLA and APA citation examples: MLA Style Citation Declan, Tobin. " Fun Kids Facts about the Angel Shark ." Easy Science for Kids, Dec 2018. Web. 11 Dec 2018. < https://easyscienceforkids.com/angel-shark/ >. APA Style Citation Tobin, Declan. (2018). Fun Kids Facts about the Angel Shark. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/angel-shark/ We've recently added - Syria Worksheet and Quiz - Samoa Worksheet and Quiz - Neil Armstrong Worksheet and Quiz - Mount Everest Worksheet and Quiz - Henry Hudson Worksheet and Quiz - Guatemala Worksheet and Quiz - Cleopatra Worksheet and Quiz - Carl Linnaeus Worksheet and Quiz - Canada Worksheet and Quiz - Turtle Worksheet and Quiz Sponsored Links :

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https://easyscienceforkids.com/angel-shark/

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Youth in Mexico have been impacted by the growth of drug activity and violence infiltrating their neighborhoods and communities. The instability and risks that youth face in this type of environment are barriers to their education and their ability to feel safe and protected. Thankfully, there is hope. Organizations like BMAI share our mission of using free music education as fuel for positive change in impoverished communities. Nearly 1,600 children from at-risk environments receive exceptionally strong music instruction ranging from popular to classical music, which focus on instilling values like teamwork, respect, responsibility, and discipline. Hundreds of children are on the BMAI wait list, a testament to the strength, promise, and demand for these music programs. Watch this video to get a behind the scenes look at the school, students, and the wonderful administrators who make it all happen! JOIN THE MOVEMENT Subscribe to our newsletter: http://bit.ly/1x9CAfJ Become a Member: https://playingforchange.com/discover… Tweets by playing4change Playing For Change (PFC) is a movement created to inspire and connect the world through music, born from the shared belief that music has the power to break down boundaries and overcome distances between people. The primary focus of PFC is to record and film musicians performing in their natural environments and combine their talents and cultural power in innovative videos called Songs Around The World. Creating these videos motivated PFC to form the Playing For Change Band—a tangible, traveling representation of its mission, featuring musicians met along their journey; and establish the Playing For Change Foundation—a separate 501(c)3 nonprofit organization dedicated to building music and art schools for children around the world. Through these efforts, Playing For Change aims to create hope and inspiration for the future of our planet. To learn more about the work of the PFC Foundation, visit http://www.playingforchange.org

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http://designerofreality.com/2018/01/13/new-playing-for-change-location/

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If you need a boost in confidence before starting your first research methods subject this is the course for you. This subject will review foundation skills in mathematics and statistics such as calculator skills, basic algebra, descriptive statistics, tables and graphs, sigma notation, and the normal distribution. The subject is particularly relevant to those students studying Foundations of Psychology 1 (PSY101) and Research Methods and Statistics in Psychology (PSY201) Topics that you will cover in this subject include: - Order of operations; - Signed numbers; - Graphing techniques; - Descriptive statistics; - Normal distribution. Introductory Statistics for the Social Sciences will require around 14 hours of self-paced, online learning with support and feedback from your subject coordinator as you build your skills and confidence in statistics. Please note that there is a new Study Link subject that covers basic numeracy skills – ‘Basic Mathematics Skills’ (SSS027) |Session||CRN||Subject code||Subject name||Mode||Campus/Location||Term begins||Application closing date||Term ends| |201915||293||SSS013||Introd Statistics - Social Sc||Online||Orange||5/11/2018||1/02/2019||3/05/2019| |201945||199||SSS013||Introd Statistics - Social Sc||Online||Orange||18/02/2019||7/06/2019||16/08/2019| |201975||284||SSS013||Introd Statistics - Social Sc||Online||Orange||24/06/2019||20/09/2019||20/12/2019| Please note: You can start any time to suit you between Term start date and the close of applications. Study material: 14 hrs Subject Coordinator: Dr Matt Ncube This subject will be useful if you're studying: - Humanities, Social Work and Human Services - Information and Library Studies - Teaching and Education

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https://www.csu.edu.au/studylink/subjects/sss013

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As YCIS moves into 21st Century learning, our purpose-built Learning Communities give students every opportunity to dig deeper into self-directed learning. The development of “soft skills” (including communication, collaboration, co-operation, resilience and flexibility) is fostered and grown and students move into wider thinking, as well as better developed social skills. These learning spaces are flexible, open, transparent and able to be used effectively by both large and small groups of students. Learning Communities are ideally sized groupings (70-140) of students and teachers (including specialists and learning support), which are designed and organised to facilitate: - Purposeful collaboration - Integration of knowledge - A spirit of belonging and connection. The physical spaces in which Learning Communities operate are flexible and cater for both individual and collective needs and responsibilities. There are spaces for quiet individual study and reflection, for teamwork and conversation, and for small and large group instruction. These spaces, coupled with the furnishings, support the sharing of outcomes and the design and making of the physical manifestations of learning. Creative expression in all its forms is enhanced by the spaces within our Learning Communities. Every teacher in Years 3, 4 and 5 ensures that each child is treated with the upmost care and respect. We provide a curriculum and learning programme that are both challenging and stimulating, ensuring that children enjoy their learning, as well as feel part of an ever-growing educational environment. Through Character Education, the children acquire the skills of becoming responsible global citizens, as well as learning to take ownership of their own learning. Our open Learning Community environment helps to provide the students with a sense of well-being and confidence in communicating in two languages. Students are provided with a plethora of resources and opportunities, creating a stimulating atmosphere, where creativity, exploration and imagination are greatly encouraged and developed. Our bilingual teaching and learning programme in the Upper Primary helps students develop the skills they need in English and Chinese in order to become proficient speakers. In each area of the Learning Communities, students immerse themselves in both languages as Western and Chinese Co-Teachers facilitate learning and provide feedback. Students are supported throughout the programme by differentiated classes and groups. YCIS provides services to students who qualify for our English as an Additional Language (EAL) programme and for our level-based Chinese classes. We want to build our students up to be capable communicators and confident risk-takers. Learning Community teams collaborate on, innovate, design and implement learning programmes that are: - Conducive to creative and critical thinking We draw on students’ interest to create units of study that follow the standards based on the National Curriculum in England. We find it important that students enjoy learning while exploring and retaining necessary foundational skills. Flexible co-teaching enables us to use fluid grouping not only within our space, but also across the year levels. This allows us to cater for individual needs to deepen understanding and embed concepts. We are also able to provide choices and a differentiated environment where students can thrive. Collaboration is at the heart of everything we do within our Learning Communities. Teachers openly collaborate on all aspects of learning, which in turn models excellent collaborative skills for the students. Teachers meet every day to discuss and share best practices, to reflect on the day’s learning, to plan the next steps and to ensure that all students within the community are making the necessary progress in all aspects of their learning. As well as collaboration amongst teachers, collaboration amongst students is continually encouraged and improved. Students have the opportunity to work with a diverse range of personalities and nationalities in a variety of engaging projects, to help build their communication skills for now and the future. The Arts (visual and performing arts, music and violin) are core to the YCIS programme. The Arts encourage students to see what they look at, hear what they listen to, and feel what they touch. Students seek, find and develop multiple solutions to problems, recognising that the world is filled with different possibilities and perspectives. Fine motor skills are developed through creating artworks and playing (violin and classroom music instruments). Gross motor skills are developed through movement (dance) and exploration of space (drama). Year 3 is the final year of the Violin programme. Students are now playing more complex music, and perform as an ensemble throughout the year. Performing Arts is introduced from Year 4, providing students with the opportunity to develop drama and dance related skills and understandings. Self-discipline, including concentration, is important in the Arts subjects. In the Arts classrooms, students are learning and creating with others, developing their collaborative skills. Learning is made visible through displays of student artwork, performing in concerts and in Years 4 and 5, through the recording and performing of music compositions.

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CC-MAIN-2018-51

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Theories, Concepts, and Models on Health Literacy in Childhood and Adolescence TeCoMo is a theoretical research project, exploring health literacy in childhood and adolescence from a holistic public health and health promotion perspective. Recent evidence has highlighted the critical relevance of health literacy for health and its importance for health promotion and prevention. Interestingly, so far, little health literacy research puts children and adolescents at the core. This contrasts with the importance given to childhood and youth for healthy human development, as well as for health and well-being throughout adulthood. Therefore, TeCoMo addresses this gap by exploring: - How can health literacy be applied to children and adolescence? - What relevance and need for health literacy is there in different age and development stages? - Which health literacy components and levels are feasible for what age group? The project aims to develop target group-specific health literacy definitions and models which will be embedded in a holistic, conceptual framework. These will potentially serve as a foundation for further practical research and intervention development. TeCoMo profoundly emphasizes the relevance of: - a health promoting, public health approach to health literacy; - integrating child development perspectives and age group-specific needs for health literacy; - parents and other adults in the direct environment of children; - contextual factors and social structures; - considering health literacy from an health inequality perspective; - producing a workable and applicable framework Relevance and Expected Outcomes TeCoMo strives to: - strengthen health literacy research in childhood and adolescence in Germany; - establish a theoretical and conceptual bases for the development and - implementation of health literacy projects and interventions targeting youth; - enhance the understanding of health literacy in childhood and adolescence of parents, caretakers, teachers and health professionals, among others. TeCoMo is divided into three phases: - Knowledge collection and synthesis: A systematic literature review is performed to a) scope the state of the art of health literacy in childhood and adolescence, and b) identify child development factors with possible relevance for health literacy development. - Theory, concept and model development: Developing target group-specific health literacy definitions and models embedded in a holistic, conceptual framework, which integrates multidisciplinary perspective from literacy, child development, socialization research, among others. - Integrating and dissemination of results: Evaluating and adjusting present adult health literacy models and conceptual frameworks to integrate perspectives of health literacy concerning children and adolescents. |Prof. Dr. Ullrich Bauer| |Dr. Paulo Pinheiro|

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CC-MAIN-2018-51

http://www.hlca-consortium.de/en/?page_id=262

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The Developmental Literacy Continuum is a Formative Assessment tool for teachers. Students can be plotted on a continuum to situate where they are in their literacy development (determining their zone of proximal development) in three strands of language learning, Reading, Writing and Talk ( Also the 3 strands of the Quebec Education Program in English and French ). The on-line version is accompanied by a paper guide that describes the phases of development as well as the individual indicators within. The guide also provides teaching strategies for teachers to help in the planning of further teaching once a student is situated within the continuum. Preliminary support and training can be provided by the LEARN team in collaboration with your school board consultants. Using Developmental Continua A set of developmental continua describe observable behaviors or actions called “indicators”. These behaviors or action are clustered in phases of development. Within a phase the indicators are often similar in their degree of difficulty and compliment each other. They work together. When most of the indicators in a phase are observable in a student’s work on a consistent basis, in a variety of situations, over a period of time (more than once!!) it can be said that a student has attained that phase. Teaching can begin to address indicators in the next phase. Indicators can also reflect a certain degree of increasing difficulty in relation to each other, within a phase, but in which order any given student will acquire them may vary greatly. For example in the list below for Exploring Literacy in Reading, different children will not necessarily acquire these in this order but one can see how the indicators all relate to relatively the same level of reading development. - names all letters of the alphabet - matches sounds to letters - recognizes words that rhyme - reads some sight words Once the student’s phase of development in Reading, Writing or Talk has been determined, based on what s/he is able to do, the continuum will also show what still needs to be developed within that phase in order for the student to move along in their learning. The student’s Zone of Proximal Development (ZDP),(Vygotsky) has been established. This information now can help guide our teaching. It is important to remember that if learning activities are below the phase of development of the student s/he will find the tasks very easy and before long will loose interest as there is no real challenge.. they know this stuff already. If the learning tasks are to far beyond the student’s phase of development s/he will soon feel there is no possibility of success as the mountain is too high and slowly (or not so slowly) disengage from the activity. We often wonder why students are disengaged or unmotivated in class. This may in part be due to the fact that the activities are not targeting their zone of proximal development where they are challenged to do new things but can also attain success and be aware of their progress. Screen Shot from Digital Version The Literacy Continuum looks at three areas, Reading, Writing and the Talk. However, this is really for practical purposes only. Literacy development does not occur in isolation in three separate domains. Reading, Writing and Talk are strongly interlinked and interdependent. This does not mean that a student will necessarily be in the same phase in all three areas. However, the areas of strength of a student can be engaged in developing teaching and learning strategies that will help develop the areas that are not as strong. In order to be able to make professional judgements about how a student is doing in a particular phase and what indicators have been demonstrated consistently, in a variety of situations, over a period of time, the teacher will need evidence. One of the most effective approaches is to have students keep a process portfolio of their work. That is to say an organized selection of artifacts that reflect the learning of the student. These can be work samples, audio recordings, videos of an activity or photos of projects, events etc. A digital portfolio such as EPEARL is ideal for this.

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CC-MAIN-2018-51

https://www.learnquebec.ca/dlc-home

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Getting Started with Planning Numeracy At the core of a successful numeracy plan is a clear mapping of student numeracy skills with the level of skill required to understand and engage in curriculum content successfully. This requires both the analysis of students’ skills and identification of the level of numeracy skills and demands within syllabus content. Explicit teaching of numeracy needs to occur when there are gaps between students’ numeracy skills and syllabus numeracy demands. This process involves: - identification of students existing numeracy skills - identification of numeracy skills required by students to engage successfully with curriculum content - planning of the explicit teaching of the required numeracy skills to bridge the gap. Identify the numeracy demands of your key learning area: In faculty groups or stage/year groups teachers brainstorm all the areas in which students experience difficulty with curriculum content, common misconceptions, areas of confusion or misunderstandings. This is KLA specific data which needs to be addressed by teachers within their teaching methods and made a focus for improving student outcomes. Identify areas of weakness through SMART analysis of NAPLAN data: These areas will require targeted focus and need to be considered when planning teaching and learning activities. This is general numeracy data which adds another dimension for consideration when planning teaching and learning activities to ensure students understand the curriculum content. Use the Numeracy skills framework to identify numeracy skills: Identify the prior knowledge of students, where students are at stage level and where to take them next. Follow the thread of skills required, this information is used to plan teaching and learning activities. Using the Numeracy Skills Framework identify where students are and where to take them next. Use the planning guide to develop lessons and learning activities. Consider key questions based on the Quality Teaching framework when planning activities. Plan numeracy activities Provide students with opportunities to demonstrate their thinking and apply numeracy skills within a subject area. Encourage students to discuss reason and communicate their mathematical thinking justifying the response. What key concepts or big ideas from the syllabus are identified? How are learning experiences designed so that key concepts relate to each other? How are learning experiences designed to require a sustained focus on the key concepts or ideas? What learning experiences build skills and processes to help students grasp the key concepts? What activities will help students grasp the essential learnings of the lesson sequence? What opportunities will students have to relate their learning to situations beyond the classroom? How do the learning experiences make links between students’ background knowledge and new knowledge? How will students demonstrate their understanding of the key concepts? What products or performances will be most meaningful for students and how can they have some control over the product or performance? How do the learning experiences allow all students to engage and participate? What criteria are students given for the quality of work expected from them? Are these criteria related to achievement of syllabus outcomes? How will students demonstrate their achievement of syllabus outcomes? How do students know what a quality product or performance looks like? How does the work challenge all students?

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CC-MAIN-2018-51

http://www.numeracyskills.com.au/getting-started-with-planning-numeracy

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Music is a universal language that embodies one of the highest forms of creativity. A high-quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As pupils progress, they should develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon. The national curriculum for music aims to ensure that all pupils: To teach the essential skills of music and develop this to a high standard for all pupils. To promote a culture of enjoyment in the learning of music. To provide a stimulating music curriculum that inspires life-long performers. Nurture To facilitate independent learning, and progress across the curriculum. To prepare pupils for the next stage in their education.

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CC-MAIN-2018-51

http://www.bantockprimaryschool.co.uk/music.html

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Who’s your mummy? Ancient Egypt comes to life again this summer when Cal State San Bernardino offers its popular art workshops to budding artists and archeologists from throughout the Inland Empire. The Robert V. Fullerton Art Museum at the university hosts its annual summer Egyptian Art Workshop series for kids ages 10-13 July 27-30. The four-day workshop features both morning and afternoon sessions for all kinds of ancient fun, including a mock archeological dig. Billie Sessions, art education teacher and a professor emeritus from the university’s department of art, conducts the workshops. “The focus of the workshops is art and education, everything in context. We make a giant timeline – from the Sphinx to cell phones,” says Sessions, who created the series a decade ago with Eva Kirsch, Robert V. Fullerton Art Museum director. The art museum is home to what is considered the largest collection of ancient Egyptian art west of the Mississippi River, some 500 pieces encompassing more than 4,000 years of Egyptian history. Workshop kids get to participate in a mock archeological dig and learn about ancient Egyptian culture and history. Summer workshop activities feature an art museum tour and scavenger hunts. Also pottery and clay sculpting, jewelry making, puzzles, workbooks and prizes. “On the first day of the workshops, kids make beads using bead molds more than 2,000 years old. They hold on to these authentic Egyptian molds and press little marble-size balls of clay into them,” says Sessions, who is also a ceramicist. Kids will also use clay to make little Shabti figurines and canopic jars, which will be part of a student exhibition in early October. “My main goal is to tie art in with other school subjects. The world of art touches on so many areas of knowledge. We would know much less about the history of the world if it weren’t for art,” she says. “The kids are learning and having a ball.” Assisting her with the class is Keith Brockie, a ceramicist and chairman of the art department at Arroyo High School. Tiffany Talavera, in charge of visitor and education services at the Fullerton Art Museum, is the art museum liaison and helps facilitate the hands-on fun. “The kids enjoy this every year, and I look forward to it too,” Tiffany says. “These kids are sharp as a tack and this workshop will help spark an interest in arts and sciences – art history, anthropology, archeology – they get a good balance.” And since it’s a “parent free” zone, kids get to experience the ancient past without their mummies. Egyptian Art Workshop for Kids When: July 27-30; Session 1: 9:30 a.m. to 12:30 p.m.; Session 2: 3 to 6 p.m. Where: Robert V. Fullerton Art Museum, Cal State San Bernardino Cost (includes snacks, drinks, materials): $60 general admission; $50 discount admission for university faculty, staff, Alumni Association and Friends of the Museum members Information and registration: (909) 537-3374

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8:00 in the morning is the most important part of each and every day. Having students enter their classrooms feeling valued, welcome, and safe are pivotal for learning to occur throughout any school day. To foster this approach, at the Georgia Elementary school, we start each day with a Morning Meeting. Morning meetings consist of greetings, individual sharing, and working collaboratively to problem solve or participate in a morning message activity. However, Georgia Elementary has created a more interactive digital approach that embeds math, science, and literacy skills and for students to take on leadership roles while reporting out to their classmates. Some students become weather reporters where they describe the daily weather and plot it on a daily line graph. Temperature, cloud cover, rain, and wind are reported out and plotted for monthly comparisons. Other students share the day of the Month, day of the week, and year and date of the day on a calendar. Days of school attended are counted out together as a whole class as one students takes the teacher role of leading the class. Math is incorporated as students add a penny to each day. Numeracy skills and place value are shown as students interactively add a penny to their class piggy bank each day. Coming to school each day is fun when you can be the teacher in some capacity. Children s roles change weekly and everyone has a responsibility each week. Students do a great job taking on this challenge and many prideful smiles are daily. Target 2 – Leadership in a Student Centered Learning Environment FWSU will foster development of teacher & student leaders who provide innovative opportunities for local and global student-centered learning Action Step – Provide multiple avenues for students and staff to lead, advocate, and serve within the school and community.

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https://fwsu-blog.org/2015/11/05/an-interactive-start-to-each-day-at-gems/

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Have you seen the commercials for Audible? You can listen to books just about anywhere. I personally have been a fan of audiobooks for years. Yes- I can read and I understand the benefits of sitting down with a good book. However, as a working mother, audiobooks allow me to multitask which is priceless. I have been able to listen to old favorites and find new treasures all because of the accessibility of audiobooks. I am not sure what took me so long but this year I decided to make audiobooks a bigger part of my classroom routine. As an ELL/ELA teacher, I have a number of students who are not reading at grade level. This is a challenge for two reasons. The first reason is (like it or not) students are expected to participate in high stakes testing every year. These standardized state tests feature excerpts from “grade-level” texts. The more exposure I can provide to this type of text the better prepared the student will be. The other is for the pure pleasure of accessing a great story. Personally, it doesn’t seem fair to me that struggling readers should miss out on amazing stories. Benefits of audiobooks: - Students can go back and hear it again…as often as they need to. - Students can access a text at a reading level above their own. - The narrator’s interpretation of the text may help students understand the elements of indirect characterization. - Students report an increase in self-confidence when they can participate in class discussions related to a grade level text. If I haven’t convinced you yet, this is what the experts have to say: University of Virginia psychology professor Dan Willingham author of the Science and Education Blog had this to say: So listening to an audiobook may have more information that will make comprehension a little easier. Prosody might clarify the meaning of ambiguous words or help you to assign syntactic roles to words. BookListReader.com author Mary Burkey wrote about an audio study in the article New Research Shows Audiobooks Have Powerful Impact on Literacy Development. She states For me, the most important part of the study is that the researchers focused on just listening, with no follow-along-in-the-book or other reading intervention added. The impact of purely listening to books is striking. Two notable findings are that students using Tales2go attained 58% of the annual expected gain in reading achievement in just 10 weeks, putting them three months ahead of control students. How do I make it work in my classroom? - Students have the text in front of them as they are listening. The expectation is that they are following along in the text as they listen to the audio. - When they get caught listening without reading along in the text (which they do) there are two consequences: start over or choose a new book at their level. - They are expected to answer basic comprehension questions as well as open response questions. Open response questions require text evidence to support their answer. Students learn pretty quickly they if you did not follow along in the book it is a lot harder to go searching for the text evidence. - We do have a purpose for reading each day and I provide the questions that need to be answered before they begin reading. - Students are periodically challenged to read excerpts from the text without audio support to prepare for standardized testing. How can a parent or guardian make it work at home? - First of all, you don’t have to buy both the book and the audio version. If you read the full article on BookListRead.com you see that text is not required. - You can borrow books and audio CDs from your local library. - Search the internet for free audio files. Books that are in the public domain are available on several websites. The one caveat is that these will not be current best sellers. Public domain texts are often considered classics. - Choose a story that you know and love from your childhood. Your discussions about the book will be more authentic if you know and have enjoyed the book yourself. - Ask questions about the story. You don’t have to come up with a full lesson plan but trying asking questions that can’t be answered with a “yes” or “no”. - Try listening to books during your daily carpooling activities or on long road trips. So go ahead, try that free book on Audible.com, and start listening.

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CC-MAIN-2018-51

https://a2tutoringnh.wordpress.com/author/a2tutoringnh/

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LoveReading has teamed up with Audiobooks.com to give you the chance to get 2 free audiobooks when you sign up. Try it for 30 days for free with no strings attached. You can cancel anytime, although we're sure you'll love it. Click the button to find out more:Find out more Appropriate as a supplemental text for all music education methods courses and a core text in music education curriculum. This text is intended to assist preservice and experienced teachers make thoughtful decisions regarding music teaching and learning that are essential to effective practice. It emphasizes contextual issues as well as matters specifically pertinent to the teaching of music in all school settings, and it provides the structural knowledge and seminal questions that need to be addressed in making good choices about what and how to teach in music. |Publication date:||16th October 2003| |Author:||Richard J. Colwell, Liz Wing| |Publisher:||Pearson an imprint of Pearson Education (US)| |Format:||Paperback / softback| Dr. Liz Wing is Head of Music Education at the University of Cincinnati's College-Conservatory of Music and an international authority on curriculum and teacher education. Dr. Richard Colwell is professor emeritus at the University of Illinois and editor of research handbooks on music teaching and learning.More About Richard J. Colwell, Liz Wing

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CC-MAIN-2018-51

https://www.lovereading.co.uk/book/9780130489227/isbn/An-Orientation-to-Music-Education-Structural-Knowledge-for-Music-Teaching-by-Richard-J-Colwell-Liz-Wing.html

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Mr Mike Creamer Miss Caitlin Mackie Miss Clare-Louise Casey Introduction to the department Modern Studies is the social, political and economic study of local, national and international issues. Modern Studies is concerned with what’s going on in the world, how we find out about it and what we can do to change it. Broad General Education (BGE) In the broad general education, Modern Studies aims to develop in pupils a greater understanding of the contemporary world and their place within it. The purpose of Modern Studies is to develop knowledge and understanding of current political and social issues in local, Scottish, UK and international contexts. Pupils will develop an awareness of the social and political issues they will meet in their lives. They will be encouraged to develop transferable skills that will be applied throughout their school career, as well as those more specific to Modern Studies. They will learn to critically analyse information and develop research skills to assess evidence, as well as reinforcing literacy and numeracy skills required for the Senior Phase and beyond. In the Senior Phase, Modern Studies course offers pupils an opportunity to continue to develop their interest in political, social and international issues. The course is varied and engaging and will ensure that pupils are challenged and supported throughout. National 4 and 5 Modern Studies courses: Unit 1: Democracy in Scotland and Britain. This unit will focus on Scotland’s political system and will examine the role of the Scottish Parliament. Unit 2: Social Issues in Britain - Law and Order. This unit will focus on the legal system in Scotland. Topics include the impact of crime on society, the role of the police and courts and how the state tackles the issue of crime. Unit 3: International Issues: Pupils will focus on the social, economic and political influence of the United States of America. There are three unit areas in the Higher Modern Studies Course: 1 Democracy in Scotland and the United Kingdom Pupils will study aspects of the democratic political system in the United Kingdom (UK) including the place of Scotland within this. 2 Social Issues in the United Kingdom: Crime and the Law Pupils will focus on relevant and contemporary aspects of crime, criminology and the law. 3 International Issues: Terrorism The study of a world issue will focus on a significant recent issue or conflict which has a global impact.

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CC-MAIN-2018-51

https://www.beeslackhigh.co.uk/page/?title=Modern+Studies&pid=84

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Lowenthal, Patrick R. College for Professional Studies Master of Education School of Education and Counseling Thesis - Open Access Number of Pages Application of Emotional Intelligence in Elementary Education Classrooms Teacher preparation programs do not train teachers about emotional intelligence; nor do they train teachers how to integrate emotional intelligence into daily activities and the classroom environment. Focusing on emotional intelligence in the classroom can positively influence a child's learning, growth and development, and role in the social environment we all live. The following research project investigates the research on emotional intelligence, how it is used in the classroom, how it leads to student success, and how educators can encourage personal emotional inquiry and emotional intelligence in social and personal situations. The project culminates with a resource handbook that helps educators use emotional intelligence methods for improvement in the classroom. Date of Award © Sabrina Farmer All content in this Collection is owned by and subject to the exclusive control of Regis University and the authors of the materials. It is available only for research purposes and may not be used in violation of copyright laws or for unlawful purposes. The materials may not be downloaded in whole or in part without permission of the copyright holder or as otherwise authorized in the “fair use” standards of the U.S. copyright laws and regulations. Farmer, Sabrina D., "Application of Emotional Intelligence in Elementary Education Classrooms" (2007). All Regis University Theses. 83.

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https://epublications.regis.edu/theses/83/

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