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View a selection of implementation strategies from educators who are successfully using ALEKS to achieve dramatic learning outcomes. Submit your ALEKS implementation strategy by completing our online survey. Crocker Middle School, Hillsborough School District Grade(s): 6 - 8 Scenario: Computers in Classroom Purpose: Intervention, Special Education, At-Risk Students, Supplement ALEKS Portion of Curriculum: 20-30% Time Spent in ALEKS: 1 hour per week, 12 hours per term ALEKS Course: Middle School Math Course 2, Middle School Math Course 3, Pre-Algebra, Algebra 1 Maxine Seward, Resource Specialist My experience has been positive thus far. Most students are motivated to use the program and are able to do so independently. The reports are helpful, and I have made use of the worksheets for homework. What challenges did the class or school face in math prior to using ALEKS? It is difficult to meet the needs of students who are achieving math skills at different rates. It is also a challenge to work with special needs students at multi-grade levels and keep them all busy learning varied topics. How do you implement ALEKS? ALEKS is used as a supplement to instruction and is sometimes given as a homework assignment. Students are required to work in ALEKS a minimum of one hour per week. This is mostly accomplished at home. Additional time in the program may be spent in the classroom as well. Do you cover ALEKS concepts in a particular order? No. The students I work with need instruction and practice in all areas. Topics are addressed as they appear in ALEKS. How do you structure your class period with ALEKS? Some students may be asked to work in ALEKS while I am working with another group. I have one student who is significantly below grade level and is more motivated to work in ALEKS than engage in group instruction. How did you modify your regular teaching approach as a result of ALEKS? My approach has been modified in that I do not need to look for worksheets to keep certain students busy while I am working with another group. How often are students required or encouraged to work on ALEKS at home? Students are required to work in ALEKS a minimum of one hour per week. This is mostly accomplished at home. How do you cultivate parental involvement and support for ALEKS? Parents are introduced to the program at the start of the school year and are encouraged to promote its use at home. Is ALEKS assigned to your students as all or part of their homework responsibilities? If so, what part of the total homework load is it? I would estimate that ALEKS homework is given 15-20 percent of the time. How do you incorporate ALEKS into your grading system? ALEKS homework is graded and incorporated into the overall homework score. Students are graded on completion of the one hour per week requirement. Their grade reflects the percent of time they complete with regard to the one hour per week requirement, which is evaluated every three weeks. Do you require students to make regular amounts of progress in ALEKS? I am tracking their time in ALEKS, but I do also discuss the number of topics students are adding (or not adding) to their pie. I am contemplating what a reasonable requirement might be regarding topics added per week. Since using ALEKS, please describe the learning outcomes or progress you have seen. Students have learned some new concepts strictly through the use of ALEKS. Foundational skills are being strengthened through repeated practice. Students are proud of their progress and motivated to complete a slice of their pie (particularly because they receive a slice of dessert pie of their choice when that happens). Are there any best practices you would like to share with other teachers implementing ALEKS? I realize the program is geared to not using a calculator unless ALEKS provides one. However, I work with special needs students who have an accommodation that allows the use of a calculator for classwork and tests. Since I have started allowing students to use a calculator for some topics, I have noticed they are more self-confident in their skills and are willing to challenge themselves.

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I want to start this blog by reiterating two things many teachers and educators already know: 1) Engaging children with fun and interesting lessons makes learning so much easier. 2) Encouraging children to learn and develop outside of the classroom helps foster a love of learning, increases self-confidence, and helps build grit. With this being true, I want to do a short post on: Learning outside of the classroom! Explorative play and experiential learning activities outside of the classroom have the potential to positively impact the lives of young people. Whether it be setting up a lemonade stand, planting flowers, playing make-believe, or even creating YouTube videos, these types of learning experiences help lay the foundations for shaping a child’s growing knowledge, confidence, self-awareness, and personal identity. On top of this, this type of play and exploration has been shown to help children develop grit, creativity, communication skills, and teamwork skills – all skills that will serve them well in the future. And if that is not enough, children who engage in explorative play and experiential learning activities outside of the classroom often achieve better grades at school, have greater levels of physical fitness and motor skill development, have increased confidence and self-esteem, display enhanced leadership skills, and are often more socially competent and environmentally responsible than their non-playing and non-experimenting peers. This being the case, isn’t it time for parents and teachers to bring ‘playtime’ back? Isn’t it time to encourage our kids to experiment with tasks and activities (suited to their maturity and experience levels) and let them learn by doing? Yes, that’s right! It is that time! Learning outside of the classroom in action. Check out this video by Jenny – a perfect example of a young person learning by doing. 1) Communication skills 2) How to edit a video and use a camera 3) Researching skills (I am sure she looked up what other YouTubers do to make cool videos) 4) Grit (I am sure she had to redo certain sections – not giving up until the task was complete.) 5) The power of social media (I am sure she is learning more about the power of social media.) and how to use it for the right reasons. I am sure Jenny learned many other things too, many of which won’t become apparent until later in life when she draws on these skills to help her at school, university, or in her profession. In closing I would like to just say this - Let the children play, create, and experiment, it’s good for them! Thanks for reading, Keep English (and Education) Real! Malone, K. (2008). Every Experience Matters: An evidence based research report on the role of learning outside the classroom for children’s whole development from birth to eighteen years. Report commissioned by Farming and Countryside Education for UK Department Children, School and Families, Wollongong, Australia. Gopnik, A. (2012): Let the children play, it's good for them. Smithsonian Magazine.

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ERIC Number: EJ1097949 Record Type: Journal Publication Date: 2011 Abstractor: As Provided Reference Count: 60 16 Minutes of "Eyes-on-Text" Can Make a Difference: Whole-Class Choral Reading as an Adolescent Fluency Strategy Paige, David D. Reading Horizons, v51 n1 Article 3 p1-20 Apr-May 2011 Research continues to suggest that adolescents struggle with reading, indicating that much work remains to ensure that all students read at levels consistent with the skills required for academic achievement (Biancarosa & Snow, 2006). This article investigates whole class choral reading (WCCR) within the context of a sixth-grade language arts setting for the purpose of improving oral reading fluency skills with narrative text. In this quasi-experimental study involving 112 students, WCCR was implemented on a daily basis with students utilizing the repeated reading of narrative text. Results suggest that students improved both phonological decoding and oral reading fluency skills with moderate effect sizes. Implications for teaching are discussed. Descriptors: Reading Instruction, Reading Strategies, Oral Reading, Grade 6, Language Arts, Group Activities, Teaching Methods, Reading Fluency, Quasiexperimental Design, Program Effectiveness, Phonology, Decoding (Reading), Effect Size, Reading Skills, Middle School Students, Teacher Attitudes, Student Attitudes, Reading Tests, Multivariate Analysis Western Michigan University, College of Education. 1903 West Michigan Avenue, Kalamazoo, MI 49008. Tel: 269-387-3498; Fax: 269-387-6272; Web site: http://scholarworks.wmich.edu/reading_horizons/ Publication Type: Journal Articles; Reports - Research Education Level: Grade 6; Intermediate Grades; Middle Schools; Elementary Education; Secondary Education; Junior High Schools Authoring Institution: N/A Identifiers - Assessments and Surveys: Gray Oral Reading Test

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All Children Deserve a Head Start A coin flip. If you live in sub-Saharan Africa, those are your chances of growing up in a family where members live on less than $1.90 per day, according to a new report on childhood poverty from Unicef and the World Bank. Childhood poverty robs children of their futures. It’s a global problem, impacting children from Malawi and Tanzania to Missouri and Tennessee. That’s why it demands a global solution. Fortunately, one intervention makes a demonstrable difference: Early childhood development programs. These efforts help kids acquire the skills they need to escape a life of poverty. Boosting funding for such programs is the moral choice – and an economically wise one, too. Failing to invest in a skilled and healthy workforce is ultimately harming future economic growth. - Jim Kim, World Bank President Early traumas lead to life-long health problems. By age 50, those who grew up in poverty are 83 percent more likely to be diagnosed with diabetes and 40 percent more likely to be diagnosed with heart disease than people who had a middle-class upbringing. A rocky childhood damages people’s financial health, too. Across the globe, nearly 250 million children will see their lifetime incomes reduced by 26 percent, all because they were born into poor families, according to a series of articles in the leading health journal The Lancet. When children are deprived of opportunity from birth, it affects not only their economic prospects, but their nation’s. Childhood poverty costs America up to $500 billion annually, as children wind up ill, imprisoned, or underemployed as adults. Globally, the World Bank has found that stunted children drag down GDP per capita by between seven and 10 percent. Early childhood interventions level the playing field for underprivileged children. And they do so at a bargain price. In the United States, disadvantaged children who participate in Head Start – the early childhood development program – enter kindergarten with bigger vocabularies and better foundational skills. That cuts the achievement gap between them and their more fortunate peers by 45 percent. The program also slashes child mortality. Every dollar invested in early childhood development in the United States yields savings of up to $8.60, according to a recent White House study. Instead of becoming burdens to society, children who benefit from early childhood interventions become contributors. Alumni of the Head Start program include Shaquille O'Neal, former Health and Human Services Secretary Sylvia Mathews Burwell, and Rep. Loretta Sanchez (D-Calif.). Investments in early childhood development programs in impoverished nations have yielded even more impressive results. Kids in Mozambique who attend preschool increase their cognitive development scores by 87 percent. Their social competency, motor skills, and emotional maturity also surpass students who don’t attend preschool. They’re 22 percent more likely to enroll in primary school at the appropriate age. And once they’re in primary school, they spend 46 percent more hours studying each week than their peers who lacked similar opportunities. But early childhood development programs can – and should – start much earlier than pre-school. The first few years of life literally craft the architecture of a child’s brain. About 700 new neural connections form every second, according to Harvard researchers. That’s why World Bank president Jim Kim urged global leaders to boost funding for early child development interventions at the recent World Economic Forum in Davos. Kim warns that “Failing to invest in a skilled and healthy workforce is ultimately harming future economic growth.” Those interventions ought to coach pregnant women and new parents on stimulation and responsive care – and build these trainings into routine maternal and child health services. My organization, the Conrad N. Hilton Foundation, has prioritized working with health systems in this effort. To date, our partners have supported 320,000 Sub-Saharan African children and their caregivers who are affected by HIV and AIDS. All too often, early intervention programs are the only thing standing between bright kids and a bleak future. Offering these programs to more children, here and around the world, would ensure they have a chance to realize their full potential.

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As promised, I asked. At dinner a few nights ago over something kid friendly like spaghetti, I asked my three. Why dear children, is it important to be exposed to art, taught about art and encouraged to make your own? First, the surly 11-year-old grunted “History”. Then the sick 15-year-old mumbled “Dunno”. I was saved by the 9-year-old who got the conversation rolling. He started with a description of how cool it would be to go to a museum with a friend and be able to have favorites he got to see. How fun it would be to talk about the art. That he would tell his buddy about the refrigerator paintings (take a look at Mark Rothko’s paintings to see what he means). He got the other kids brainstorming and we started their list of reasons children should be exposed to art in all its forms and encouraged to make their own. - knowing about art allows for a more enjoyable experience; allows you to feel socially connected and able to talk with people. This is an interesting point. It brings to mind the value of a liberal arts education being in part to generate well-rounded, broadly exposed young adults who can interact with others on many levels. - art helps us remember history. Indeed, this was my point about art preserving our cultural heritage and collective memory. It preserves the past both in the physical sense but also in the ephemera of our thoughts and knowledge base. - art makes the world less plain. Yes certainly, there is this – the obvious but important view that art education allows an emphasis on the beauty that surrounds us. It helps us raise children who see that in life there is value in the simple moments. - this ties into the next idea: “art makes me feel good”. And, time spent learning about what makes us individually feel calm and “good” is increasingly important in this pressured world. - Art can make “me feel different”. Yes, art can challenge us to stretch beyond feeling good. Kids can explore and confront the more difficult sides of life through art. We would like to generate an ongoing list here of the reasons for arts education. Please add you ideas to the list. Ask your kids tonight and see if you can push them beyond “Dunno”.

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Music Education in New Zealand Society: Exploring a Meaningful Education Browne, J. (2017). Music Education in New Zealand Society: Exploring a Meaningful Education (Thesis, Master of Arts (MA)). University of Waikato, Hamilton, New Zealand. Retrieved from https://hdl.handle.net/10289/11574 Permanent Research Commons link: https://hdl.handle.net/10289/11574 Music has been embedded in cultures throughout history, becoming integral to everyday life. During the last century, scientists have discovered an astonishing link between musical exposure and neurological function. Scientific studies demonstrate that listening to and performing music engages nearly every area of the brain, improving cognitive function, memory and general well-being, suggesting neurological, social and psychological benefits. Despite these discoveries, research indicates that the role of music within New Zealand’s education system has stagnated, being underfunded and undervalued by successive governments. Music is now often perceived as an extracurricular activity, and meaningful music education has become a luxury activity for those who can afford it. This thesis will outline an account of the role of music in ancient and contemporary cultures, providing historical proof of music’s pre-eminence in the thinking, philosophy and educational activities of civilisations. The benefits of a meaningful musical education will be explored through a comprehensive literature review based on scientific and statistical research. Governmental and public attitudes towards music will also be explored, in order to question the role and value of music education in New Zealand and more broadly in Western society. University of Waikato All items in Research Commons are provided for private study and research purposes and are protected by copyright with all rights reserved unless otherwise indicated. - Masters Degree Theses

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Word "Cantor" comes from the Latin cantor, which means a singer, chorister. A cantor is usually the head of liturgical music or prayers. In historical times, the cantor combined the functions of a conductor (the leader of a choir and an instrumental ensemble), a composer, an organist, a teacher of the elementary theory of music and singing (usually affiliated with a religious institution such as synagogue or church). For example, cantor in the Russian musical literature is usually called the leader of the church choir of the Lutherans. Benny Rogosnitzky is an internationally renewed cantor involved in singing and leading Jewish songs and prayers. Benny was born in England but spent most of his childhood in the Netherlands and Johannesburg. His liturgical talents were first discovered when he was 9 years old, which is when he joined his first choir as a child soloist. By the time he turned 16, he was invited to lead the High Holiday Services at the prestigious Brighton and Hove Synagogue. Rogosnitzky furthered his Jewish Studies in the Manchester Yeshiva and pursued his higher education at the Royal Manchester School of Music and Art, where he earned his Master’s Degree in Music Theory. He currently serves at the Park East Synagogue in New York. In late antiquity and in the Middle Ages the Latin word cantor meant a (church) singer. For example, the phrase Schola Cantorum literally means the school of singers. But, early definitions point to a singer without any professional skill, administrative and pedagogical leadership. We can later find other words like pracentor (the one who sings first), succentor (the one who is the deputy of the precentor) or concentor (one who sings in a chorus). No matter how good the choir singers are, they elect only one singer and leader, who they carefully listen to. Cantor Benny Rogosnitzky points out a few verses from "Poetic Rules" (written in the first third of the XI century): Musicorum et cantorum magna est distantia: Isti dicunt, illi sciunt, quae componit musica. Nam qui facit, quod non sapit, There is a great difference between musicians and singers: Some (only) make sounds, While others know what makes up music. And he who does something that he does not understand, Is defined as livestock. Having studied in the United Kingdom, Rogosnitzky says that in the modern Anglican Church, the word cantor refers to a singer who gives the setting in psalms, antiphons and other church chants. Catholics these days give this position to the one responsible for the musical design of worship in the church. While this perception of the word cantor represents a Christian and European point of view, it is extremely important to point that the word "cantor" has also a great meaning the Jewish religion and tradition. There, a cantor is the best singer from a group of hazzans. A hazzan (chazzan) is a singer in the synagogue. Jews name hazzans only those with the best voice and the most knowledge of the prayers. Hazzans must have the right academic credentials, like a degree in (sacred) music or in music education or in Jewish religious education (or a related discipline). Therefore, it is a great honor to be named a hazzan or cantor in the Jewish community and it is one of the greatest religious responsibilities.

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Often, when we think about the fields of elementary education, early childhood education, special education and even English, we tend to think about them as being female-dominated. Having a specific gender committed to these professions is wonderful, but poses a major problem for our public educational system. Why is this a problem? Numerous households in America are run by single mothers. To many children, especially in urban areas, do not have a positive father figure and role model to whom they can relate — that is the problem. Sometimes, if parents are absent, those students rely on their teachers to provide the guidance and stability of a missing parent. Even though women have a very important place in primary-level classrooms, men have an equally important role to play as well. It is a controversial, yet important issue, but more male teachers are needed in these areas, especially the primary grades. Male primary grade teachers can provide the positive role model of a father figure for students who come from single-parent families, which is critical because the relationship between parents and children is very important in this stage of a child's education. Students come from various backgrounds, making this situation a cultural issue. According to the U.S. Census in 2010, of the 75 million children up to the age of 17, 19 million were being raised in single-parent homes. Of those, 18 million children were being raised by single mothers. This statistic is more pronounced for African American and Latino children. In 2010, 50 percent of all African American children lived in single-mother families, as did 26 percent of Latino children. For whites and Asians the figures were 23 percent and 16 percent, respectively. The percentage of African American children living only with their fathers was small (5.5 percent). This data indicates the need for a positive male father figure in these children's lives. This absence of men does put pupils at a disadvantage, particularly boys, who really need to relate to a male in the classroom. It is important for children from single-parent homes to have a male teacher as a role model. Researchers, including Christine Skelton, a professor at the University of Birmingham in England, have suggested that having more men teaching in the primary grades will help encourage these children from single-parent homes to want to come to school, as they will have a strong male figure showing interest in and concern about them, because children in this situation do not get this type of support at home. Further, boys may express a preference for male teachers, because of perceived shared interests, experiences and ways of thinking. These boys may feel that male primary grade teachers have a better comprehension of their kind of play and can relate to them better. For the girls, a male teacher can represent a very important opportunity to interact with and build relationships with men outside their family. This increased understanding of male role models serves as an important role in girls' successful transition into their adult life, according to a report by Mark McGrath and Kevin Sinclair, "On The Social Benefits for Boys and Girls Having Male Teachers in Primary Grades," in the journal of Gender and Education. Having more male primary grade teachers can only help children to view these male primary teachers positively. Increasing the number of males in primary grade classrooms will make this a more normal occurrence and teach children that you do not have to be female to teach a primary grade. The goal of our educators should be to develop diverse teaching staffs with a mix of genders, ethnicities and races to give our students knowledge, lessons and skills — beyond the textbooks and teacher books — they need to succeed in life. Having more male teachers can help make a positive step to having a gender balance and accomplish this goal. Drew McWeeney, 18, lives in Wolcott and plans to enter Southern Connecticut State University this fall to study early childhood education. He blogs at drewskiblogs.wordpress.com.

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Art Masterpiece at DCES What is Art Masterpiece? Art Masterpiece is a national enrichment program where volunteers use reproductions of fine works of art to promote art literacy in children. Art is an integral part of life and the Art Masterpiece Program is a chance to stimulate the students’ thought, perception and imagination. In the end, students attain a greater awareness of the world around them. Volunteers bring prints to the classroom and present a lesson and art activity planned for a particular grade level. Is art education really important? Yes! Here are some of the ways art benefits and enriches our students’ lives: Art teaches self-discipline and enhances motor skills Art promotes cognitive & creative thinking Art teaches problem-solving skills Art strengthens self-esteem and self-confidence Art provides a means of self-expression and promotes appreciation for the individuality of others Art improves overall academic performance I would like to be a volunteer… but I don’t know much about art. Is that a problem? Volunteers do not have to be former art majors, teachers, or even well-versed in art. Qualities such as reliability and enthusiasm are more important in our volunteers than artistic ability. Art Masterpiece is one of the few volunteer programs were you can teach in your child’s classroom. Because of this, Art Guides need a sense of commitment and must be willing to devote a small portion of their time each month. In return, they receive gratification for bringing Art Education to appreciative and interested students. What are the lessons like? Art Masterpiece lessons and supplies are provided for volunteers and taught on a monthly basis, with a total of five-six lessons per year, depending on teacher curriculum and availability. They typically last an hour, with most of that hour dedicated to a hands-on art activity. The purpose of our program is to increase awareness and appreciation of art. This is done by introducing various elements of art and principles of design in fun ways the children can easily grasp.

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Hamilton Education sells hard copy teaching resources that support Hamilton plans at very low cost. Group Readers, phonics books, number lines and 'Five Minute Fillers' can help you teach literacy and numeracy skills in your classroom. Year 5 English Plans Hamilton's Y5 plans cover Upper Key Stage 2 objectives of the National Curriculum for England appropriate for Year 5 children. There are enough plans to provide you with a choice of focus and texts. Hamilton’s Y5 plans are written specifically at an appropriate level for Year 5 classes, allowing for more targeted content and pedagogy for this age group. If you prefer not to use the differentiated Y5 planning on this page, you can use Hamilton’s Y5/6 Mixed Age planning which provides a 2-year rolling programme of UKS2 planning. Children explore the charm and challenge of classic fiction, (The Jungle Book by Rudyard Kipling, Illustrated by Robert Ingpen, and A Collection of Rudyard Kipling's Just So Stories by Rudyard Kipling). Children write a modern-day Jungle Book story, Just So Stories diary entries, and tell outrageous lies, courtesy of conjunctions. The unit ends with children performing their own Just So Story in Kipling's style. Use biographies of Roald Dahl and Michael Morpurgo (both books and online) and their autobiographical writing to identify features of biographies and autobiographies. Use the texts to study dialogue, noun phrases and complex sentences (Boy and Going Solo by Roald Dahl, Singing for Mrs Pettigrew: a story-maker’s journey, and Homecoming by Michael Morpurgo). Write autobiographies online. Through Chris Riddell’s Goth Girl & the Ghost of a Mouse, children explore how atmosphere, settings & characters are created. They produce maps, give a guided tour of Ghastly-Gorm and explore character through illustration and drama. They then write an extra chapter, applying what they have learnt, including adverbs of possibility, commas, relative clauses, and dialogue and sentence punctuation. Using the context of UFOs, children explore recounts investigating genuine documents, discussing famous sightings and researching notorious hoaxes (UFOs and Aliens: Investigating Extraterrestrial Visitors - Extreme! by Paul Mason, UFO Diary by Satoshi Kitamura). Children write a diary entry and create their own hoax UFO photo and report. A presentation to parents completes the unit. Hover boards and Doggie Umbrellas meet new-fangled escalators and dial telephones in a unit, which explores instructions and explanations in the context of changing technology. Children try pitching in the Dragon's Den and create guides for futuristic travel. Explore exciting destinations through a range of travel writing. Read recounts of places and events in Not for Parents - The Real Wonders of the World. Learn about embedded clauses and the use of commas. Write a travel recount of a real or imaginary place. This unit encourages children to think about how poetry can make the ordinary extraordinary. They enjoy a selection of modern and classic poems, exploring apt word choices and imagery (simile, metaphor & personification). Children make careful observations, imagine winter as a person, examine observational art and produce paintings to inspire them to write their own poetry. Grammar includes expanded noun phrases and relative clauses. Lewis Carroll's Walrus and the Carpenter stimulates performance, discussion and persuasive writing, in this poetry unit. Hilaire Belloc's Cautionary Tales provide cause for debate and the children end the unit writing their own modern day cautionary poems. Read and memorise poems from I Like that Poem, chosen by children and edited by Kaye Webb. Children gather together poems they like into an anthology and write two of their own. They find out how to use modal verbs and parenthesis.

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The field of early childhood education professionals is extremely robust, from educators, directors, advocates to researchers and policy makers. Our job as a community of professionals is to ensure each child has access and availability to all tools required to develop their social, mental, physical and intellectual development; all essentials skills needed to become productive citizens. According to Berger (2012), a leading expert in childhood and adolescent development, there are three stages of human development: physical development and growth, mental and emotional development. Most individuals consider early childhood to encompass the years of birth to five, however, the National Association for the Education of Young Children (NAEYC) defines early childhood years from birth to age eight. This very organization establishes ideologies, policies and standards based on evidence based research to ensure each child develops and learns based on age appropriate practices (NAEYC, 2016). It is these years’ ages zero through eight, which children go through a rapid development of learning and using motor skills, communication, thought processing, and learning about themselves, their ethnic backgrounds and their communities. Let’s look at one specific skill set, communication which requires reading, writing, non-verbal and verbal commands. We all understand the importance of being able to read and write. Did you know that more than one-third of our nation’s fourth graders cannot read at the basic level (National Institute for Literacy, 2008)? With the assistance of researchers, parents and educators we can identify plausible causes for this defect and come up with viable solutions to erase literacy issues among our youth. The better prepared they are for middle and high school, the better prepared we send them into the world for career or college opportunities. So the answer to the question, are we babysitters, is that it is plausible we are two percent of the time. The other ninety eight percent is tasked in ensuring our children have a safe, peaceful environment in which to learn, play and grow. Berger, K.S. (2012). The developing person through childhood (6 Ed.). New York, NY: Worth Publishers. National Association for the Education of Young Children (NAEYC, 2016). About NAEYC. Retrieved from http://naeyc.org/content/about-naeyc National Institute for Literacy (2008). Developing early literacy: Report of the National Early Literacy Panel. A scientific synthesis of early literacy development and implication for intervention. Retrieved from http://familieslearning.org/NELP/pdf/NELP%20Report.pdf

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Ed.D. Educational Leadership College of Education Teaching teams;Inclusive education Elementary Education and Teaching | Special Education and Teaching Co-teaching is defined as a situation in which two educators, one a general education teacher and one a special education teacher, work together to lead a classroom that contains both mainstream and special education learners. The purpose of this qualitative, descriptive study using a convenience sample of 15 (10 general education, 5 special education) co-teachers in a New Jersey vocational and technical school was to explore participants' working relationships, factors that contribute to successful working relationships, and best practices that can be derived from an examination of successful co-teaching relationships. In-depth interviews and a brief, post-interview survey were employed to gather data, which were analyzed using open and a priori coding. Results showed that participants perceived the personalities, attributes, and mutual compatibility of co-teachers as most essential in contributing to successful co-teaching. Participants considered it especially important that their partner possess a positive attitude toward students, show flexibility or adaptability, have good communication skills, and be a good team player. Factors defining a successful co-teaching working relationship were the previously mentioned personal attributes and having common planning time. Organizational best practices contributing to successful working relationships included the availability and use of common planning time, taking into account personal preferences or personalities when planning co-teaching partnerships, and planning for continuity of co-teaching relationships over several school years. Classroom-level best practices included allocation of roles, use of diverse co-teaching models, and alternating roles between co-teaching partners. Implementation of co-teaching best practices and further research in other settings are recommended. Menell, Eric, "Exploration of co-teachers' best practices within a vocational technical school district" (2014). Theses and Dissertations. 487.

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Pollution – Our Waste Thousands of years ago, few people lived on the planet. The people who were here lived a nomadic life, moving from place to place in search of food. They probably kept just a few things – clothing, tents, tools and weapons. They left little waste behind. As people moved to villages, their numbers grew. Conditions became crowded. People had more stuff. More stuff means more trash. In villages and cities, people dumped sewage into the streets. Imagine the smell – and the disease. Smoke from cooking fires filled the air. The villages and cities became polluted. Today, pollution is a bigger problem than ever. Not only do we have raw sewage and trash to deal with, but we have man-made chemicals that can pollute the water, air and land. Fun Facts about Pollution for Kids - Plastic was invented in the mid-20th century. Plastic is useful in many ways, but it doesn’t break down or biodegrade. Anything made with plastic piles up in landfills or pollutes the ocean, where it kills wildlife. - Plastic can be recycled — made into other things. - In developing countries, cities and towns don’t always have systems to process human waste. Raw sewage runs into the rivers and seas. This sewage can spread disease. It also causes algae to grow in the water. The algae use up the oxygen in the water so other aquatic plants and animals die. - Some industries, such as chemical manufacturing, produce poisonous gases or waste as part of the manufacturing process. This waste is sometimes dumped into rivers, where it pollutes the water and kills animals and plants. The toxic water can also hurt humans. - Smog from car fumes and factory smoke can cover cities, making it hard to breathe. - When oil rigs in the ocean hit rocks, they spill oil into the sea. The oil kills sea animals and pollutes beaches. - Nomad: someone who travels from place to place - Sewage: poop and pee - Pollution: when something is contaminated or made dirty - Biodegrade: break down naturally with exposure to sun, air or water - Algae: water organisms - Toxic: poisonous All About Pollution Video for Kids Watch this awesome Pollution video for kids: This is a video animation that explains what humans do that contribute to pollution and how to stop or minimize it. Question: How can I help reduce pollution? Answer: Always put trash in a trash can, rather than dropping it on the ground. Talk to your parents about recycling in your home. Try not use plastic bags for shopping, if you have to use plastic bags, keep them and reuse over and over. When you cannot use them anymore ask for paper bags or a cardboard box. Ask your parents to start a family compost bin. You put all the unused vegetable peels, banana skins, orange and apple peels etc. into the bin. All the rotting bits are eaten by worms and what is left is a soil that is rich in nutrients that can be used for plants etc. Grow your own veg – Not only is it fun to see something grow that you are responsible for, you can also eat it. By growing some of your own fruit and veg you cut out the need to go shopping with additional plastic bags. You do not need plastic containers. The food is organic and sprayed with insecticides. Question: What countries create the most plastic waste? Answer: Data taken in 2018 shows China, Indonesia and the Philippines are top 3 countries that mismanage plastics. In fairness all countries could do a lot more. The United States is in the top 20 of mismanaged plastic waste. Enjoyed the Free Geography Kids online resources all about Pollution info? Take the FREE & fun all about Pollution quiz and download FREE Pollution worksheet for kids. For lengthy info click here. Cite This Page You may cut-and-paste the below MLA and APA citation examples: MLA Style Citation Declan, Tobin. " Pollution Facts for Kids ." Easy Science for Kids, Dec 2018. Web. 15 Dec 2018. < https://easyscienceforkids.com/all-about-pollution/ >. APA Style Citation Tobin, Declan. (2018). Pollution Facts for Kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/all-about-pollution/ We've recently added Sponsored Links :

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- published: 30 Oct 2013 - views: 40280 Take a look inside the classroom of Pine View Elementary teacher Jaime Gauvin as she teaches a small group word sort lesson.Common Core Standards covered include RF.1.3a Know the spelling/sound correspondences for common consonant digraphs. and RF.1.3b Decode regularly spelled one-syllable words. A word sort performed by a first grader. https://www.navitend.com [email protected] Learn how to sort lists alphabetically or numerically in Microsoft Word 2010. The lists need not be part of a table or be associated with Excel in any way. Ascending and descending also covered. Maureen Smith, a first-grade teacher at Fairway Elementary in the Rockwood School District, is showing the instructional spelling group a new word sort. Mrs. Smith introduces the spelling pattern, helps the students prepare the materials and sets the expectations for independent practice. This is Avari and she is doing a word sort! Watch her sort her words and think about their spellings! Peggy Drew | Wichita Collegiate School | Wichita, KS In this lesson, students are taught to recognize beginning sounds of words. Pictures are sorted by their beginning sounds and letters. Teach for Life is a global movement of people sharing knowledge to better educate our children and create hope for the world. Find more educational videos, learn more about the movement, or learn how to participate at http://teachforlife.org/ In this video I am going to show you how to Sort Alphabetically Ascending or Descending Order in MS Word by using keyboard shortcut keys and by using mouse, this method will work in all Microsoft Word Version like 2003,2007,2010,2013 Click this link to know more This video models a vowel pattern word sort. This video is part of the Professional learning communities facilitator’s guide for the What Works Clearinghouse practice guide: Foundational skills to support reading for understanding in kindergarten through 3rd grade. Learn more at: http://ies.ed.gov/ncee/edlabs/regions/southeast/plc.asp In this video tutorial I'll show you how it's possible not just to sort any list written in Microsoft Word into alphabetical order, but how to sort a list containing both first names and surnames into the correct order. I'll also show you a quick trick using the Find and Replace tool. In this segment, you will see students involved in a word sort that is open- ended enough to engage every learner. The goal is to help students develop vocabulary that describes the characteristics of people and animals they meet in their reading. The task also develops students' understanding of how root words, prefixes and suffixes work. This knowledge will help students read and write independently. They draw on their schema and prior experiences and build on the ideas of others as they collaborate to solve the problem at hand. • During the word sort, students negotiated with group members as they built their understanding of the relationship between the words. The teacher played an essential role during this work and think time. What did you notice about the strategies she u... Now won't you listen to the word wizard, Watch him open up his gizzard, Every secret he has he's only told the world so far. Don't you think that boy would be embarrassed, Find himself hassled or some what harassed, Cause he shows of his wounds before they turn to scars. But when he comes home he brings me stories, He made up especially for me. A little bit of low down, a little bit of glory oh, The choice is simple, I can scold him, Give him a smile or simply hold him Somehow it seems, I never ever told him no Watch him work, he leaves each hartfull, Shovels it out there by the careful. He's so artless it's almost artful as he as he strings them along. Takes you down, gets you cryin, Sets you high, gets you flyin. It's not the truth but it's not quite lying, As he sings his song. Business Insider | 15 Dec 2018 The Times of India | 14 Dec 2018

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In the early 19th century the area to the north of Kingston was largely rural. Canbury Lane (now Richmond Road) was lined by elds although there were a few mansions and gardens along the route. A large tithe barn lay just to the north of the town centre. In 1817, the Kingston Association was founded ‘to better by every eligible means the conditions and morals of the poor... and for that purpose to enquire as minutely as possible into their wants, employment and habits; and into the causes which promote good or bad effects upon them; and to recommend from time to time, to the public, such measures as might appear calculated to promote the one and to prevent the other’. This new body saw the need for a school that would give poor children ‘elementary education on a sound basis, with religious teaching as found in the Bible’, and would counter the ‘idleness, ignorance and bad language, which are the principal causes of what is bad in their conditions and morals’. With money raised by donations, loans and annual subscriptions, a girls’ junior school opened on the site in November 1818, followed in March 1820 by one for boys. Parents wanting their child to attend had to get sponsorship from three of the school’s patrons and give their child a penny a week for the teacher; hence the name Penny School. In 1827 it was agreed that an infants’ school for the poor was also needed. On 1 September 1828 a new school which had three rooms, each heated by a fireplace, was built next to the junior school. It was opened by the Duchess of Clarence who became Queen Adelaide in 1830 when her husband took the throne as King William IV. The foundation stone with the words THIS STONE WAS LAID BY H.R.H. THE DUCHESS OF CLARENCE 1ST SEPTR 1828 now takes pride of place in the new Creative Industries Centre. The children who began in the infants department had no idea of letters or numbers, and in the winter frequently stayed away because of illness, chilblains, bad weather and ‘also for want of shoes’, according to the annual school’s report, yet they eventually learnt to read, write and count, and moved up to the main school which they left at 13 to go into service or other jobs. The construction of Kingston Bridge across the Thames in 1825-27, and the opening of the railway and its ‘New Kingston Station’ in 1863, led to rapid change in the borough. The First Edition Ordnance Survey Map of 1865 shows increasing urbanisation and industrialisation of the north Kingston area. What had previously been an area of open elds to the north and terraced houses to the south on Kingston’s Tithe Map of 1840-1842 had developed into a sprawling residential suburb to the north and east, which in turn increased the numbers attending the junior and infant schools which had become known as the Kingston Public School (Endowed). In 1852, the school had over 270 pupils; by 1888 this number had risen to 791 made up of 377 boys, 264 girls and 150 infants. The Second Edition Ordnance Survey map of 1895, shows a small number of buildings were added alongside the junior school to accommodate the growing number of pupils. The schools located on the site expanded in the late 19th century and into the rst half of the 20th century. During this time, there were great changes in the provision of education. The previous ad-hoc system funded by charities and endowments became the responsibility of the local authority and the state. The changes to school funding, and the rapidly increasing number of eligible schoolchildren in the area, meant the junior school building was inadequate. It was demolished in 1907 and replaced with a larger, two-storey building of Edwardian architectural style. The 1828 infants school was retained and extended with a large single-storey addition built in a similar style to the new Junior School. By 1913, any surrounding open elds that had been depicted on the 1895 map had been built on. By 1956, the Infant and Junior Schools were known as the Richmond Road Schools. They were closed in 1964 and taken over by Kingston College for its School of Art and Design, teaching students on further and higher education courses. The 1828 building became an art display space known as the Penny Gallery, while its 1907 extension became lecture rooms. These buildings were demolished in 2013.

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I was always concerned in my elementary classrooms when I realized that my students principally saw only finished product in their lives – film, novel, technology, building, business. When are young students these days ever exposed to process other than through concerted efforts on the part of educators to show, for example, how stories are deliberately constructed? Children meeting professional authors offers an essential insight into how ideas are formed, massaged, written down, and ultimately formed into a story through diligent effort and many re-writes. Such is another limited example of students seeing process. In previous times, children were directly involved in family businesses or farming where they were personally involved in the process of production. How does something start, and how do people get it to completion? Not knowing how to connect a topic of study to its practical outcome in the ‘real world’ could lead students to question its relevance to them. Some of the steps involved in what I will call “the creation of something” are: – the idea itself – is it a good idea or not? What are its benefits to me or others? – is the idea an adaptation? I need to draw information from various sources – working the idea to a place where it can be explained to others – seeing if the idea already exists, and if/how this impacts our moving forward – ascertaining what we need to complete the project – getting others to cooperate in the execution of the project – assembling the resources to complete the project – trying and failing – trying again and failing – not getting despondent and keeping resources focused on the project – trying again, and hopefully succeeding These are but a few steps in general idea and project conception, process, and completion. In elementary mathematics, providing opportunities for students to use their hands and minds in a cooperative learning environment are somewhat limited. To that end, we have invented two products for elementary education which help children work physically towards solutions either individually, or in groups. Aspects of our manipulative products are discussed below: intooba – intooba HERE This K-6 construction manipulative offers many lessons in both specific mathematical concepts such as shapes, estimation, and fractions and in engineering challenges. In math, we provide a spiraled program offering teachers instructional ideas in many math concepts. In engineering, we offer students over 25 construction challenges each with varying levels of complexity. This is hands-on work asking for actionable solutions through construction and mathematics. Resource constraints such as assigning a project budget and input costs makes this learning very relevant. diskii – diskii HERE This K-4 manipulative offers students and teachers opportunities to explore mathematical concepts hands-on either individually or in groups. Our ten tokens (essentially representing 0-9) have unique names, faces, and colors offering many layers of complexity in problem construction. Instructional possibilities include logical reasoning, understanding the equals sign, and substituting a token for an unknown algebraic quantity x as in: token + 4 = 10 for lower grades. Drawing on information to solve a problem is a critical skill. Using diskii, equations can be created where certain token values are given, and students have to use this information to solve for the unknown tokens. We have created these advanced thinking manipulatives with lesson support to offer easy-to-implement hands-on group problem solving opportunities we feel are unavailable in many physical manipulatives available in classrooms today. We focus on fun, creative visual challenges making math relevant in concrete ways to elementary learners. In our manipulatives, we are diligently focusing on process as an integrally important part of learning. Students work cooperatively with their hands and minds to solve challenges. In this environment, drawing on spiraled learning, students have opportunities to produce increasingly complex product through their own efforts.

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What is Middle Schooling? Middle Schooling is a philosophy of education that revolves around the education of the “whole” student. This means that as well as academic learning, which is very important, students learn about how to take care of themselves socially and physically. To support this learning, Grant High School promotes consistency and stability for students in the Middle Years, in our case Years 8 and 9, when adolescence is bringing many other changes with it. Students have fewer teachers to encourage strong student-teacher relationships, and they remain in their homegroups for the majority of lessons to enable positive relationships to develop between students. This stable work environment supports students in their learning as it is generally consistent and predictable over the course of the year. In order to support the learning of students in the Middle School at Grant High School, teachers employ a variety of methodologies to ensure that every student is learning in their preferred way at least some of the time. We have a strong focus on Bloom’s Taxonomy, a hierarchy of skills, which encourages both deep and lateral thinking. This structure is used in many Year 12 subject areas, so students’ familiarity with it in Junior Secondary is a huge advantage for them as they move through the school. We also use Gardiner’s Multiple Intelligences as a way to encourage students to develop skills outside of their preferred learning styles, and De Bono’s Thinking Hats, with which many students are familiar from primary school, help to order thinking and ideas and are employed in may subject areas. Middle School Matters Collaborative skills are explicitly taught to all Middle School students, who are encouraged to work with people they might not know very well, or with whom they might not usually socialise, and they can then use these skills in all parts of their lives. These elements, combined with every teacher’s commitment to focusing on literacy and numeracy and aspects of Information and Communication Technologies and Higher Order Thinking Skills, ensure that every Grant High School student has access to a well-rounded education in the Middle Years. As of the beginning of 2010, all students in Year 8 will have developed their own Individual Learning Plan (ILP) in which they set their goals for the year and the longer term. This plan will be further developed throughout Year 8 and 9 and culminate in students undertaking the Personal Learning Plan (PLP) in Year 10, a compulsory element of the new SACE. At Grant High School the idea of integration in the Middle School is something on which we focus strongly. This can include teacher teams focusing on one idea through the lenses of English, Science and Society and Environment to reinforce learning and encourage the transference of skills from subject to subject. Other examples of integration in the Middle School curriculum include the teaching of Information and Communication Technologies, where each learning area takes responsibility for an aspect of ICT and incorporates it into the learning of the students. For example, Society and Environment teachers will focus on teaching students how to effectively use search engines throughout the course of the year. In a similar way, Higher Order Thinking Skills and specific Study Skills are incorporated into various learning areas. These areas of focus can be found on Assessment Plans that students receive from their teachers at the beginning of each semester or term. In addition, teachers at Grant High School have all taken responsibility for teaching literacy and numeracy skills, both in a subject specific and more general way. In these ways many skills and abilities are reinforced for students as part of integration in the Middle School. Middle School Principal

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Islamabad, Pakistan, September 7, 2013 — The U.S. Agency for International Development has awarded the International Rescue Committee $160 million to implement the Pakistan Reading Project, an extensive education program in Pakistan aimed at tackling one of the highest child illiteracy rates in the world. Through the Pakistan Reading Project, the IRC and 10 partner organizations will work to improve the quality of reading education in 38,000 schools and advance and develop the reading instruction skills of 94,000 teachers over the next five years. “The launch of the Pakistan Reading Project represents a long term commitment from the IRC and USAID to reach 3.2 million children with improved reading programs and ensure that 2.5 million of them are reading at grade level,” says John Keys, the IRC’s senior vice president of international programs. “We anticipate that these boys and girls will carry these skills with them into secondary and tertiary education, and then into adulthood. They are the future of Pakistan.” Pakistan is one of the few countries where illiteracy rates are actually increasing. A 2010 study by the Brookings Institution showed that there were 47 million illiterate adults in Pakistan and that the number is likely to grow to 50 million by 2015. According to government statistics, Pakistan’s primary school enrollment rate is only 66 percent and some 7.2 million primary school age children are not in school. The situation in Pakistan has been widely described as an educational emergency. The IRC and its partners will be working with Pakistan’s provincial and area governments to provide the highest quality literacy instruction in primary schools across the country, with a focus on underserved rural communities where access to elementary education is limited. The project will expand the number of colleges and universities offering rigorous teacher training in reading and specialized bachelor’s and associate degrees in education. The project will complement other education initiatives being implemented by the Government of Pakistan, USAID and other international partners. “The foundation of a high-performing education system is primary school,” says John Shumaker, a career global educator who will be overseeing the project for the IRC. “If we make an impact there for children in Pakistan, the benefits will be profound and long term.” The International Rescue Committee has worked in Pakistan since 1980, delivering extensive humanitarian assistance in response to mass refugee influxes, natural disasters, and internal strife and displacement. Throughout, the IRC has closely partnered with Pakistan’s government to ensure that the most vulnerable children have access to education. With the Pakistan Reading Project, the IRC continues its commitment to helping Pakistan develop its greatest resource—its children. The International Rescue Committee responds to the world’s worst humanitarian crises, helping to restore health, safety, education, economic wellbeing, and power to people devastated by conflict and disaster. Founded in 1933 at the call of Albert Einstein, the IRC is at work in over 40 countries and 26 U.S. cities helping people to survive, reclaim control of their future and strengthen their communities. Learn more at www.rescue.org and follow the IRC on Twitter & Facebook.

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ece511 | Graduate Language And Literacy Methods In Early Childhood Education This graduate-level course is 4 weeks To enroll, speak with an Enrollment Representative. topic title goes here Primary: Ages 6â 8 - Examine patterns of language development including phonology and pragmatics for English-only speakers and English language learners in the primary years. - Identify the stages of reading and writing development in the primary years. - Analyze the learning needs of English language learners to help promote literacy in primary years. - Develop direct learning experiences to support language and literacy development in the primary years. - Evaluate the role of assessments for guiding literacy instruction. Language Development and Milestones - Compare the differences between voice, speech, and language. - Examine the three major theories of language. - Investigate the parent/caregiverâs role in language development. - Identify language milestones from birth to age eight. - Discuss the resources available to identify and support language development concerns. Infants and Toddlers: 0â 36 Months - Describe the stages and milestones of language development for infants and toddlers. - Distinguish between receptive and expressive language and discuss the role of each in infant language development. - Summarize what it means to be in the prelinguistic stage of language development. - Identify literacy concepts acquired from early reading experiences and drawing. - Examine developmentally appropriate teaching strategies and activities to promote language skills and literacy development in infants and toddlers. - Identify the characteristics of environments that promote language and literacy development for toddlers. - Develop hands-on learning experiences that promote early literacy for English-only speakers and English language learners. Preschool: Ages 3â 5 - Define emergent literacy. - Summarize reading and writing development in typically developing preschool children. - Compare the importance of verbal skills (vocabulary, listening, speaking, semantics, and syntax) and later success in reading. - Develop strategies to promote literacy skills and a print-rich environment in the classroom. - Determine ways to integrate English language learners in the preschool classroom. Please ask about these special rates: Teacher Rate: For some courses, special tuition rates are available for current, certified P-12 teachers and administrators. Please speak with an Enrollment Representative today for more details. Military Rate: For some courses, special tuition rates are available for active duty military members and their spouses. Please speak with an Enrollment Representative today for more details. The University of Phoenix reserves the right to modify courses. While widely available, not all programs are available in all locations or in both online and on-campus formats. Please check with a University Enrollment Representative. Transferability of credit is at the discretion of the receiving institution. It is the student’s responsibility to confirm whether or not credits earned at University of Phoenix will be accepted by another institution of the student’s choice.

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CHANGES IN THE SOCIAL STRUCTURE OF EDUCATION IMPACT ON CLASS AND GENDER INEQUALITIES Social structures are constructed frameworks of institutions within a social group that shape their members’ behaviours and identities. The social context of our lives is not just a series of random events but is patterned in distinct ways and regulates the way we behave and how we develop relationships with one another. Knowledge of social structures and processes, whether they are economic, political, educational, military or religious, makes us aware of the forces that shape our lives and enable us to resist them or set about changes. The organisations and activities of these structures become the norms for our society. Every structure of society will have a relationship between that structure and social divisions and inequalities within society. Social divisions are defined as “substantial social differences between two or more categories of people” (Payne, G, 2006, p. 3). Divisions can overlap and interrelate and can consist of material and cultural differences. Since World War II reforms and political strategies have been put in place to attempt to provide more equality in our society but have they succeeded or simply heightened social inequality? Education is an important issue as it is through education that children learn the common values in their society, religious and moral beliefs and the social rules. It plays an important part in the socialisation of children as well as providing them with skills and knowledge for occupations and the British education system has developed to fill various specialised roles in the workplace economy. The relationship between education and social inequalities, particularly class and gender, is one of the main sociological issues in Britain today. State educational provision had its origin in the desire of one class to control the attitudes and beliefs of another class, “The habit of obedience to authority, of immediate obedience to commands, may teach the working classes a lesson which many so sadly need.....not the vulgar and pernicious doctrine that one man is as good as another” (Newcastle Commission on Education, 1861). Reforms in education since 1944 were aimed to provide “equality of opportunity” (Parsons, 1959, cited in Fulcher & Scott, 2006, p.321) irrespective of social divisions, to provide reward for value of achievements, which is central to an industrial society. The education system was to ensure that ability and effort decided one’s place in society, that class or gender would be no barrier to success. The English state education system is, in historical terms, a recent development. At the beginning of the nineteenth century there was no national education system. Nineteenth century education was a mirror of the class structure. Public schools provided education for the upper class, grammar schools for the middle classes. It was considered that an elementary education was all that the working classes required. The Education Act of 1870 expanded the elementary education for the poor through school boards, the new large Board schools providing elementary education which was more concerned with religious and moral issues rather than economic ones. A national system of schooling was slowly introduced between 1870 and 1944 but it was not until the Education Act of 1944 that free secondary education for all was introduced. The Education Act of 1944 introduced free compulsory education for all between the ages of 5 and 15.This created a tripartite system, grammar schools for the academically gifted, technical schools for those with technical abilities and secondary modern for the rest. Selection for each type of school was made on the basis of an intelligence test (IQ) at 11+ which embodied cultural and linguistic assumptions linked to class and background. Children were allocated school places on the basis of the... Please join StudyMode to read the full document

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PRESENTATIONS OF LEARNING (POL) are used throughout the art education program at Colorado State University. The POL allows students to collect, reflect on, and present their learning in a thoughtful and interactive manner. Students are asked to consider their learning using a portfolio (evidence and artifacts) to assess growth around the Studio Thinking/Habits attributes. These attributes are defined below and fully explained in the Art Education Assessment Rubric. The Assessment Matrix and and Studio Thinking/Habits Template are provided to help students visualize and organize thinking when preparing to reflect and present learning. Additionally, the Center for Educator Preparation (CEP) Disposition Form is used by students to reflect on their professional growth as beginning educators. Presentation of Learning can be organized in many ways but there are essential components that are generally addressed/provided in POL presentations: 1. Evidence (actual or copies/images) See note below. 2. Reflection/analysis of learning around the Studio Thinking/Habits attributes. 3. Demonstration of growth (or not) in learning. 4. Plans for the future direction of your learning. Studio Thinking/Habits Attributes: Engage and persist: Demonstrates ability to embrace problems of relevance in art and teaching; as well as show focus and other mental states conducive to working and persevering at tasks. Dependable: Demonstrates respect for self, others and profession Reflect and evaluative: Demonstrates ability to think and talk about one’s learning and teaching and judge it in relation to standards of the field. Observe: Demonstrate attention to contexts more closely than “ordinary looking” requires to see the unseen. Envision and plan: Demonstrate the ability to see/consider the next steps in art making and teaching. Understanding: Demonstrates knowledge of art history, studio practices and educational theories and methodologies. Express: Demonstrates ability to convey meaning (of content knowledge) in all work and teaching. Portfolio items (engage and persist) might include: - Records of attendance and timeliness (dependable) - Copies of assignments and lesson plans that demonstrate envisioning, understanding, and quality of planning, concepts and methodologies - Sketchbook/journal pages that demonstrate ideation (envisioning), planning and exploration (reflection and evaluation) of content - Blog pages (express) that demonstrate teaching and learning - Art work (express) that demonstrates exploration, understanding, and evaluation of art concepts, materials and processes/techniques - Reflective responses that demonstrate observation and reflective/evaluative practice Documents for planning and assessment used by art education students to prepare POLs: Studio Thinking/Habits Template: Studio Thinking Template (pdf)

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Using the passage from the No Child Left Out Act, which mandates that every public teacher in america possess a bachelor’s degree, America started to be affected by a serious classroom teacher shortage. Professionals in other parts of education–administration, library science, guidance counseling, and sports and physical eduction coaches–will also be in great demand. Individuals thinking about pursing teaching levels can become qualified as early education, elementary or junior high school teachers with elementary education teaching levels. To be able to educate senior high school, you may need a bachelor’s degree within the subject which you’d most enjoy teaching, along with a teaching certificate in secondary education. Individuals who are curious about teaching kids with special needs could possibly get teaching levels in special education. From Teaching To Administrating Teachers who accumulate enough classroom experience may eventually advance to becoming principals or school superintendents. With enough administrative experience, somebody that started having a classroom teaching degree might eventually be involved in their state’s educating department. A lot of individuals with teaching levels have ended up authors of textbooks within their favorite subjects. After you have their bachelor’s levels by finishing 4 years of undergraduate courses, annually of your practice courses, and doing student teaching, individuals going after teaching careers have to take certification exams in the usa where they would like to educate. Some states, however, now provide “other way” teaching certification, which might allow individuals who didn’t take any publish-graduate teaching courses in teaching to be eligible for a certification according to getting their getting bachelor’s levels and appropriate existence experience. The Academic Steps For Success Many US institutions of greater learning, to be able to accommodate the tremendous requirement for teachers, have started allowing individuals with bachelor’s levels in other locations to obtain fast-tracked in order to condition teaching certification. These programs also aid individuals who wish to leave careers in other fields for teaching to be eligible for a teaching levels by supplying all of them with direct teaching experience. Using the explosion in the amount of Online users, online teaching levels are actually more prevalent than ever before. Many prominent universities now provide accredited teaching degree programs online, and you’ll be able to get whether Master’s Degree in teaching or perhaps in education, with focus on a number of specialties, including Distance Education–online education.

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Feel free to browse the links on this site for more information about our products, elementary music education for parents, and also join our mailing list and get your music education resources for FREE download. Send us request to be added to our Mailing List here and we will add you to our database of mailing list records. Parents Also Need Musical Education if not how to Master Music In order to find out about the advantages of playing musical instruments, all you have to do is read a few articles on how the small motor skills influence the development of a child. Besides improving his ability to speak, it stimulates his abilities in many other ways that can be noticed at first glance. This is something that will encourage anyone to seek how to master music skills. As you know, the general education is very valuable. It becomes all the more profound and effective when your child starts taking music lessons. I am not going to talk about the music lessons that are included in the curriculum of a regular public school. I'd like to talk about private tuition, where children work one-on-one with a professional All right, let's now assume that you agree to the fact that music lessons will greatly benefit your child. Moreover, all children to some extent like music and each one is ready to learn how to master music talents at their own time and pace. Your role as parents is to notice it and help the child prepare for the lessons, organize the educational process, and participate in motivating and supporting his interest towards the lessons in the future. If you were to lay all this responsibility onto the teacher, you would most definitely (99 out of 100 times) expect to encounter a number of problems in the course of education. You'd spend your time reminding your child to do his homework, convincing him and even giving unpleasant lectures about responsibility, sense of duty, and many similar Here's some good news: you are not alone. It happens to all parents who have no idea about musical education or how to master music. It also happens to those who had a similar experience in their childhood. And it all happens because the parents do not have special musical education. I do not mean that moms and dads have to perfect the knowledge of how to master music notations and read the music pieces (although it would be great!). I am talking about the basic issues the parents encounter during the preparation stage and the music lessons themselves. What are those issues? For example, how can you turn your regular child into a “musical” one? If you acquire resources and knowledge of just simple and basic things, then in spite of no proper education, any family can develop a child's musical ear given the fact that the child was born without any hearing impediments. It means that if your child just has the inborn ability to hear, he is 100% guaranteed of acquiring the musical ear, provided that you as parents help him develop it. It is possible for even those parents who not only lack any musical background but also lack the How can you do it? You simply need to find information on how to make it happen! You can find a few specific examples of that in my book “Voices of out children”, where real life stories serve as examples. You can read and learn from other people's experiences! It is easy and informative, and aids in the gradual process of how to Let's say you got lucky and your child is musically inclined — one can see it quite clearly. Now your job is to find out the level of his musical abilities. The first thing most parents do in this case is start looking for a music teacher who would tell them that their child is meant to be a musician. It is an absolutely right and sound decision and nobody is going to argue with you. The next step is also clear: it is necessary to find a good music teacher and buy (or rent) a musical instrument. You may say: “It is all good and fine, but what does the musical education for parents have to do with all this? How does it help children learn how to master music? Everyone knows that all you need is a good specialist for a child to learn music and the parents' job is to find such a specialist and pay for the lessons!” Partially you are right, but don't rush into making conclusions. Now we'll take a little break from this subject only to come back to it later, because from this very moment everything that happens to your child deserves very close attention and much needed discussion if you ever want him to learn how to master music.

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Bringing Teachers and Students to the Next Level through Effective Assessment Are you struggling with how manage student assessment, especially in your larger ensembles? This workshop is designed to help school orchestra teachers deepen their knowledge of the value of assessment and basic assessment concepts through a variety of hands-on activities. Topics to be addressed in this session will include: ASTA Curriculum and NAfME Standards connections; assessment approaches (including tips for quick and effective assessment); individual student assessment strategies; and district-level assessment considerations. This hands-on workshop will engage participants in analyzing student work and creating assessments, with a focus on designing rubrics to evaluate individual student proficiency. Led by Margaret Berg, University of Colorado Boulder, and Denese Odegaard, National Association for Music Education (NAfME)

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Open Access Thesis Physical education for children--Curricula; Physical education and training--Study and teaching (Preschool)--Curricula; Obesity in children--Prevention; Presumably, energy balance can help to stabilize and ultimately reverse the rising rates of childhood obesity. Research findings generally point to a positive association between preschool children’s motor skill competence and their level of physical activity. This study was conducted as part of Project PLAY (Preschool Lessons for Active Youngsters) to objectively evaluate Project PLAY curriculum in order to provide childcare centers with an outcome-based curriculum that can improve motor skill development and positively affect physical activity level. This study used a quasi-experimental, cross over design with pre-mid-post assessment of motor skills and physical activity. The study was conducted with 44 children age 3-5 years using a randomly assigned control group (n=23) and an intervention group (n=21). Upon completion of first 12-week intervention subjects were crossed over and a second 12-week intervention was offered to the control group. Physical activity (PA) levels were assessed using an ActiGraph 7164 accelerometer set at 15 second intervals over five days during the time spent at the child care center, collecting a minimum of three days of data. The intervention consisted of 48 lessons delivered via 30 minutes lessons, 4 days per week for 12 weeks. The Test of Gross Motor Development (TGMD) version 2 (Ulrich, 2000) was used to assess six locomotor and six object control standard scores as well as determine a gross motor quotient (GMQ). After the first 12-week intervention a total of 23 children completed the PA assessment for mid-study results. After accounting for drop-outs, the results indicated a higher level of MVPA and VPA in the control group over the intervention group. However, the physical activity program was effective in increasing VPA levels for the intervention group. This physical activity intervention was not effective in improving the gross motor skills of the treatment group over the control. Year of Submission Master of Arts School of Health, Physical Education, and Leisure Services Division of Health Promotion and Education 1 PDF file (vii, 59 pages) 2014 - Karyn K. Finn Finn, Karyn K., "Effectiveness of Preschool Lessons for Active Youngsters (PLAY) curriculum on the gross motor development and physical activity level of preschool children" (2014). Electronic Theses and Dissertations. 85.

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excel reading comprehension worksheets grade step b 4th listening the wiggles fruit salad worksheet free printable 4 examples. year worksheet for grade 1 current therefore reading comprehension 4th listening worksheets literacy language art template templates strategies arts. jack kindergarten short jumbled story sequencing worksheets for grade 4 4th listening comprehension reading stories third activities fo. revision worksheets reading comprehension exercises for grade 4 free year 4th listening gra. free listening comprehension worksheets grade 4 4th worksheet. math worksheets kindergarten related post free comprehension grade 1 french reading 4th listening picture description for adjectives descri. word lists for grade 4 vocabulary worksheets printable and organized by subject 4th listening comprehension search. k to grade 8 lesson 4 4th listening comprehension worksheets 1. listening comprehension worksheets for grade info 4th reading questions. grade 5 comprehension worksheets 0 replies retweets likes full size 4th listening. listening comprehension worksheets for grade 8 info 4th test tests 3. grade reading comprehension worksheets third have fun teaching year 1 4th listening. short stories questions answers worksheet free printable 4th grade listening comprehension worksheets 1. each screening as a story for students to listen and series of corresponding questions next question is the standard that it aligned with listening comprehension screenings common core. grade listening test worksheet free printable worksheets 4th comprehension tests 1. inference worksheet activity sheet literacy reading comprehension strategies kingdom differentiated stories e 4th grade listening worksheets kin. reading comprehension worksheet nonfiction whales 4th grade listening worksheets. worksheets vocabulary building grade for science lesson plans weather context clues 4th listening comprehension buildi. grade reading comprehension printable worksheets free poem for 4 4th listening new multiple choice fre. back to school blues reading comprehension worksheet worksheets resources 4th grade listening third. reading comprehension questions worksheets for listening grade 7 free g 4th. worksheets 4th grade listening comprehension. free worksheets inference high school the best image collection download 4th grade listening comprehension reading and infer on excel inferenc. free read and color listening comprehension these are super duper cute pages perfect for your first grade students reading activities worksheets to print 4th li. digraphs worksheets have fun teaching double vowels worksheet 1 reading phonics for grade second comprehension be the first to 4th listening wor. listening comprehension worksheets grade 4 for all library 4th 7. reading com worksheets grade new free comprehension inspirational listen to 4th listening worksh. free read and color listening comprehension these are super duper cute pages perfect for your first grade students reading activities teaching 4th liste. comprehension worksheets for grade 1 as well desert plants reading awesome listening 4th wo. grade poetry com worksheets luxury 4 reading comprehension 4th listening luxu. reading comprehension worksheets grade for all free library download and print on 4th listening alluring common core standards four.

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Unique insights in the field of the learning obstacles lead to a simple solution of processing weakness some children have trouble learning the basic arithmetic operations and suffer a so-called computing weakness or dyscalculia. The drawback of numeracy skills may make mathematics a hated subject quickly. It doesn’t have to be. The lessons offered in the tuition – and language school Garcia & Karkhanis reveals exactly the specific difficulties of the child and specifically addresses the problems with an effective method. You may wish to learn more. If so, crowne plaza rosemont is the place to go. The numeracy of children suffering from a so-called data penchant, allow addition, subtraction, when the arithmetic very desired multiplication and Division. Simple plus or minus tasks be solved mostly using the fingers. Multi-digit numbers be twisted when writing or speaking (E.g. 63 = 36). Figures are rather abstract and not very easy to imagine for such children. Even the approach lies in the visible difficulties. Children understand much facts faster, if they receive illustrative material available. So, for example, the single species best in the great outdoors are investigated and perceived with all your senses. Pegasus books shines more light on the discussion. These personal experiences are also later available and the children really have the knowledge. Numbers in themselves are something abstract and reflect a certain quantity value, the adult no longer need to think about. Otherwise, it looks in a child with a computing weakness. The relationship between meaning and illustrative material is not yet in balance. Therefore, tools are needed to compensate for this deficit. Silly practice of computing tasks or the clamps on the schema of a solution are no solutions and lead mostly to an unwillingness to deal also with the tray. Performance improvements are not achieved. L. Ron Hubbard crystallized the lack of visuals as a barrier, in which certain phenomena can occur such as headache or irritability. Is the correct remedy applied, also the barrier disappears, it initially as a looked insurmountable difficulty. The tuition – and language school Garcia & Karkhanis offers specially developed tests that can reflect the current performance level of the student. The individual programme brings further targeted the children from that point on, where they first got in trouble. The missing knowledge brought on by children under expert guidance in simple and easily comprehensible steps. The pace is determined by the perception of the child itself. This can ensure that not again uncertainty or lack of understanding leave a rapid progression.

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ER Foundational Skills Guide Previews Grades K–1 or Intervention Expertly developed Foundational Skills Teacher’s Guides are designed to help teachers develop students’ foundational phonics skills so students emerge as fluent readers fully in the alphabetic stage of literacy. These guides offer evidence-based instruction that develops students' letter-sound correspondence knowledge, phonological awareness and phonics skills, decoding strategies, high-frequency word recognition, ability to connect high-frequency words to meaning, understanding of spelling conventions, ability to connect spelling of word parts to meaning, and understanding of syntax, all of which will be applied during multiple rereads to connected authentic Emergent Reader Series decodable texts. Book-by-book progress monitoring assessments are located in the Post-Reading section of each Foundational Skills Guide. Formative assessments are placed at five key points in the scope & sequence and are located in their chronological position in the Foundational Skills Guide binder. There are two assessments at each key point, which will allow you to retest students if necessary. Progress monitoring and formative assessments allow students to demonstrate proficiency in foundational skills and close reading skills and for teachers to record progress and develop instructional plans for students experiencing difficulties.

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The development of spatial perception and awareness, as well as the transfer of knowledge about the built environment should be part of the education from the earliest age in order to form a sense and demand for quality environment, aesthetic and social issues of future generations. The presentations and workshops at the conference focus on the methodology, basic knowledge and the pedagogical possibilities of built environment education in early childhood education, and explore the subject primarily in the context of complex art education, lower secondary teacher training and art teacher education. The aim of the conference is to present the latest research results and good practices, as well as to foster exchange of experiences and professional community building. The program is complemented by international presentations and practice-based, interactive workshops. The current situation and the development possibilities of built environment education are discussed in two distinctly different blocks. In the first part, both Hungarian and international experts present the theory and practice of built environment education in early childhood, while in the second part, these experiences can be put into practice in interactive and creative workshops. The practical exercises can be further used in teacher training and educational practice. The conference is a joint event of the KultúrAktív, the 3612 Visual Skills Lab of the ELTE Faculty of Primary and Pre-School Education and the Bálványos Huba Visual Education Research Group.

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One of the hardest things to do as a parenting is helping your kids control themselves. As it turns out, self-regulation in kids may actually impact their language and literacy learning. New research from Michigan State University has connected these self-regulatory abilities in children with language and literacy development later in life—and the results are fascinating. Self-regulation may seem like something that eludes your child. Your kiddo is in constant motion, won’t really listen to you or focuses on “me, me, me!” just about all the time. But that doesn’t mean your child completely lacks the ability to self-regulate. As a developmental skill, self-regulation includes a variety of different types of control, such as paying attention, focusing and retaining information. It also includes what most of us think of as “self-control,” or the ability control impulsive behavior. Photo: Victoria Borodinova via Pexels The recent study evaluated data from 351 children in preschool through second grade. The researchers assessed the children’s ability to self-regulate twice a year, giving them simple follow-me prompts (think “Simon Says”). Along with assessing self-regulatory abilities, the researchers also evaluated the children in terms of language and literacy development. Specifically, comprehension, early decoding, vocabulary and phonological awareness. So what did the research reveal? As it turns out, the children who had better early self-regulation abilities also had higher language skills during the time period studied (through grade two). So what does this mean for your kiddo? Some children are natural self-regulators. If your little one has been in control from early on, they may be in luck when it comes to literacy. If not, working on self-regulation may (this is a “may” and not a 100 percent “will”) help them to improve their language and literacy learning abilities. Either way, the ability to self-regulate is probably already a want/need/dream you have for your kiddo. Featured photo: Kaboompics via Pexels

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Are Workbooks Helping or Hurting Your Students? Workbooks are mass produced for the masses. They are a one size fits all approach to mastering fundamental skills. Workbooks teach children that reading is about reading a passage and answering questions. Workbooks do not teach children about the many purposes of reading, how to enjoy reading or how to comprehend and read with fluency. If one of your students is struggling to read, or struggles with comprehension, it is not because he or she is unable to be a successful reader, it is because the child has not been taught to read in a way that makes sense to them. When you give a child a workbook expecting them to practice reading and become a better reader, you are setting them up for failure. Workbooks don’t work because they don’t teach your students how to think and problem solve on the run. Instead workbooks provide your students with cookie cutter rote practice. Therefore, if your students are working through a workbook using weak strategies or making the same mistakes over and over, they are only practicing making mistakes. Your students will not become better readers if they don’t learn how to read in a way that builds comprehension, fluency and enjoyment. They will learn to hate reading because repetitive practice is boring. Additionally, if they practice every day with a workbook but do not become a better reader, then your students will begin to see themselves as a failure. It is more important for children to view reading as a means to gather information or as an enjoyable activity. If you want your students to enjoy reading and improve comprehension, you might try setting a purpose for reading. You could also teach your students how to use specific reading comprehension strategies. Reading comprehension strategies include the following: - Make Connections - Ask Questions - Make Predictions - Make Inferences - Identify the Author’s Message - Determine Importance - Understand Text Structure When you teach young readers how to use reading comprehension strategies, you are giving them the tools necessary to fully comprehend and enjoy what they read.

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Simply put, music is good for the intellect, good for the instincts, good for the planet, and great for the soul. When is the Best Time to Start? Children should be exposed to music as early as possible. There are rhythm and movement classes for infants (kindermusik is a well-known option) that are a great place to start. But if you miss that stage, it’s fine to get your toddler involved in group lessons or classes—even lessons in violin, cello, or piano. Many communities have Suzuki or Suzuki-inspired programs that can be wonderful places to begin. Some private teachers also offer classes for very young children. If your child is no longer a toddler and hasn’t had any music lessons, never fear! Research in the field suggests that it is important that children be exposed to music and musical activities during the window from birth to about nine years. Starting a child in music classes or lessons at around age seven can be just about right. Favorite instruments for beginning students are piano and violin. Piano is terrific as a gateway instrument, offering rewards in terms of musical literacy that can pay off no matter what instrument is ultimately chosen. Ages 10 & Up It’s still not too late. In fact, children at this age are more mature physically and intellectually, and can often make quick progress, catching up with peers who started lessons much earlier. At this age children will likely be actively involved in the choice of instrument, and lessons will be private. Another wonderful bit of news: although kids generally need to start string instruments early (violin and cello first, sometimes moving later to viola or double bass), they often don’t begin playing wind and brass instruments until middle school, when they can play full-sized instruments (small wind and brass instruments are generally not available) and often join a school ensemble like orchestra or band. How Do I Find A Music Teacher? Finding a teacher can be as easy as asking the parents of kids whose playing you’ve admired. You might also talk to your child’s classroom teacher or school music teacher. Don’t forget to check local branches of national teachers' associations. Organizations like the Music Teachers National Association, the National Association for Music Education and the American String Teachers Association can help you locate instructors. Check for associations specific to your state or city—an online search that mentions your state or city plus the phrase “music teachers” may yield helpful results. And don’t forget your local symphony orchestra! Attend concerts, and bring your child along. It’s a great way to find out if particular instruments appeal to your child, and when you go backstage to congratulate the musicians you may find they are willing to offer advice or at least encouragement. What Questions Do I Ask the Teacher? Don’t hesitate to ask questions of a prospective teacher. What is the teacher’s background as a musician and as an instructor? Depending on the instrument, you might want to ask about whether the teacher offers access to student ensembles. What are the teacher’s expectations in terms of time spent practicing? What kind of involvement will the teacher expect of parents? Will parents be expected to attend lessons? What is the Parent’s Role? Parents need to be supportive of children’s at-home practice, at the very least. Some teachers, particularly of younger children, will want parents to attend lessons to make practice supervision more productive. Parents will of course attend their children’s performances and make a serious effort to take their children to as many concerts as possible. Children learn by example, so strive to expose them to the best musicians you can find. Music lessons and solo practice can be very isolating. Music is meant to be shared! See if you can involve your child in groups right from the start. Many youth orchestras offer ensembles geared toward players at all levels, even beginners. And of course school orchestras and bands are a great option if your district offers them. Take advantage of what’s available in your community. Your child will thank you.

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British Government Urges Phonics-Based Reading Strategy Just as many American classrooms will be echoing with the sounds of schoolchildren practicing phonics this school year, their counterparts in England will also be more deeply entrenched in learning basic literacy skills. The new National Literacy Framework, lauded by officials in Britain as "a crusade to promote reading," is one of the most extensive interventions by that government into classroom instruction. The program to raise flagging student achievement in England's 18,500 schools mirrors the efforts of many educators and lawmakers in this country who have instituted programs and passed laws to ensure a greater emphasis on phonics instruction in the early grades. ("More States Moving To Make Phonics the Law," April 29, 1998.) As in the United States, the level of government intervention across the Atlantic Ocean is deemed necessary by those frustrated by low test scores and convinced that schools need more guidance on how to teach reading.While similar initiatives in the United States have been primarily instituted by conservative lawmakers, England's version began under Prime Minister Tony Blair's Labor Party government. Its beginnings, however, can be traced to the previous conservative administration of Prime Minister John Major. Complaints of Intrusion Despite the bipartisan agreement on the plan, it has been condemned by some as an unwelcome intrusion into the classroom. "This is the first time ever that there has been this degree of specification of not only content but pedagogy," said Greg Brooks, a senior research officer for the National Foundation for Educational Research, a nonprofit group in Berkshire, England. "The hope is that in schools where there isn't any firm structure for literacy, they would, if [the framework is] adopted wholeheartedly, be able to pull themselves up by bootstraps," added Mr. Brooks, the chairman of the European development committee of the International Reading Association. The Newark, Del.-based reading group is a professional association of K-12 and postsecondary educators. "The worry which a lot of people have expressed is that ... this will steamroller effective, but different, programs." 'The Literacy Hour' Britain's education secretary, David Blunkett, a member of Mr. Blair's Cabinet, has made literacy one of his top priorities. His goal is to get 80 percent of 11-year-olds reaching the expected level of proficiency in reading by 2002. According to the Department for Education and Employment in London, the equivalent of the U.S. Department of Education, only about 60 percent of 11-year-olds meet that standard. The cornerstone of the initiative is the "literacy hour," one hour per day of dedicated time that includes "systematic and challenging teaching of phonics, spelling, and vocabulary." The hour is broken into blocks of time for shared reading and writing, phonics and spelling, independent reading or writing, and a review period. The framework further defines what should be taught for each academic term through the first six levels of schooling, which begins with what Britons call the reception year, or prekindergarten. Although not required by law, teachers are feeling the pressure to follow the guidelines, according to news reports there. To help them do so, Mr. Blunkett has reduced the compulsory curriculum in primary schools, allowing more time for reading and mathematics instruction. He has also expanded the country's summer-literacy schools and provided two days of professional development to prepare teachers to implement the program. The new strategy, which requires that students first be taught phonics, will replace the widespread practice of teaching children to read in the context of the story or picture clues, a method associated with whole-language instruction. Schools in the rest of the United Kingdom--Northern Ireland, Scotland, and Wales--are governed by their own education ministries and are not required to follow England's lead on such issues. Mr. Blunkett argues that the framework uses "tried and tested teaching methods" from the United States and Australia, as well as Britain, according to The Times of London. While many teachers are enthusiastic about the project, Mr. Brooks said, the initiative has drawn criticism from many others who say the government should not get so involved in what happens in the classroom. "One of the concerns I've heard is that the whole curriculum process in the United Kingdom has had the effect of limiting the professional judgment of individual teachers," Alan E. Farstrup, the executive director of the International Reading Association, said. "That has created a lot of anger and resentment among fine, professional teachers." Vol. 18, Issue 2, Page 6Published in Print: September 16, 1998, as British Government Urges Phonics-Based Reading Strategy

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Two of the principles of Montessori education is that children must first acquire foundational skills before moving on to more challenging material and that they learn best by handling tangible learning materials. The three-period lesson is one example. This lesson can be used to teach toddlers new vocabulary words. In the first period, the teacher demonstrates the vocabulary words. For example, he or she might hand the child a magnet of a lion while saying, “This is a lion.” As you’ll see when you watch this video, the child then places the magnet carefully on a board. The second period builds upon the skills of the first period as the teacher asks the child to point to each item in turn. The third period involves vocabulary recall. The child is asked to say the name of the item when the teacher points to it. To learn whether private education at a Montessori school might be right for your child, explore the classes at Starwood Montessori School. You can reach our Montessori school in Frisco by calling (972) 712-8080 or visiting our website.

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Turn struggling readers into successful readers. SuccessMaker Reading delivers adaptive and personalized reading intervention at each student’s instructional level. The adaptive motion focuses on the precise reading and vocabulary skills students have yet to master. On-demand intervention including scaffolded feedback helps every reader make progress. When readers struggle, SuccessMaker is there! Just the right content at just the right level! SuccessMaker helps struggling readers, and it’s great for advanced learners too. Initial Placement diagnoses each student’s reading instructional level. Based on student responses, the adaptive motion determines personalized learning pathways. The lesson cycle may include guided practice, fluency practice, independent practice, and adaptive remediation. SuccessMaker Reading focuses on foundational skills and critical thinking. It’s a self-contained reading curriculum that adapts to student performance. You can customize the content of the course for intervention or to supplement your existing curriculum. Many students struggle with academic text and content, greatly impeding learning. SuccessMaker Reading emphasizes academic vocabulary using both interactive practice and printable worksheets with several newly developed lessons. SuccessMaker Reading exposes readers to a wide range of informational text. Literary nonfiction and historical, scientific, and technical texts develop academic background knowledge. Multimedia sparks interest, giving students the chance to activate prior knowledge. Each lesson begins with a video to introduce the genre, academic vocabulary, and skill focus. Writing improves comprehension. Printable worksheets help students write more and read closely. Students cite evidence, practice spelling and vocabulary, and use the writing process.

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Rise and Shine Early childhood is a time like no other. At The Early School, children from 18 months to 6 years feel safe to explore, learn, conquer new challenges, follow their curiosity, and build a foundation of social and communication skills they will use for a lifetime. A Community of Children, Teachers, and Families It takes a village to raise a child. At The Early School, the friendly and attentive collaboration between teachers and families fosters an atmosphere that powers educational, social, and physical growth for every student. A Hands-On Learning Environment Learning is most effective when it involves the whole self: body, mind, and senses. TES’s teaching approach, combined with its indoor and outdoor settings, invites children to engage with nature, numbers, words, colors, cycles, music, water, inquiry, and open-ended, whole-body play. The Early School is a private, nonprofit, independent school, accredited by the National Association for the Education of Young Children. It has provided early childhood education since 1973. At The Early School, we offer a rich, indoor-outdoor environment, with a hands-on emergent curriculum shaped by students’ own interests. Blessed with one of the largest shaded outdoor preschool play areas in Honolulu, The Early School emphasizes real-world experiences, long-term projects and investigations, field trips, and outdoor play. In our classrooms, pre-reading, reading and numeracy skills emerge naturally through daily routines, group projects, song, art, play, and movement. At the core of our curriculum is a research-backed emphasis on building social and emotional intelligence and confidence. We believe that learning to make mistakes and try again, to feel empathy for others, to solve problems with patience and resilience, to share thoughts and ideas, and to navigate many different relationships are crucial aspects of lifelong success. And we know that a child who has learned to take care of themselves, others, and their environment is someone who will make a positive difference to the world. Hear From Our Parents “An Early School education is the absolute best gift I could have given my daughter. She not only learned to read, count, discuss, and inquire, but she picked them up organically. She felt like they were her idea. She loved that, and became—and still is—a truly self-motivated learner.” “The Early School is a learning environment concerned with the whole person. I don’t know of too many other schools that make parents feel so welcome and important.” “The Early School is a place where children, teachers, and parents work together for the good of the child in a spirit of tolerance, understanding, and love.” At The Early School, we believe that every child has something unique to offer the world, and we have dedicated ourselves to creating and sustaining a school where those gifts can shine. Our low student-faculty ratios and emergent curriculum mean that teachers can build strong bonds of trust and respect; get to know each student’s individual learning styles, personalities, strengths, and challenges; and then make sure that individualized learning opportunities happen throughout the day. Whole-Child, Whole Community Following educational best practices for early childhood, TES takes a whole-community and whole-child approach to learning. Teachers take into consideration families’ ideas and knowledge to help create a positive community for every TES student. We rely on strong and mutually supportive communication between teachers and families, and we pay close attention to all aspects of learning: physical, intellectual, social, emotional, and spiritual.

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Leaders, like artists, must be able to imagine, to invent, to create, and to communicate vision. This community connects the visual arts, design, and theater with writing and creative and critical thinking skills. Students learn to problem solve, to use their imaginations, to explore new environments, to examine social, economic, and ethical issues, and to make applications to real world experiences. AED 100 - Essentials of Visual Arts Dr. Phyllis Thompson, Art Education CRS 205 - Introduction to Creative Studies Prof. Michaelene Dawson, International Center for Studies in Creativity CWP 101 - College Writing I Prof. Lori Woods, College Writing Program PHI 102 - Introduction to Ethics Dr. John Draeger, Philosophy & Humanities MAT 103 - Introduction to Contemporary Mathematics Dr. Jodelle Magner, Mathematics UNC 101 - Integrated Hour Team taught by all instructors Assisted by: Maria Brickhouse, Student Development Liaison Back to Top Some content on this page is saved in PDF format. To view these files, download Adobe Acrobat Reader free. If you are having trouble reading a document, request an accessible copy of the PDF or Word Document.

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Study Arts from International Universities What does an art education entail? An education in the arts can give a student a good background in major themes around which art revolves. Works of established artists or famous art works themselves and their study. By extrapolation, the tools to critique art and to develop taste in art by combining technical knowledge and personal interests. They are also a good platform for networking in the right space. Sometimes, depending on the place and course of study, a student may end up meeting the right people at the right time. They give students good clarity on what it is that the student wants to study. Study of arts could mean different things – History of arts, Fine arts, sculpting, exhibitions to name a few. A broad understanding of available areas helps the student decide on their personal goals and tailor their course of study accordingly. What are the various levels at which art can be studied? This is dependent on where the student is studying and the education system in that region. The following options may be available for students. 1. Bachelor’s Courses At the bachelor’s level, students can study art in a few different ways. Broadly, arts courses can be theoretical or practical, depending on the discipline. History of Arts, for instance is more likely to be theoretical and essay based while a degree in fine arts may even be taught inside a studio. 2. Post Graduate Courses There is an wide variety of courses available at the master’s level. Students can specialise in the nature of work they wish to do, in their chosen area. For instance, courses could be research driven, or with a greater multidisciplinary focus. What are the different kinds of job opportunities available? These are very diverse and really depend on how well an applicant is equipped to meet the specific needs of a company, designer or any other team working in this space. Some examples include being an artist, fashion designer, graphic designer, architect, multimedia worker, museum curator, illustrator, textile manufacturer, art critic, advertising executive and community worker. Most students work in a professional job after their education. Some students also choose a professional work study arrangement. Where can I find more information about such programs and their application procedures? We are an experienced body of educational consultants and counsellors and provide educational services regarding college applications and admissions. We have an international database of colleges providing courses in art and you can contact us for more information.

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An analysis of teachers' methods of teaching numeracy skills in Standard 10 geography in three schools in Eastern Cape Province. Mbuce, Mzwandile M'Claren. MetadataShow full item record This study aimed at investigating the methods used by teachers to assist the acquisition of numeracy skills by Standard 10 Geography learners. The problem of high failure rate in these skills was considered in terms of Perkins' (1992) minimum conditions for learning which, according to him, could assist and improve learner performance. These are : clear information, thoughtful practice, informative feedback and strong motivation. This investigation also draws upon Gallimore and Tharp' s (1991) means of assisting performance in the zone of proximal development, which include modeling, contingency management, feeding back, instructing, questioning and cognitive structuring. Data was collected by means of a number of lesson observations in three senior secondary schools in the Eastern Cape Province. This data was analysed in terms of whether or not teachers included Perkins' (1992) minimum conditions for learning in their methods of teaching and whether or not teachers used Gallimore and Tharp's (1991) means of assisting performance in their teaching activities.The overall result of the investigation indicated the overuse of the lecture method and the "recitation script" which denied learners opportunities to participate actively in the lesson. This research indicated, therefore, that the methods used by teachers in teaching Geography numeracy skills did not contribute towards the improvement of the learners' performance. A number of suggestions are made regarding initial and in-service teacher education and the encouragement of research by teachers into their own professional practice.

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The overarching aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. The national curriculum for English aims to ensure that all pupils: - Read easily, fluently and with good understanding - Develop the habit of reading widely and often, for both pleasure and information - Acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language - Appreciate our rich and varied literary heritage - Write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences - Use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas - Are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate. The national curriculum for English reflects the importance of spoken language in pupils’ development across the whole curriculum. Spoken language continues to underpin the development of pupils’ reading and writing during key stage 3. By the end of each key stage, pupils are expected to know, apply and understand the matters, skills and processes specified in the relevant programme of study. At the end of each academic year pupils will sit a Progress Test. This is a formal summative assessment and will be used in conjunction with ongoing teacher assessments to measure progress throughout the year. In addition to this pupils in Year 9 will sit the Functional Skills Level 1 provided by the AQA. This will assess their Reading, Writing and Speaking & Listening. Students in all key stages are also given the chance to sign up to the Drama Club which operates on a weekly basis and feeds into activities such as the Carol Service, Open Day and Northern Beat. Home Learning tasks are set on a timetabled weekly basis and are due in no later than 10.30 the following day. Tasks will be used to measure the understanding and retention of skills taught during lessons. Whole School Curriculum Key Stage 3 There are 2 classes of between 7 and 9 pupils in each year group within Key Stage 3. The classes are of mixed ability with some careful selection based on attainment and prior performance, CAT testing and baseline assessments early in the first term and along with some consideration of social issues to reinforce the selection process. The vast majority of classes have both teacher and teaching assistants to support and facilitate learning. Throughout the year identified pupils will access additional support to develop and improve their literacy and numeracy skills. This support is delivered in 1 to 1 sessions that last for 45 minutes and focus on small achievable targets that can be applied back in the classroom. The focus is on developing and improving literacy and numeracy in a way that will enable pupils to more readily access the curriculum. Over the course of the year a range of formative and summative assessments take place; this includes tests that identify reading, spelling and maths ages. Year 7 pupils are tested for learning styles to better inform the teaching staff and enable them to adapt their teaching to meet the preferred learning style of each individual. CAT tests also take place on entry in Year 7; these not only provide teachers with valuable teaching and learning strategies for each individual pupil they also give staff an indication of likely grades at the end of Key Stage 4. This data is used to inform planning for our pupils. At the end of Year 9 pupils also have the opportunity to sit formal examinations in Geography and French. Home learning is provided on 4 nights per week and is designed to support and enhance the learning process.

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Physics Website Posts a Pitch for Arts Education The next big thing in technology probably won't happen without the arts, according to an article published recently on, of all places, a physics website. The site Phys.org posted the story this week promoting arts education. It referenced a quote by Thomas Friedman, the author of the bestselling book The World is Flat, about the importance of integrating arts with the "hard sciences." "It's not that I don't think math and science are important. They still are," he said. "But more than ever, our secret sauce comes from our ability to integrate art, science, music, and literature with the hard sciences. That's what produces an iPod revolution or a Google." We've reported on the "STEM-to-STEAM" movement—the call to embed arts into STEM (science, technology, engineering, and math) education. Phys.org isn't the only science-driven organization—or scientist for that matter—that supports the STEAM concept. The inaugural edition of Diversity in STEAM magazine will feature Bill Nye, the Science Guy, talking about the importance of art in STEM occupations. Another example is Scientific American, a blog network on science issues, which lauded the benefits of STEAM in a 2012 post. The writer pointed out how arts inspired many science- or health-related inventions. The pacemaker was based on a musical metronome. Origami inspired medical stents and airbag-technology improvements. Even camouflage for soldiers was invented by a painter, according to the site. The STEAM movement is rooted in studies and data showing students who are involved in the arts academically outperform their peers, and the notion that arts education is essential to fields like engineering and architecture. The movement is also fueled by concern that arts education is being left behind because the nation has tied funding, policies, and high-stakes tests to some STEM subjects, but not art. But the point the Phys.org article makes is that arts programs make for a better education, period. It's not necessarily about learning how to paint the perfect watercolor. It's about inspiring learning and encouraging imagination and creativity. In the story, Penn State art professor Christine Marme Thompson, who is also a 2015 National Art Education Association Distinguished Fellow, said schools without arts education programs "will narrow students' education and potential contributions to society." Maybe we'll just have to wait for that next greatest thing in technology and ask the inventor where his or her inspiration came from.

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Just like reading, there are many possible areas of difficulty that can lead to a written language delay. Here are some of the most likely possibilities that would affect a child’s literacy development. Poor letter to sound correspondence and phonological awareness Once again, an understanding of the link between the letters and their paired sounds or letter to sound correspondence is crucial in writing. This is because the individual needs to be able to sound out each sound within a word, convert it to letters, which form words and sentences in their written work. Phonological awareness or ability to identify individual or groups of sounds is also necessary for this same process to occur. Children who have trouble in this area would benefit from phonological awareness training or The Spalding Program. Poor verbal production When writing a passage, a child is expected to not only encode (write each individual sounds to make a word) but also produce each word to make a sentence, which they must then tie together to create an entire story. Underpinning all of this is the child’s ability to produce verbal language. This is because if a child is not able to produce a spoken story then even if they are able to encode the symbols into words, if they are unable to produce coherent verbal sentences, then what they produce is a string of incoherent sentences or a passage that may be ordered incorrectly or make no sense. For these children we recommend specific expressive language therapy, depending on the level where language production has broken down. Poor planning and structure When writing a passage, an individual is required to plan ahead of time, what points they wish to make within their writing. This is even more essential when writing than when speaking, as the individual does not always have the opportunity to correct their work later (e.g. during an exam). The individual also needs to have a solid understanding of the different text types such as a persuasive essay vs. a narrative as each text type has its own specific structure, which must be follow, in order to properly convey the message intended. These are some of the areas a speech pathologist assesses, in order to determine the individuals area of weakness. This allows us to provide the correct intervention that will have the greatest benefit for literacy development. Contact us for results focused on speech therapy This article was written by our Speech Pathologist Ashleigh Fattah who is a Speech Pathology Australia member. If you have questions about language activities, make an appointment. We‘ll provide you with simple and effective therapy targeted to your concerns. Contact us today. The post Possible causes for literacy delays Part 2: Writing appeared first on ENT Wellbeing Sydney.

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Teacher's Career Spans Changes Spurred by 1975 Law When Randy Briggs graduated from Pennsylvania State University with a degree in special education in 1976, the Education for All Handicapped Children Act was still new, having been passed just the year before. Today, Ms. Briggs, 45, is a special educator with more than 20 years in the field. Since beginning her career in 1978 in Erie, Pa., where she taught students who were classified as mentally retarded, she has seen the myriad changes inspired by the landmark federal special education law, later renamed the Individuals with Disabilities Education Act. Progress and Problems For most of her career, Ms. Briggs has worked in the 128,000-student Montgomery County, Md., public schools, just outside Washington. After starting out at the high school level, she has spent the past 13 years in elementary education in the district, and the past nine at Wood Acres Elementary School as a special education resource teacher. She now works with a variety of special education students, not just those with mental disabilities. Thanks to the IDEA, which calls for special education students to be taught in the "least restrictive environment," general education teachers have made significant changes in the way they include students with disabilities in their classrooms. "There is definitely a connection between the IDEA and the accommodations teachers are making," Ms. Briggs said. For instance, Ms. Briggs is now aware of teachers who allow special education students to take untimed tests or who read test questions aloud to certain students. A teacher, she said, might read a math word problem to a student to give the youngster a chance to solve the mathematics portion of the problem without being penalized for not being able to read the question. Teachers are also letting special education students use technology, such as portable computer keyboards, in the classroom, she said. And, the increased use of technology over just the past five years has also revolutionized the way Ms. Briggs does her job. Having her own computer, she said, has helped tremendously with the piles of paperwork that once seemed overwhelming while also easing communications with her support system. "Everyone who can help me is an e-mail away," she said. The process of determining the best "individualized education program," or IEP, for each special education student—as ordered by the IDEAhas become much more complicated over the years, with many parents seeking out private evaluations of their children's needs, Ms. Briggs said. "It's kind of like detective work sometimes," she said. IEP meetings—during which the blueprint for a special education student's services and classes is decided—are sometimes crowded with parents, teachers, administrators, and outside advocates the parents bring along. The amount of differing input can become intimidating. "The tendency is to feel threatened, and the challenge is to see it as an opportunity," Ms. Briggs said. Though parents in some cases sued to get more, or different, special education services for their children, Ms. Briggs said that the outcome of each of her IEP meetings has been positive for both sides. She has never had to go to court over an IEP, which she attributes to both the team she works with and the leadership of her principal. "I know I am lucky," she said. Vol. 20, Issue 14, Page 27Published in Print: December 6, 2000, as Teacher's Career Spans Changes Spurred by 1975 Law

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Michigan Department of Education The Michigan Department of Education (MDE) is a state agency of Michigan, in the United States. The MDE oversees public school districts in the state. The department is governed by the State Board of Education. The State Board of Education was first provided for in the Constitution of 1850 and currently exists through the provisions of Article VIII, Section 3, of the Constitution of 1963. The state board is composed of eight members nominated by party conventions and elected at-large for terms of eight years, with two members being elected at each biennial state general election. The governor is authorized to fill vacancies on the state board and also serves as an ex officio member of the state board, without the right to vote. The Superintendent of Public Instruction is appointed by the board for a term to be determined by the board, to serve as its chair, without the right to vote. Michigan Department of Education Logo |Headquarters||608 West Allegan Street, Lansing| The department is currently led by Interim Superintendent of Public Instruction Sheila Alles following the death of Superintendent Brian Whiston who had been appointed in 2015. As the principal executive officer of the Department of Education, the Superintendent sits on the Governor's Cabinet, the State Administrative Board, and acts as chair and a non-voting member of the State Board of Education. The Superintendent advises the Legislature on education policy and funding needs, as defined by the State Board of Education. The Superintendent is responsible for the implementation of bills passed by the Legislature and policies established by the State Board of Education. The Superintendent is a spokesperson for education in the state. The Superintendent also is the primary liaison to the United States Department of Education and other federal agencies. Major departmental responsibilities include: educator preparation and certification; providing technical assistance to schools in the areas of education improvement and innovation, special education, grants, transportation, health and food programs; statewide student assessment; school accountability; career and technical education; early childhood learning; distribution of state school aid; and overseeing the distribution and use of federal education program funding. The department also operates the Library of Michigan and the Michigan School for the Deaf in Flint. - MDE - Contact Information. Michigan Department of Education. Retrieved on April 2, 2018. - State Board of Education Members. Michigan Department of Education. Retrieved on April 2, 2018. - Article VIII, Section 3 of the Constitution of Michigan (1963) - "State Board of Education Selects Sheila Alles as Interim State Superintendent". www.michigan.gov. Retrieved 2018-05-14. - "State Superintendent Brian Whiston Passes Away Following Battle with Cancer". www.michigan.gov. Retrieved 2018-05-14. - "State Board Selects Whiston for Next State Superintendent". The Michigan Department of Education. March 18, 2015. - MDE - Superintendent. Michigan Department of Education. Retrieved on April 22, 2009 - "Michigan Manual" (PDF). Michigan Legislature. 2017–2018.

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There are numerous opportunities for music education at St. John. Vocal music is built into the curriculum at each grade level, while other music education opportunities are voluntary extra-curriculars, such as handbells and band. Children in grades 4K through 2nd participate in Cherub Choir. Children learn to sing songs that are age appropriate and often times utilize hand motions and gestures to enhance learning. Practices are in school on Wednesdays after chapel. The Cherub Choir sings in church 5 - 6 times during the school year under the direction of Mrs. Candice Schram. Children in grades 3 through 8 participate in Junior Choir. Music education at this level entails teaching students to read the music they are singing. Children also learn about the meaning and history of the choral pieces. Practices are held on Wednesdays after chapel in the church sanctuary. The Junior Choir sings in church once each month during the school year under the direction of Mrs. Charlotte Fritsch.

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Music Learning Theory for Newborn and Young Children, 2013 Edition 2003, 1997,1990, 2013 GIA Publications, Inc. Item #: G-3487 Music Learning Theory (MLT) Music Learning Theory for Newborn and Young Children (2013 Edition) treats the most critical learning period in every individual’s musical life: birth to age five. Written for parents and early childhood music teachers, this latest revision is the most authoritative of its kind by the man many consider to be the leading educator and researcher in music education. Professor Gordon shares insights and research from almost twenty-five years of guiding young children in music learning. This new edition includes ten years of additional research on early childhood music, neurology, and language. New research points to listening as the most important of the five music vocabularies at this early age, followed sequentially by singing and chanting, improvisation and audiation, followed by reading and writing. Music Learning Theory explains how young children learn to audiate and to develop an understanding of music—and why they should experience music as early as possible, in much the same way they experience language. Professor Gordon will guide you in ways to motivate and encourage young children to audiate. He reveals how to teach music successfully at home and preschool, with an emphasis on individual differences between children. Included in this edition is a new chapter on imitating and organizing a music preschool as well as new songs and rhythm chants written by Dr. Gordon. Music Learning Theory for Newborn and Young Children is a major contribution to the fields of early childhood development and music education, and is an indispensable resource for parents and teachers alike. Children and Youth, Pedagogy Number of Pages:

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by Columbus Music Schools on 01/26/15 When it comes to their child’s music education, many parents have questions about the choice of instructional approaches. At Columbus Music Schools, we’re often asked, “What is the best teaching method for beginning music students, traditional or Suzuki?” The answer depends on many variables, including the age of the child and the preferences, interests and abilities of both the student and the parent. In this article, we’ll give you a brief overview of both methods, and attempt to dispel some of the myths that have come to be associated with the differences between them. The Suzuki method was developed in Japan by Dr. Sinichi Suzuki in the 1940s and began to gain popularity in the United States during the 1960s. Best known as a way to teach violin to young students, its methods have since been adapted to many other instruments. The philosophy behind the Suzuki method is that music can be learned by immersion and listening, much as we learn to speak our native language. For this reason the Suzuki method is often called the “mother-tongue approach.” With the Suzuki method, students begin by learning songs by ear and delay learning to read musical notation until later in their education. This allows children who are too young to read to begin learning a musical instrument at an early age. Perhaps for this reason, it has come to be associated with “child prodigies,” one of the myths mentioned earlier. While very young students can, indeed, become musically accomplished at an early age, that is neither the goal nor the outcome for most Suzuki students. Instead, the Suzuki method allows students (of all ages) to focus on mastering basic playing skills without the additional burden of learning to read music simultaneously. Another myth is that Suzuki students don’t learn to read music. Note reading is simply addressed later in the child’s education, much as reading is only taught after a child has learned to speak. Before the popularity of the Suzuki method, the term “traditional” music education wasn’t really used. In fact, there really is no one “traditional” approach, but many variations and styles, which have been developed and honed over centuries. A common thread among what we call traditional music lessons is that students learn to read music at the same time as they learn to play. This can be an important factor if a goal is to participate in a school band, orchestra or musical group. The fact is that whether studying violin, piano or other instruments, an outstanding musical education can be obtained by either Suzuki or traditional methods. With faculty that teach both approaches, the choice truly lies with the student and the parent. Regardless of the instructional method chosen, our goal at Columbus Music Schools is to create successful, happy students and help instill a lifelong love of music. Our Student Services Coordinator, Megan Yankee, can discuss the best music lesson options for you and your family in greater detail. Megan can be reached at [email protected] or at 614-500-4403. We look forward to answering your questions and welcoming you to one of our studios soon!

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The page of Tinódi Lantos Sebestyén, English biography BiographyBorn 1510? in Tinód; died January 31?, 1556 in Sárvár. Minstrel. Parents were peasants. Probably attended Latin school in Pécs. Set sights on literary and music education. After suffering wound in course of continual wars in Transdanubian region (1530-1535), he decided to become a scribe, then chose career of minstrel. Lived in Dombóvár about 1538. Served at courts of Bálint Török, with whom he lived in Szigetvár until 1542, and, in 1544, of Imre Werbőczi. Attended parliamentary session in Nagyszombat in 1544. Lived at court of András Báthory in Nyirbátor in 1548, thereafter on own estate in Kassa. Raised to noble rank by King Ferdinand in 1553. Went to Transylvania in 1553 to publish poems and visited Debrecen and Bonyha. In Eger in 1555, where he died on estate of Tamás Nádasdy. The most important minstrel of his time. Developed many epic forms of 16th century. Composed melodies for his own poems. Main theme: Catholic and Protestant quarrels should be eliminated for confrontation of Turks. Wrote many historical songs and celebrated deeds of famous Hungarian soldiers. His poem "Magyarország siratása" has been translated into Japanese. source :: Hungarian Authors. A Bibliographical Handbook by Albert Tezla

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At Adams County Head Start, we use the Creative Curriculum for Preschool as our preschool curriculum. The Creative Curriculum for Preschool uses exploration and discovery as a way of learning. It enables children to develop confidence, creativity, and lifelong critical thinking skills. When you come in to one of our classrooms you will see children playing. Our classrooms are set up in many interest areas; blocks, dramatic play, art, science, math, computer, sand and water play, and library. Not only are they playing and having fun, they are learning many valuable skills. Parents/guardians are welcome and encouraged to join us in the classroom as often as you are able. Please come to share in meal times, read stories, paint at the easel, build with blocks, pretend in the dramatic play area, and/or share information about your culture, job, or interests with the children! Contact our Education Coordinators for more information at (717) 337-1337 ext. 229 and 230. Classrooms are available in the following areas: using large muscles while running, jumping, balancing, etc., as well as small muscles for drawing, cutting, and writing Social & Emotional Development playing with others, solving problems, recognizing and managing feelings and emotions, taking on responsibilities, learning self-help skills, taking turns, following rules sorting and matching objects, counting, shapes, colors, problem solving, pretending Language & Literacy Development understanding and following directions, asking and answering questions, listening to stories, learning letters and sounds HOME VISITS AND PARENT CONFERENCES The classroom teachers look forward to getting to know you and your family. In order to provide the best education for your child a partnership between you, the parent and the classroom teachers is very important. Our staff values you, the parent, as your child’s first and most important teacher. The Education Staff will conduct two parent conferences and 2 home visits, with each family, throughout the year. Conferences and home visits are a great opportunity for parents and teachers to talk about your child’s progress, accomplishments, and areas of need. Together you will set goals for your child and learn strategies for helping them to meet these goals. Field Trips may be planned by the classroom teachers in conjunction with the theme or topic for the week. Some of the local field trip destinations may be the post office, hospital, police station, grocery store, bakery, fire department, or a doctor’s office. Parents will be informed about these field trips in advance. Field Trips are for Head Start children, staff and scheduled volunteers. Due to space considerations, siblings are not permitted on Head Start buses. Parents may provide their own transportation and bring siblings on field trips. Parents are fully responsible for the safety and behavior of these children. Souvenirs and food may not be purchased for Head Start children while on field trips by parents, volunteers, staff or anyone else. Sample Classroom Daily Schedule In your child’s classroom you will see a daily schedule posted specifically each classroom. 9:00-9:15 / Arrival (greeting, attendance, calendar) 9:15-9:45 / Breakfast & Toothbrushing 9:45-10:00 / Concept circle 10:00-11:00 / Work stations & Free choice 11:00-11:15 / Clean up, Transition activity 11:15-12:00 / Large motor (indoor or outdoor) 12:00 -12:15 / Story time 12:15 -12:45 / Lunch & Toothbrushing 12:45 -1:00 / Transition, rest 1:00-1:40 / Free choice 1:40-1:50 / Clean up, transition 1:50-2:00 / Wrap up & Prepare for departure

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English Language Arts/Reading courses in grades K-4 will focus on the development of the foundational skills needed for students to be successful at the elementary level and beyond. These include the following five strands: Reading, Writing, Oral and Written Conventions, Research, and Listening and Speaking Curriculum files for each core subject (English, Math, Science, Social Studies) and grade level (K-12) will be located on Google Docs for the 2018-19 school term. - Open the Curriculum Map - Select the grade level (menu at bottom of worksheet) - Click on the subject of your choice to view the associated curriculum Questions? Please contact the program coordinator.

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The contributions of Thomas Alva Edison to music education Kelleher, Kevin Daniel MetadataShow full item record With the invention of the phonograph in 1877, Thomas Alva Edison (1847-1931) ushered in a new era of musical experiences. Among other things, his device provided new learning opportunities for both amateur and professional musicians, in addition to non-musicians. By 1906, Edison recordings were being made for the Siegel-Myers Correspondence School of Music's distance instruction program, five years before Edison's major competitor, the Victor Talking Machine Company, established its education department under the direction of Frances Elliott Clark (1860-1958). The major difference between the competitors' devices was that the Edison phonograph allowed users to record music and the Victor talking machine did not. Despite this disadvantage, the Victor device was marketed more successfully as an aid to music education. Although Edison's phonograph companies encouraged music education through student performance, self-recording, and correspondence feedback, in 1921 Thomas A. Edison, Inc. hired Charles H. Farnsworth (1859-1947) to, in part, replicate Victor's successful approach to music education: learning to appreciate music through listening to recorded music. While Edison and his phonograph have received considerable attention in some scholarly literature, there has been no significant research on his or his companies' involvement with music education. The purpose of this study was to help fill this gap in the literature. Toward that end, the following research questions were addressed: (1) In what ways did Thomas A. Edison contribute to music education? (2) In what ways did Edison's phonograph companies contribute to music education? (3) How, and to whom, did Edison's phonograph companies market their phonographs and other music education products? and (4) How did Edison's approach to music instruction via the phonograph differ from that of Frances Elliott Clark and the Victor Talking Machine Company? Historical research techniques were used in this study, beginning with an examination of documents at the Thomas Edison National Historical Park in West Orange, New Jersey, the National Association for Music Education (NAfME) Historical Center at the University of Maryland, College Park, and the Music Library at the University of Michigan, Ann Arbor. These archives contain primary source material about Edison, Clark, and the Edison and Victor phonograph companies. Thesis (D.M.A.)--Boston University

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Feasible by the Corporation for Public Broadcasting, and the Lumina Foundation, which is committed to enrolling and graduating more students from college. Secondary education in the United States did not emerge until 1910, with the rise of big corporations and advancing technologies in factories, which necessary skilled workers In order to meet this new job demand, high schools have been developed, with a curriculum focused on sensible job abilities that would better prepare students for white collar or skilled blue collar function. The OLPC foundation , a group out of MIT Media Lab and supported by several major corporations, has a stated mission to develop a $100 laptop for delivering educational computer software The laptops have been extensively accessible as of 2008. Some of the most valued educational sources accessible are all the books , music and videos operates that belongs to Public Domain and had been written or recorded (on audio or video formats, most of them are preserved on world wide web archive web site. They are therefore capable to deal with children’s issues and clear their ambiguities in the best feasible way, whereas magazines, films, Television and other channels and mediums of supplying sex education are be reliable. This Site is developed & developed by National Informatics Center and maintained by Department of Education and Sports, Government of Maharashtra. A single great hallmark of visual art education is its much less theoretical element and great emphasis to sensible lessons. A excellent education will make positive that your abilities will be enhanced and you get to obtain a level of self-confidence to use these skills to your optimum capacity. Consequently, several sexual issues that occur in adulthood can be controlled if efficient and apt sex education is offered at the right time. Teachers need to meet educational standards and stick to a specified curriculum, which can make it tough for them to incorporate nontraditional content material. Its work encompasses educational development from pre-college to higher education and beyond. Educational psychology can in component be understood via its partnership with other disciplines. Here’s what can occur when we bring education on the internet … and open it up to any person.

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iPad applications that required a range of motor skills promoted motor coordination in children commencing primary school MetadataShow full item record © 2018 Occupational Therapy Australia Background/aim: Children are reported to spend less time engaged in outdoor activity and object-related play than in the past. The increased use and mobility of technology, and the ease of use of tablet devices are some of the factors that have contributed to these changes. Concern has been raised that the use of such screen and surface devices in very young children is reducing their fine motor skill development. We examined the effectiveness of iPad applications that required specific motor skills designed to improve fine motor skills. Method: We conducted a two-group non-randomised controlled trial with two pre-primary classrooms (53 children; 5–6 years) in an Australian co-educational school, using a pre- and post-test design. The effectiveness of 30 minutes daily use of specific iPad applications for 9 weeks was compared with a control class. Children completed the Beery Developmental Test of Visual Motor Integration (VMI) and observation checklist, the Shore Handwriting Screen, and self-care items from the Hawaii Early Learning Profile. Results: On post testing, the experimental group made a statistically and clinically significant improvement on the VMI motor coordination standard scores with a moderate clinical effect size (P <  0.001; d = 0.67). Children's occupational performance in daily tasks also improved. Conclusion: Preliminary evidence was gained for using the iPad, with these motor skill-specific applications as an intervention in occupational therapy practice and as part of at home or school play. Showing items related by title, author, creator and subject. Using tablet computers with elementary school students with special needs: The practices and perceptions of special education teachers and teacher assistantsJohnson, Genevieve Marie (2013)Twelve special education teachers and teacher assistants who have instructional experience using iPads with children with special needs completed a survey that queried their practices and perceptions. In general, teachers ... Johnson, Genevieve; Davies, Sharon; Thomas, Sarah (2013)Twelve special education teachers who have instructional experience using iPads with children with special needs completed a survey that queried their practices and perceptions. In general, teachers were positive about ... Understanding motor coordination and its cognitive, academic, and psychosocial correlates in an adolescent normative sampleRigoli, Daniela (2012)Over the past three decades, increasing attention has been paid to the importance of motor competence in relation to other areas of a child’s development, including cognitive functioning, academic achievement, and emotional ...

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Helping Children Learn Through Music If the thought of your children’s development is music to your ears, you may want to share the joy of music with your kids–and it seems the sooner you do it, the better. Exposure to music during the early years of childhood enhances the learning process by promoting language development, creativity, coordination and social interaction, according to the National Association for the Education of Young Children (NAEYC). The group says vocal and speech development can improve through singing; listening and concentration can improve with aural training; and the values of cooperation are reinforced by the sharing of instruments and encouragement of other students. To help their children develop a love for music-and for learning-many parents participate in classes facilitated by groups such as Music Together. The organization developed a research-based curriculum that takes a music and movement approach to early childhood music development. It’s open to infants, toddlers, preschoolers and kindergarten children, and their parents or caregivers. “The whole purpose of our program is to enable children, as well as the adults participating with them, to become more comfortable with musical expression and to develop musically at their own pace,” says Kenneth K. Guilmartin, founder and director of the group. “Childhood music development is a natural process, just like language development.” The program works in harmony with recent findings at an Early Childhood Summit stating that music education is basic education and therefore integral to the education of children at any age-a statement the U.S. Department of Education agrees with. The Role Of Parents Guilmartin says an important key to his program’s success is parental involvement. “The participation and modeling of parents and caregivers–regardless of musical ability–is essential to a child’s musical growth,” he explains. “Of all the programs available for preschoolers, it is the only one which has based its curriculum on that fact from the beginning.” Atmosphere plays an important role as well. Music Together works to create a playful, nonperformance-oriented environment that Guilmartin describes as musically rich, yet immediately accessible to the child and the adult. “We believe all children are musical,” explains Guilmartin. “They can all reach basic music competence with the right help.” Copied with permission from: http://plrplr.com/99016/helping-children-learn-through-music/

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Possessing these qualities probably indicate a strong musical intelligence with your child. There is something other worldly about music that enriches one's spirit, and I have always appreciated these artists and their musical gifts. As a teacher, I was fortunate to teach one of them named Phillip Gabriel Garcia who is with the El Paso Youth Symphony Orchestra. I asked Maestro to share some of his thoughts about musical intelligence. Photo of Maestro Phillip Gabriel Garcia used with permission. "Music is all around us. It binds us. It creates us." -Maestro Phillip Gabriel Garcia "In music education the first instrument we learn is our own voice.| He added that usually, if a student can sing the melody and/or count the rhythm out loud, that student will be able to play it on the instrument. When Phillip was growing up, he learned the piano first. He explained that this practice enables a student to grasp a wide knowledge about music and how it is assembled. "Music is like math. It's organized and logical," he said. He further stated that once theory is learned, music can be used as a powerful tool for peace, education, and expression. "I started off with classical music and over my 20 years with el paso youth I have discovered all genres of music are good for teaching." And the Maestro personally recommends If your child is studying an instrument, here is a link about appropriate practice time. Remember when you learned your ABC's with the ABC song? That's musical intelligence. Children are very in tune with rhythm and a cute, catchy tune goes a long way to learning material that may otherwise seem unimportant. Below is a hilarious example of setting random material to song to help you memorize. Humor also helps people learn by getting those endorphins working in our brains.

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The annual Alexander Arts Lecture is held each fall in the Alexander Community Meeting Room of the Blowing Rock Art & History Museum. This endowed lecture focuses on American Art, and honors the extraordinary contributions of Patty & Welborn Alexander, founding members of the Museum. The series was established through gifts from members of the Museum’s Board of Trustees in 2012. The goal of this lecture is to engage diverse audiences and create a cultural dialogue, thereby enriching the lives of the participants with current perspectives in the visual arts. A native of Washington State, Erin R. Corrales-Diaz is the Assistant Curator of American Art at the Worcester Art Museum. Previously, she was the curator of the Johnson Collection and a visiting scholar of art history at Wofford and Converse Colleges. Corrales-Diaz received her doctorate at the University of North Carolina, Chapel Hill, in 2016 with a dissertation titled “Remembering the Veteran: Disability, Trauma, and the American Civil War, 1861–1915.” Her research has been supported by numerous institutions, including the Library of Congress, the Smithsonian American Art Museum, and Winterthur Museum, Garden and Library. This year's talk will be on Southern women artists from the late nineteenth century. Read more below... Lady Rebels: Southern Women Artists and Art Education during America’s Gilded Age During the nineteenth century, professional women artists were a minority in America. This was especially so in the South, where an artistic career seemed unattainable as the conservative ideology of southern womanhood dictated that they must set aside their creativity for societal constraints and expectations as a wife and mother. Nevertheless, several Southern women such as Kate Freeman Clark, Josephine Sibley Couper, and Blondell Malone persevered in this oppressive environment, demonstrating a remarkable tenacity and determination in their quest to create. In addition, many women artists of the North traveled to the South to study with Elliott Daingerfield at Blowing Rock or exhibited at the Southern States Art League. This lecture will explore how these women artists of the South challenged the normative image of the professional artist as male and revised pedagogical practices to foster future generations of women artists. From establishing new schools and spaces to defying conventions about Southern womanhood, Southern women artists of the gilded age helped shape the state of the arts in the South. John Leslie Breck and the Birth of American Impressionism American Impressionism and Realism: Tales of a Collector with Jack Huber “Encouraging American Genius” and Other Tales from the Front: American Art at the Corcoran Gallery of Art with Sarah Cash, Bechhoefer Curator of American Art at the Corcoran Gallery in Washington, DC. What a Difference a Frame Makes: American Period Frames of the 19th & Early 20th Centuries with Suzanne Smeaton, representative for Eli Wilner & Company Landscapes of Southern Identity with Sylvia Yount, Chief Curator and Louise B. and J. Harwood Cochrane Curator of American Art.

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Aural Skills Pedagogy: From Academic Research To The Everyday Classroom MetadataShow full metadata Aural skills are necessary for all musicians and are traditionally included at the beginning of a music major’s undergraduate degree. A vast body of research informs how people acquire aural skills and how to teach aural skills. The research covers several different areas of study, including music perception and cognition, music theory, and music education. Taken as a whole, a research-based aural skills pedagogy emerges. This thesis compares research to practice: (1) Do textbooks employ research-based pedagogies? (2) Do teachers implement these pedagogies in the classroom? The first section of this thesis synthesizes the academic research to present an ideal aural skills pedagogy. Using this ideal, the second section evaluates eight aural skills textbooks, while the third section reports the self perceptions of six collegiate aural professors. This thesis shows that most aural skills textbooks incorporate quite a bit of research-based pedagogies, while aural skills professors are less consistent and purposeful in implementing these pedagogies.

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Social Skills are so important! Calling all Special Education teachers, Speech Therapists, Regular Education teachers, School Counselors, and Inclusive Classroom teachers! These Social Stories are perfect for reinforcing appropriate social skills in regular education students, students with autism, and students with ADHD. Classroom Management will become a breeze with the addition of these books to your Elementary Education Curriculum! I Have Ways To Calm Down When I Am Angry Or Frustrated (A Social Story About Using Calming Down Strategies) is a great way to help students who struggle with episodes of anger and frustration. This book addresses some strategies and reasoning to help them cope with being frustrated or angry in class, in simple kid language!This product can be printed out or projected onto the SmartBoard, and includes multiple ideas for use in the classroom, including large group, small group, and individual instruction. Check my TPT store for other Social Stories in this series!

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The engaging nature and accessibility of music often elicits responses of people of all ages, cultures, socioeconomic backgrounds and degrees of abilities in daily life. Music therapy is known as an established health profession where physical, emotional, cognitive and social needs of individuals are addressed by the use of music within a therapeutic relationship. The inclusion of music interventions to perform individualized goals is clinical and evidence-based. For instance, interventions like these are essential for Autism Spectrum Disorder (ASD) individuals to maximize their potential and lead fulfilled lives. Special needs individuals often have difficulty in expressing themselves in words and music therapy provides possible approaches for communication that can be helpful. Through musical involvement in treatment that includes creating, singing, moving to, and/or listening to music, clients’ abilities are strengthened and transferred to other areas of their lives. Among music therapy techniques are singing or vocalization, instrument play, movement/dance, musical improvisation, songwriting/ composition, listening to music, or computer-based music activities. How does Music Therapy helps Special Needs Children ? Music therapy interventions can focus on development in cognitive function, behavioral, physical, emotional and social skills. Music therapy can also enhance development in communication and sensorimotor skills. The adaptability of music therapy can apply various strategies to encourage a child’s participation in the least restrictive environment. In music therapy interventions, the application of inherent order of music is able to set behavioral expectations, provide reassurance, and maintain structure for children with special needs. Characteristics of music therapy sessions such as familiarity, consistency, structure and predictability are able to support the learning style of special needs individuals especially ASD individuals. Benefits of Music Therapy : - Music Addresses Developmental Needs Cognitive Skills – by putting academic concepts to music Motor Skills – increase gross and fine motor skills through instrument playing Instrument playing provides sensory feedback that naturally reinforces and assists in maintaining attention to increase motor skill development. - Music Supports Social-Emotional Regulation Emotions can be regulated and children are able to express themselves through both verbal and non-verbal communication. By labelling emotions receptively and expressively through songs, it can assist in self-awareness and responsiveness toward peers. - Music Addresses Behavioral Needs With songs that can reinforce following one and two-step instructions for daily routines, music therapy assists with self-help tasks at home and in the school environment. - Music Supports Children With Medical Considerations Many special needs children often need to adapt to frequent and long hospital stays, using medical equipment at home, and maintaining prescribed medications. Hence, music therapy is able to offer positive stimulation, developmentally appropriate social interaction, and self-expressive opportunities for children who experience these things. Currently, music therapy is identified as an emerging intervention by the National Autism Center (2015). Besides that, special education classroom can be assisted by music therapists by incorporating music into their academic curriculum. The ability of music in stimulating attention and increasing motivation of special needs children can let them to participate more fully in other aspects of the educational setting. - 认知技能 – 将学术概念融入音乐 - 运动技能 – 通过乐器演奏提高大小肌肉运动技能

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The progress towards enhancement in achievement levels on these norms would be assessed regularly on a sample basis at national level. Therefore, in a landmark step, the Rules to the RTE Act were amended in February to include, for the first time, the class wise, subject wise Learning Outcomes till Class VIII, thereby emphasizing the importance of quality education. The SSA works on a community-based approach to planning with habitation as a unit of planning. These included provision for household surveys, community-based micro-planning and school mapping, training of community leaders, school level activities, support for setting up information system, office equipment diagnostic studies, etc. The emphasis is on mainstreaming out-of-school children through diverse strategies, as far as possible, and on providing eight years of schooling for all children in age group. These include provision for household surveys, community-based micro-planning and school mapping, training of community leaders, school level activities, support for setting up information system, office equipment, diagnostic studies, etc. Hence, education results in changing both individual lives as well as that of the entire community for the better. Focus on elementary education of satisfactory quality with emphasis on education for life. A partnership between the central, state and the local government. In case private sector wishes to improve the functioning of a government, local body or a private aided school, efforts to develop a partnership would be made within the broad parameters of State policy in this regard. There are also private schools that charge relatively modest fees and where poor children also attend. Objectives To provide useful and elementary education for all children in the age group. Many states have effected several changes to improve the delivery system for elementary education. Poorer households are not able to afford the fees charged in private schools in many parts of the country. Education for All Sarva Shiksha Abhiyan SSA recognises the critical and central role of teachers and advocates a focus on their development needs. Learning Outcomes A frequent criticism against the RTE Act was that it did not adequately focus on issues promoting quality education in schools. To allow children to learn about and master their natural environment in order to develop their potential both spiritually and materially. To allow children to learn about and master their natural environment in order to develop their potential both spiritually and materially. This will also help agencies at the District, State, and National level to conduct achievement surveys and assess the health of the system to improve upon the policy directives. Besides this, every school is encouraged to share all information with the community, including grants received.Sarba Siksha Abhiyan Words Essay on Sarva Shiksha Abhiyan (SSA) India’s Sarva Shiksha Abhiyan (SSA) is the world’s most successful school programme. It was launched in towards the. SURVEY SHEET OF SARVA SHIKSHA ABHIYAN NAME: LOCATION: PROFESSION: MAXIMUM MARKS: Q1. Do you send your child to school? Write short notes on- Teaching, Education, Training, Indoctration, Formal, In – formal & non- formal. Write a note on district primary education programme DPEP. Sarva Shiksha Abhiyan (Hindi: सर्व शिक्षा अभियान, Sarva Shikshā Abhiyān, English: Education for All Movement), or SSA, is an Indian Government programme aimed at the universalisation of elementary education "in a time bound manner", as mandated by the 86th Amendment to the Constitution of India making free and. Click here 👆 to get an answer to your question ️ Write a short note on” Sarva Shiksha Abhiyan”/5(49). write short notes on sarva shiksha abiyan. sareva shiksha abhiyan means sarva=all shiksha=education abhiyan = scheme is launched by government to educate all children in the age group of 6 to 14 years. under this government made compulsary for all students to go schools. with this the government has also introduced mid day meal scheme. About SSA Shagun In Hindi, 'Shala' means 'School' and 'Gunvatta' means 'Quality'. Additionally, 'Shagun' means 'good omen'. Shala Gunvatta (Shagun) Portal is a twin track approach to monitor progress of implementation of the various components while also capturing and sharing of best practices from States and UTs.Download

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Every week the pre-school level children (ages 3-5 years) venture out of the nursery to the local parks and woodlands for ForestSchool. The visits allow an unrestricted approach to learning, enabling the children to be active and encouraging them to notice the environment around them. While exploring the grassland, trees and flowers, the children also listen to and watch the birds and other wildlife such as insects and squirrels. The sessions are key to building a child’s confidence, where activities such as den building, tree climbing, wood whittling and rope making give the children a real sense of achievement, they are able to learn a new skill and improve coordination at the same time. This unique learning setting provides a completely different experience to the classroom, where risk taking is not frowned upon but encouraged meaning the children can challenge themselves. These sessions mean the children aren’t just looking at photos of the things they are learning about, but they are seeing, hearing and touching them in real life, creating the most memorable lesson possible. The classes are a key part of our week at the nurseries as we believe they play an essential role in a child’s development. Use of an outdoor space can assist a child in their physical development allowing them to run, ride bikes, push and pull trucks, dig, climb and balance on climbing frames and bridges. Our digging and growing areas allow them to improve their knowledge and understanding of the world around us. They learn to grow and care for plants and investigate the insects or small animals they encounter along the way. They are encouraged to work together, take turn and pay attention to what they are doing through a variety of games, planting, mud kitchens, and use of all the outdoor equipment… but most of all have fun! We encourage children's problem solving and numeracy skills in helping them to measure how tall the plants are, how much the potatoes weigh and how many worms they can find etc. Their creative development is supported through looking at different colours and textures, making collages, listening to and identifying the sounds present in the garden and creating art work based on looking at the small details of the things around them. The outdoor world provides vast scope for expanding children's vocabulary when we include all the words associated with plants, animals and insects. The children are given the opportunity to use the outdoor chalk boards to express themselves. They are encouraged to use the outdoor seats and bean bags to read, or just sit and watch a small insect crawl along the floor. Enabling your child to have the opportunity to really watch and comment on that small wonder. Our outdoor areas are extensions of our indoor areas which offer greater scope for activities and encourage children to continue their development in the fresh air. So this is our second month of montessori at home and we would love to know how you got on with last months! This month we have a couple of simple ideas to try in the kitchen, great for keeping them busy while you're cooking! I feel that the nursery has been extremely supportive of my son's development and his areas of weakness, working together to achieve the same goal. The staff are very friendly, helpful and I'm sure all the children past and present will never forget them. My daughter has a particularly good relationship with many of the staff members from across the board and always comes home with stories about all the fun stuff she got up to in the day. The girls are very good role models for her and I absolutely love them and all too pieces. They not only care for the children but I can see their genuine interest in the children's well being is at their core. This makes me feel at ease dropping her off as I know she will be treated equally and fairly at all times. My daughter has a very specific diet and when requested, the staff were happy to facilitate her dietary needs which I found to be amazing as not every establishment would be so accommodating Both my Daughters aged 18 months and 3 1/2 have settled really well in the nursery thanks to the loving and caring staff. I always found everyone to be very friendly and welcoming. I know my daughters are well looked after and kept busy with lots of activities. My 3 year old particularly enjoys ballet, forest school and soft play. She has really thrived here and learnt to count to 20 and recognises a few letters. Very happy with the nursery overall and would highly recommend it. Extremely happy with our time at Little People. They have looked after both our daughter and son from 12 months - 3.5 years old. Caring, professional staff. Well structured and a good array of activities. Happy children developing well.

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Do we need music education programs in schools? Since scientists Raucher and Shaw first introduced the Mozart Effect in a 1993 issue of Nature magazine, the effects of music on students’ brains have been heavily researched and documented. For many years beforehand, music education had been viewed as optional, or “elective,” in contrast to core subjects like math and reading – and the first to go in times of crisis or budget shortfall. The latest education research shows, however, that learning music may actually work to improve learning, especially spatial reasoning skills associated with math. According to the most recent data, music education not only teaches students about notes and scales, but makes them better learners as well – and in response, music programs in schools across the nation are making a comeback. Music Education Programs Offer Students a Wide Range of Skills. Learning an instrument teaches students the “marriage of hand and mind,” spatial hand-eye coordination that is critical for mechanics, engineering, and surgical medicine (not to mention the ability to fix your own car). Playing music also uses a large part of the brain: according to Dr. Lawrence Parsons at the University of Texas in San Antonio, who studied the brains of expert musicians using magnetic imaging technology, “Music is represented in mechanisms widely distributed throughout the brain rather than localized in a single region, as are other kinds of information, such as visual or movement information.” The Mozart Effect & its Impact on Learning Then there is the famous Mozart Effect. In the study, college students listened to a Mozart piano sonata for 10 minutes before performing spatial-reasoning tasks, like identifying patterns in numbers or objects. Listening to the music beforehand greatly improved their skills; this led to a follow-up study using preschoolers who listened to Mozart before assembling a puzzle. Again, those who listened to the music beforehand performed better than those who did not. Music Education Programs Are About More than Academics And yet there is more than academics at stake. Music also brings a better understanding of the students’ world. John J. Mahlman, Executive Director of the National Association for Music Education, says in an essay titled Why We Need Music in Our Hearts, “Most parents… conclude that many, many children stay engaged in school and rise to new heights as students because of involvement in the music program. Students are drawn into the unique mix of group identity and personal accomplishment offered by the experience of playing music with others in an ensemble. And they soon learn something of the nature of work as they strive to make the group sound better and be better by the collective and individual efforts of each musician—a learning process that they carry over into their other studies.” Musics Ability to Improve Negative Feelings The joy that music brings – whether playing or listening – is undeniable. Music’s ability to lift spirits, improve negative feelings, and touch lives goes beyond the basics of math and science. Music feels good, and sometimes it’s just fun. “Music is like a break in the day,” says one first grader at Lakewood Elementary in Dallas, Texas. “It makes me happy to sing and play. It’s relaxing.” Learning and understanding music brings a happiness that many, even as adults, cannot name, and creates memories and feelings unreachable through a math problem. That alone is reason enough to keep strong music programs in schools.

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Every Child Can Learn More than forty years ago, Suzuki realized the implications of the fact that children the world over learn to speak their native language with ease. He began to apply the basic principles of language acquisition to the learning of music, and called his method the mother-tongue approach. The ideas of parent responsibility, loving encouragement, constant repetition, etc., are some of the special features of the Suzuki approach. As when a child learns to talk, parents are involved in the musical learning of their child. They attend lessons with the child and serve as “home teachers” during the week. One parent often learns to play before the child, so that s/he understands what the child is expected to do. Parents work with the teacher to create an enjoyable learning environment. The early years are crucial for developing mental processes and muscle coordination. Listening to music should begin at birth; formal training may begin at age three or four, but it is never too late to begin. Children learn words after hearing them spoken hundreds of times by others. Listening to music every day is important, especially listening to pieces in the Suzuki repertoire so the child knows them immediately. Constant repetition is essential in learning to play an instrument. Children do not learn a word or piece of music and then discard it. They add it to their vocabulary or repertoire, gradually using it in new and more sophisticated ways. As with language, the child’s effort to learn an instrument should be met with sincere praise and encouragement. Each child learns at his/her own rate, building on small steps so that each one can be mastered. Children are also encouraged to support each other’s efforts, fostering an attitude of generosity and cooperation. Learning with Other Children In addition to private lessons, children participate in regular group lessons and performance at which they learn from an are motivated by each other. Children do not practice exercises to learn to talk, but use language for its natural purpose of communication and self-expression. Pieces in the Suzuki repertoire are designed to present technical problems to be learned in the context of the music rather than through dry technical exercises. Children learn to read after their ability to talk has been well established. in the same way, children should develop basic technical competence on their instruments before being taught to read music. Are Suzuki Kids Prodigies? Are Suzuki students musical geniuses? Are they ‘gifted’ children who have a special talent for music? Are their parents professional musicians? Fortunately, Suzuki students are normal children whose parents may have little or no musical experience. Their parents have simply chosen to introduce them to music through the Suzuki approach, a unique philosophy of music education developed over forty years ago by Japanese violinist Shinichi Suzuki. The Suzuki Legacy Shinichi Suzuki was a violinist, educator, philosopher and humanitarian. Born in 1898, he studied violin in Japan for some years before going to Germany in the 1920s for further study. After the end of World War II, Dr. Suzuki devoted his life to the development of the method he calls Talent Education. Suzuki based his approach on the belief that “Musical ability is not an inborn talent but an ability which can be developed. Any child who is properly trained can develop musical ability, just as all children develop the ability to speak their mother tongue. The potential of every child is unlimited.” Dr. Suzuki’s goal was not simply to develop professional musicians, but to nurture loving human beings and help develop each child’s character through the study of music. Perhaps it is music that will save the world. —Pablo Casals Children also have positive comments about their participation in Suzuki programs. In a survey conducted in Dallas, Texas, students provided their opinions on a number of aspects of their Suzuki study. Overall the children considered it fun and challenging. they felt that the benefits of playing an instrument via the Suzuki method helped them learn discipline, goal setting and constructive use of time. Students in many programs comment on the importance of friendships they develop and the chance to share musical experiences with other Suzuki students. They enjoy the sense of accomplishment that comes from working at something worthwhile and doing it well. How does Talent Education differ from other methods of teaching music to children? Thoughtful teachers have often used some of the elements listed here, but Suzuki has formulated them in a cohesive approach. Some basic differences are: Suzuki teachers believe that musical ability can be developed in all children. Students begin at young ages. Parents play an active role in the learning process Children become comfortable with the instrument before learning to read music. Technique is taught in the context of pieces rather than through dry technical exercises. Pieces are refined through constant review

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Teaching Oral Narrative Skills to Chinese Children in Singapore This article presents an intervention to help Singaporean children in narrative skills in Chinese language to prepare them in coping with the shift. Grade-three children participated in the study. Half of the children were taught through a specifically designed intervention programme, while the other half with the usual programme. Comparisons after a year showed that the experimental group made greater progress than did the control group in oral narrative skills and overall oral skill scores. - Applebee, A. (1978). The child’s concept of story. Chicago: University of Chicago Press.Google Scholar - Chi, P.-H. (2004). Story grammar abilities in children with poor reading abilities. Bulletin of Special Education, 26, 247–269. (in Chinese).Google Scholar - Goh, H. H., Liu, Y., & Zhao, C. (2008). Spoken Mandarin competence of Chinese children from different language-speaking homes: Implications for Mandarin education. Paper presented at the Annual Meeting of the American Educational Research Association, March 23–26, 2008. New York, NY.Google Scholar - Hedberg, N. L., & Westby, C. E. (1993). Analyzing storytelling skills: Theory to practice. Tucson, AZ: Communication Skill Builders.Google Scholar - Hudson, J., & Shapiro, L. (1991). From knowing into telling: The development of children’s scripts, stories, and personal narratives. In A. McCabe & C. Peterson (Eds.), Developing narrative structure (pp. 89–136). Hillsdale, NJ: Erlbaum.Google Scholar - Ko, G. H., Zhang, H., & Li, J. (2012) Testing primary school students’ communicative competence through questioning. Paper presented at the International Symposium on Chinese literacy and Chinese educational reform, December 8–11, 2012, Suzhou, China.Google Scholar - MOE. (2011). Nurturing active learners and proficient users: 2010 mother tongue languages review committee report, retrieved from http://www.moe.gov.sg/media/press/files/2011/mtl-review-report-2010.pdf. - Oakhill, J., & Cain, K. (2007). Issues of causality in children’s reading comprehension. In D. S. McNamara (Ed.), Reading comprehension strategies (pp. 47–72). New York, NY: Lawrence Erlbaum Associates.Google Scholar - Stein, N. L., & Glenn, C. G. (1979). An analysis of story comprehension in elementary school children. In R. O. Freedle (Ed.), New directions in discourse processing, Norwood, NJ: Ablex, 2, 53–120.Google Scholar - Sun, X., & Fan, J. (2012). Instruction on formulaic sequences to improve fluent expressing in Chinese as a second language. Paper presented at the International symposium on Chinese literacy and Chinese educational reform, December 8–11, 2012, Suzhou, China. [In Chinese].Google Scholar - Westerveld, M. F. (2013). Emergent literacy performance across two languages: assessing four-year-old bilingual children. International Journal of Bilingual Education and Bilingualism (ahead-of-print), https://doi.org/10.1080/13670050.2013.835302, 1–18.

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The day is intended to encourage families to participate in learning activities together to improve literacy skills for both adults and children. This year, to celebrate Family Literacy Day, we are encouraging families to have “15 Minutes of Fun” learning together. Learning can happen at any time throughout the day. How do you practice your literacy skills? For many of us, the word literacy simply means reading, but it’s so much more. Your literacy skills help you write your grocery list, play a card or board game, or even count the cars ahead of you. They are part of the things you do every day. Literacy involves lifelong learning that begins at home. Children gain useful literacy skills doing everyday activities. Families are able to connect with other families through programs that focus on singing songs, and sharing language experiences. From travelling from one place to another, to waiting for one’s turn at the doctor, to making up a silly rhyme or recalling favourite stories - all of these things set a strong foundation for learning. These experiences are woven into families’ lives and become a significant part of families’ collective memories. Early literacy skills develop in relationships with caregivers, and through so much more than books. Talking, singing and playing all build skills for ongoing literacy development. Practicing literacy together everyday has tremendous benefits for both children and parents, and all it really takes is 15 minutes of fun! For more ideas for 15 minutes of fun, visit the Decoda Literacy Solutions website. They have put together some “15 minutes of Family Fun” sheets on storytelling, kitchen time, outdoor play, rhythm & rhymes, and daily routines - fun ways to gain literacy skills by doing everyday activities at home: http://decoda.ca/children-families/family-literacy-day/ Visit your community’s page to find out more information on the Family Literacy Day activities taking place near you on January 27th. Let’s celebrate Family Literacy Day on January 27th and everyday! By Sonia Tavares

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Pencils of Hope According to the Department of Education (DepEd), out of 100 students, only 66 will finish elementary education, 42 will finish high school, and only 25 will go to college. In vulnerable remote communities, these numbers could be possibly higher. Private-Public Partnership Programs are pivotal to the improvement of access to basic education in turn making Filipinos functionally literate and able to read and write. Free school supplies given during the opening of classes help increase enrolment and school participation of children and their surrounding community. AREAS OF FOCUS Black pencil is a common beginner's pencil in the Philippines. Also known as primary pencil; it is prescribed to children ages 5 to 8 years old enrolled on Kinder, Grade 1 & 2. The big diameter size makes it easier to grip by kid's little hands, while the soft lead creates bolder strokes that are perfect for handwriting exercises. Philippines' Primary School Barrio schools comprised a large percentage of public schools in the Philippines; mostly primary education (Kinder Grades 1 & 3). children under this curriculum are taught with fundamental skills of learning - writing, reading and counting. Black Pencil Project believes that children must be enrolled at the right age and appropriate grade level to achieve full learning potential. Grade and Culture-Sensitive Early learners are observed to be the most excited to go to school but also very vulnerable due to economic, weather and geographical factors. Culture and Grade-sensitive learners kit provided before opening of classes help increase enrolment and school participation bringing DepEd's vision of 'Education For All' within the grasp of Filipino children.

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Accent on Achievement Resources National Standards for Music Education Singing, alone and with others, a varied repertoire of music. While singing is not a common activity in most band classes, vocalization does help students with pitch placement, especially for brass instruments. Students are encouraged to sing their music on a neutral syllable (like "Doo") before playing it to help build a good internal sense of pitch. Performing on instruments, alone and with others, a varied repertoire of music. Accent on Achievement provides detailed instruction in the performance of a wide variety of music representing diverse genres and cultures. You'll find a wealth of folk and classical music throughout Books 1 & 2. Text and photographs reinforce good posture, playing position, and embouchure. Improvising melodies, variations, and accompaniments. Students learn how to create their own variations and participate in carefully structured exercises in basic improvisation in pentatonic and major keys, as well as playing by ear. Composing and arranging music within specified guidelines. In a series of creativity exercises, students learn to manipulate the elements of music, including rhythm, dynamics, orchestration and form. This knowledge is then applied in the writing of short compositions, which may then be performed by the students. Reading and notating music. Ample opportunity exists throughout the method for the development of music reading skills. Special theory exercises and rhythm drills are incorporated in the student books and in the Teacher's Resource Kit. Students practice notating music as well. Listening to, analyzing, and describing music. The CD in the Teacher's Resource Kit serves as the basis for a series of listening exercises designed to involve students in describing specific musical events and analyzing the use of the elements of music in musical selections. Evaluating music and music performances. Questions are posed throughout the conductor's score that may be used to engage students in a thoughtful evaluation of their performance as well as the performance of others. Understanding relationships between music, other arts forms, disciplines outside the arts, and music in relation to history and culture. Reproducible worksheets in the Teacher's Resource Kit provide opportunities for exploring the interrelationship between music and the culture-at-large in a variety of time periods and subject areas. Students will learn about the cultural and historical backgrounds of several musical selections in their book, with tie-ins to related arts and other subjects.

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I want to revisit a concept I touched on at Open House last month: the importance of foundational skills in preschool. “What are foundational skills?” you wonder. Foundational skills are small, seemingly simple skills that have to be mastered before more complex skills emerge. Walking, for example, is a complex skill. Before a child is able to walk, she first builds muscle strength through tummy time as an infant, then learns to roll over, to sit up, to scoot, etc. These are foundational, pre-walking, skills. In the preschool years, foundational skills (like tearing paper, stringing beads, scribbling on paper, sorting cars by color) may not seem particularly scholarly. It can look like children are just playing. “When is the learning going to start?” you might ask yourself. Check out “What Great Parents Do” to get the answer to this question and tips for how you can support foundational skills at home. At Weekday School, we focus on spiritual foundations in addition to academic foundations. We believe if a child learns about God and Jesus and the Bible at a young age it creates an impression that lasts a lifetime. Storms in life, both figurative and literal, will come. But a child whose life is built on the foundation of God’s Word will be equipped with spiritual resources to stand firm. “Jesus said: ‘Therefore everyone who hears these words of Mine and acts on them, may be compared to a wise man who built his house on the rock. And the rain fell, and the floods came, and the winds blew and slammed against that house; and yet it did not fall, for it had been founded on the rock.’” Matthew 7:24-27 Before I sign off, here are two October reminders you’ll want to note. - There is no school on Monday, October 16 (OCPS holiday) or Tuesday, October 17 (WDS Professional Development Day) - Fun Fair is awesome. Buy your tickets at the lowest price by October 20. Price increases after that day. Thank you for sharing your child with us. We love being at school together.

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CC-MAIN-2018-51

http://www.weekdayschoolorlando.org/news/from-the-director-october-2017

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Law, Andrew,1749–1821, American composer, b. Milford, Conn. He was a preacher in Philadelphia and Baltimore and, later, a singing teacher in New England. Opposed to the contrapuntal style of William BillingsBillings, William, 1746–1800, American hymn composer, b. Boston. A tanner by trade, he was one of the earliest American-born composers. He wrote popular hymns and sacred choruses of great vitality using simple imitative counterpoint—hence their designation as ..... Click the link for more information. , Law wrote rather simple hymn tunes. In his Select Harmony (1778), Collection of Best Tunes and Anthems (1779), and other compilations, he collected and arranged many tunes of other composers. He was among the first Americans to arrange hymns with the melody in the soprano instead of the tenor part. Law's teaching books were important in early American music education. One of the first American writers about music, he published Essays on Music in 1814. See study by R. Crawford (1968).

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If their class runs for more than an hour, teachers at Emmaus Catholic College in Sydney's west will take students outside for a few minutes to do relay races or run around. When they come back into the classroom, the students are more engaged and settled, according to Kyle Churchill, a physical education teacher at the school and a junior Penrith Panthers coach. The school-wide approach is being led by the physical education department, which has been trying to educate teachers in all subject areas on the importance of movement for children's overall development. "Science shows you need to move and increase blood flow to help your brain function at its best and increase engagement," Mr Churchill said. Mr Churchill said more teachers at Emmaus have been incorporating the breaks into their lessons, but a wider intervention is needed to lift physical education in all schools. "The end goal of school is the HSC and that's what students are judged on when they leave, so I see the reason they've focused on literacy and numeracy," Mr Churchill said. "But as much as they've put in interventions for that, I think they need to do more in physical education. There would be massive benefits to investing in physical education and there's a massive gap there. "In the past few years we've recognised that kids aren't outside as much as they should be and we're seeing a decline in ability, not just at an elite level but at the fundamental level." More than 27 per cent of school-aged children and 63 per cent of adults were overweight or obese in 2014-15, according to the latest Australian Bureau of Statistics data. Nearly 15 per cent of people aged between 18 and 64 said they were inactive, while another 30 per cent did less than the recommended 150 minutes of moderate physical activity per week. Associate professor of physical education and sport at Flinders University and president of the Australian Council for Health, Physical Education and Recreation Shane Pill said "physical activity is as important as literacy and numeracy" in schools. "Quite rightly, we're concerned with the literacy and numeracy skills of young people, but if we want to improve scores in NAPLAN, getting young people active is a way to improve those outcomes," Dr Pill said. "There is strong evidence to support the role physical activity plays in healthy cognitive development and the association between physical health and academic achievement." Dr Pill said young children should ideally take a break every half an hour and do something that gets their heartrate up, while older students and adults shouldn't go more than 45 minutes to an hour without doing any physical activity. However, he said that while the Australian curriculum includes physical education and activity guidelines, most students are not spending enough time outside the classroom. "It's certainly not my experience that there are many schools that are taking students outside enough," Dr Pill said. "We can't afford not to be developing physical literacy, and school is the only place we can guarantee children will have access to physical education because not all children will have access to community sport and not all parents will be able to afford the costs of joining a sport."

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https://www.smh.com.au/education/physical-activity-as-important-as-literacy-and-numeracy-says-leading-academic-20170908-gydj96.html

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Resources for Kids Reading Online There are innumerable resources available for kids reading online, including reading games, activities and programs that help develop reading skills both in the classroom and at home. But with so much choice can come confusion. Which resources are the most beneficial for young readers? Where kids reading online is concerned, there is definitely a range of offerings. Here are a few rules of thumb to keep in mind when attempting to find any program for kids reading online. The best reading programs instruct in five key literacy areas The five key literacy areas include phonemic awareness, phonics, fluency, vocabulary, text comprehension. The ABC Reading Eggs program incorporates each of these five literacy areas into the structure and content of every lesson. Early lessons focus on phonemic awareness, before expanding into systematic phonics instruction. These two skills form the base from which a child can develop their vocabulary, reading fluency and comprehension. The best reading programs use a child’s first language – play. ABC Reading Eggs recognises that children learn best through play. Each lesson is game-like in look and feel, motivating children to apply themselves to the educationally rigourous activities. Lessons are animated with captivating graphics, the e-books feature vibrant visuals, and all reading activities and games completed yield enjoyable rewards for readers. The goal of the best programs is kids reading real books. The goal of every ABC Reading Eggs lesson is kids reading real books – a complex skill that requires the mastery of each of the five key literacy areas. Every ABC Reading Eggs lesson from lesson 9 culminates in the child reading an e-book, allowing them to apply their newly learnt literacy skills. Each e-book appears with a cover and pages that turn in order to mimic the act of reading a real book, allowing children to develop familiarity with the act of reading. The best reading programs offer a range of motivational elements to increase a child’s time on task. In the ABC Reading Eggs program, kids are rewarded for every reading activity or game they successfully complete. Not only do the enjoyable game-like lessons encourage children to learn as they play, but the reward system promotes student engagement and interest as well. The best reading programs encourage parental involvement Parental involvement is another key marker of a good reading program. Research has shown that when parents are involved in their children’s education, at home or at school, children achieve at higher levels. ABC Reading Eggs offers a flexible way for parents to be involved by making it easier to access student reports anytime. Parents can also receive feedback on their children’s progress with regular reports emailed directly to them. ABC Reading Eggs is a fantastic resource for kids reading online. It is a comprehensive reading program that teaches kids how to read, and turns the process of learning to read into an enjoyable activity. My daughter loves Reading Eggs! She is so excited by the progress she has made through the site. She enjoys the games and is learning so much. I highly recommend it. It is great for learning phonics and letter sounds. The games are fun and educational. We will continue to use Reading Eggs until she is reading on her own! Alycia A Reading Eggs is a fantastic and engaging program for my students! They enjoy using the technology at school and also at home. I am thrilled with the results of my students, and I have Reading Eggs to thank! Alison Miller, St Andrews Public School

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https://readingeggs.com/articles/2012/10/26/resources-for-kids-reading-online/

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Teachers' ELL Handbook (Purple CSI Literacy Kit) The ELL Handbooks are designed to be used alongside the CSI Literacy kits to specifically target the needs of English Language Learners. In this Teachers’ ELL Handbook, you’ll be given detailed notes on how to deliver each lesson with a focus on the instructional needs of English Language Learners. The Teachers' ELL Handbook includes: - Annotations for each lesson - A modified writing activity at the end of the shared-reading lesson - Cultural awareness tips - Ideas for before, during, and after reading to support ELL students - Ideas for scaffolding reading comprehension strategies - Co-operative learning tips Teaching purpose: Whole group Fiction/nonfiction: Fiction and nonfiction Year level: 6 Subject: Language arts, Science, Math, Social Studies, English Language Learning, Writing

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“Investing in quality early childhood development for disadvantaged children from birth through age 5 will help prevent achievement deficits and produce better education, health, social and economic outcomes. Such investments will reduce the need for costly remediation and social spending while increasing the value, productivity and earning potential of individuals. In fact, every dollar invested in quality early childhood development for disadvantaged children produces a 7 percent to 10 percent return, per child, per year.” – Professor James Heckman Why Start at Birth? Did you know that the most rapid period of development in human life occurs from birth to five? The first 2,000 days of life leading up to Kindergarten are critical to the success of each child, not only in school, but in life. During this time, the brain grows through sight, sound, talk and touch. A baby’s brain works on learning how to produce words—months before it will begin to talk!Every positive experience that a baby has helps its brain form important connections (“synapses”) that will serve as a strong foundation for that child’s future health and learning. Children are not only developing cognitive skills from birth to five. Social-emotional (or “soft”) skills are equally critical for success in school, work and life.When children learn how to play with others, they build language skills and learn teamwork. Early exploration develops creative thinking and problem solving skills. Nobel Laureate Dr. James Heckman calls early childhood programs “one of the highest returns that we have…to make in American society.” Children who participate in early childhood programs are more self-sufficient in the future. They grow up to earn more money, pay more taxes and are less dependent on government programs. While there is a wealth of research that points to the long-term overall benefits to participants in early childhood learning programs, the data shows that the majority of those returns are to society – not just to the individual.

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https://www.wakesmartstart.org/community/why-were-all-stakeholders/

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I chose this book because my students LOVE this series (the previous book is Click, Clack, Moo!). It has a clear plot line with a great climax and there are lots of great images for the students to work with. I will use it as a read-aloud because the concepts and voice comes through more clearly when I read it. Due to the higher level of the text, students who comprehend literature in the grades 2–3 text complexity band, with scaffolding as needed, are challenged to engage in this higher level text. (RL.2.10) "Imaging" is the term that my district uses for "visualizing". In order to stay true to the district expectations, I'll continue to use this verbage. Visualizing is a critical skill for 2nd graders because they need to 'go deeper' in the text. By visualizing as they read, they are creating and tweaking images in their minds as they actively read. This kind of 'close reading', forming images using text, verifying and changing those images, and ultimately comparing their images to the author, creates critical readers and deepens comprehension. Underlined words below are lesson vocabulary words that are emphasized and written on sentence strips for my Reading & Writing word wall. I pull off the words off the wall for each lesson, helping students understand this key 'reading and writing' vocabulary can be generalized across texts and topics. The focus on acquiring and using these words is part of a shift in the Common Core Standards towards building students’ academic vocabulary. My words are color coded ‘pink’ for literature/’blue’ for reading strategies/’orange’ for informational text/'yellow' for writing/’green’ for all other words) Common starting point This lesson was developed to address the Common Core Standard 2.7 (using information gained from the illustrations and words in a print to demonstrate understanding of its characters, setting, or plot) because it is crucial that students in 2nd grade begin to understand the words and pictures provide evidence of changes in the story. Specific to this story, students look at the plot development to understand how the story elements are organized and understand how the problem is followed by events, the story climaxes and then a solution is provided by the author. Imaging is an important reading strategy that can be employed to help students understand plot development. Instead of simply reading the story and showing the pictures, students are engaged in creating mental images as the story is read (the teacher hides the pictures and reads only the words). This engages them as active participants in the story and encourages them to check their images against the author's illustrations to verify or correct their thoughts. I am working on imaging/visualizing throughout this unit by helping students realize that this powerful reading strategy can really deepen comprehension. Take a look at some of my other lessons, utilizing the 'Imaging/Visualizing' poster mentioned in the materials section: Imagine That-Make a Picture in Your Mind, Pictures in the Snow-Imaging, Picture This-Lost and Found on a Mountain, Extend Your World, and Imagine What An Inchworm Would Say. Set the purpose Explain (put the pieces on the plot mountain as you talk) Read the text READ AND SHOW PICTURES UP TO EACH OF THE PAGES LISTED BELOW. FOR THOSE PAGES BELOW, DON'T SHOW THE KIDS PICTURES - JUST READ AND LET THEM CREATE THE IMAGES. WHEN THEY'RE DONE DRAWING, THEN SHOW THE PICTURES. Formative Assessment - Watch as students use images Review the ideas This discussion is the first my class will take part in about plot development. Understanding that the plot changes over the course of a story and that is has organization are foundational skills. Students are doing ‘close reading’ as they analyze how the author develops the plot and uses events that rise to a climax and a solution to wrap up the story. Scaffolding and Special Education: This lesson could be easily scaffolded up or down, depending on student ability. For students with language challenges, this lesson should be accessible because the reading is done by the teacher or on the Elmo for the class. The reading level is 2.8, so it is within the 2nd graders' reading level, but I find that they can focus on the reading strategy more fluently when the story is read to them. For students with higher abilities, it would be worth challenging them to justify their thoughts with higher level language. "Can you tell me 'why' you drew that? What was your reasoning?"

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CC-MAIN-2018-51

https://betterlesson.com/lesson/resource/2718740/plot-mountain-worksheet-docx

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Our curriculum is based on our belief that school should be a safe and wonderful place where children want to be: where learning happens both within and outside of the classroom. Children will be encouraged to enjoy life whilst at school and discover their fascinations. Creative technology combines the skills and knowledge of art and technology, in so doing we will be able to achieve more in a shorter amount of time. Personalised learning will provide the opportunity to focus on literacy and numeracy aimed specifically at the individual. We want all of our children to reach their full potential in body, mind, heart and spirit and to be prepared for life’s journey. Whatever their background they will learn how to shape their own futures and develop their unique capacities and skills rooted in their own interests. They will learn the literacy and numeracy skills needed for life and necessary to progress in their education. They will be encouraged to be curious and use thinking skills to innovate, be creative and problem solve. They will develop their understanding of employment and entrepreneurship. At Key Stage 2 we follow the Inspire curriculum providing an all through curriculum with King's Court First School. The Inspire curriculum is based around themes which the students enjoy and find helpful as they move through the different subjects. A change from previous years, Years 5,6 and 7 have a blended curriculum which means students are taught English, History and Geography by one teacher, Science and PE by one teacher and art and technology are combined and taught by one teacher. Our students tell us that they enjoy getting to know their teachers and having their teachers understand them and their learning needs better. In Year 8 we are actively preparing them for the next stage in their education and they are taught by subject specialists. Please click on the links below for each year group's curriculum.

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CC-MAIN-2018-51

http://oldwindsor.org/curriculum/school-curriculum/

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I am excited to spread the word about an online Encyclopedia of Language and Literacy Development. The home page reads: This web-based resource is being developed by the Canadian Language and Literacy Research Network to help provide answers to questions about children's language and literacy – answers that are based on relevant and up-to-date research presented in an easily accessible format... The Encyclopedia of Language and Literacy Development aims to cover a wide range of topics, including language, reading, and writing development. In order to provide in-depth, quality information, each topic is broken down into several Encyclopedia entries, and each entry focuses on a specific aspect of the topic. Most importantly, the entries are written by internationally recognized experts in the field. Follow this link: http://literacyencyclopedia.ca/ Marnee Brick, MSc Speech-Language Pathologist and Director of Speech Therapy TinyEYE Therapy Services (Speech Therapy Telepractice)

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A laundry assistant/manager works in a laundry and is responsible for laundering items such as: Laundry workers may be involved in the following tasks: In a smaller laundry they may have to do all these tasks, but in a larger laundry they are more likely to work in one particular section of the process. They may liaise with people from other departments. For example, in a hospital they might work with hospital porters who collect and deliver items. Laundry managers are responsible for making sure that the laundry staff carry out their duties. They may also do management tasks such as maintaining profitability and setting targets, accounting and payroll duties, recruiting and training staff, and making sure health and safety requirements are met. Many laundering processes involve using machinery such as washer-extractors, tumble-dryers, irons and garment-finishing equipment. Laundry workers usually work 35 to 40 hours a week in shifts. Many laundries are open six or seven days a week, including Saturdays and evenings. Part-time work and overtime may be available. Laundries can be warm, crowded and noisy places. The work can involve a lot of walking, stretching and lifting. Uniforms or protective clothing may be provided. The work may be unsuitable for people who suffer from allergies due to the regular use of detergents. Starting salaries for laundry assistants may be around £11,500 a year. Laundry assistants/managers are employed throughout the UK, although most laundries are in urban areas. They may work in: Jobs are advertised in Connexions centres and Jobcentre Plus offices, in local newspapers and on company websites. Magazines such as Laundry and Cleaning Today also have recruitment sections. There are no set academic requirements to become a laundry worker, although literacy and numeracy skills are important. Employers look for young people who are reliable and willing to work to high standards. It may help to have practical skills or previous experience of working in a laundry, cleaning or dry-cleaning environment. Commercial laundries may not allow employees less than 18 years of age to operate certain types of machinery. Training usually takes place on the job, under the supervision of experienced colleagues. Many organisations offer in-house training and the opportunity to study for relevant qualifications: As an ambulance technician you would respond to accident and emergency calls, as well as a range of planned and unplanned non-emergency cases. You would usually work in a team, providing support to a paramedic during the assessment, diagnosis and treatment of patients at the scene of an incident and during hospital transfers. You may use life saving skills as part of your day-to-day work. A laundry worker needs to be: With experience and training, promotion is possible for hard working and enthusiastic employees. Laundry assistants may progress to supervisory or managerial roles, and eventually to the job of laundry manager. It may be possible for laundry managers to become self-employed and set up their own businesses. Guild of Cleaners and Launderers (GCL), 1 Wellfield Road, Offerton, Stockport, Cheshire SK2 6AS Tel: 0845 600 1838 SATRA, SATRA House, Rockingham Road, Kettering, Northamptonshire NN16 8SD Tel: 01536 410000 Skillfast-UK, Richmond House, Lawnswood Business Park, Leeds LS16 6RD Tel: 0113 239 9600 Society of Hospital Linen Service and Laundry Managers, Linen Services Manager, Airedale General Hospital, Steeton, Keighley BD20 6TD Tel: 01535 294231 Additional resources for job seekers and those already in a job.

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https://www.inputyouth.co.uk/jobguides/job-laundryassistantormanager.html

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Effective modeling and teaching of reading strategies to secondary content area teachers This Capstone examines research on how to train secondary teachers to use reading comprehension strategies in their content area classrooms, with the goal being to increase students' reading comprehension. It uses the four-step process of explicit instruction to train teachers in the use of before reading, during reading and after reading strategies. The teachers in turn used the same process to teach their students how to use the strategies with their textbooks. The appendix includes master copies of five before reading strategies, nine during reading strategies, and three after reading strategies for classroom use. It also includes some helpful tools for teacher training. Pulju, Brenda, "Effective modeling and teaching of reading strategies to secondary content area teachers" (2008). School of Education Student Capstone Theses and Dissertations. 2116.

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Foundation phase: Grade RR to Grade 3 In the foundation phase, we focus on teaching the foundational skills, concepts and knowledge which are required for further learning. We offer a vibrant, invitational atmosphere where the learners enjoy coming to school and where they acquire a love for learning, that will sustain them throughout their school years. We acknowledge the potential in each learner to reach optimum ability; therefore, there is less emphasis on competitiveness and more emphasis on individual achievement. We encourage opportunities for growth in independence and responsibility so that learners can take up the challenge of being personally responsible and accountable for their actions in the intermediate phase. The three main learning areas in the foundation phase are: A reading programme is followed intensively, and continuous assessment in all subjects is conducted. We encourage participation in cultural and sports activities. We embrace 21st century learnig and incorporate technology with computer literacy. Language and literacy English home language and Afrikaans first additional language. In the literacy subject, we have incorporated the latest global trend of matching learners to book levels and of teaching guided reading and writing. This develops conceptual understanding at the learners’ own pace. Literacy skills are also taught using structured text types. The curriculum has been written with a learner-centric, problem-solving approach leading to an individualised, well-developed number concept in young learners. This facilitates the successful learning of Mathematics as an abstract subject from Grade 4 to Grade 12. Developing skills which focus on personal, social and physical development and the promotion of good health.

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https://www.curro.co.za/gauteng/curro-academy-soshanguve/foundation-phase/

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Toys don’t have to be high-tech to teach kids how to code. Take, for example, the toys from startup Learning Beautiful, featured at the newly redesigned Thomas Hughes Children's Library at the Harold Washington Library Center. Available for on-site play and being used in programming, they were designed by a group at the MIT Media Lab to teach coding to those as young as 3 years old. But you won't find any circuitry in these toys: They’re made of wood and glass, designed around concepts like binary numbers and pixels. One group of toys is a set of wooden pieces on hinges that can be flipped to show either a one or a zero; another is a set of boards with different-sized grids that illustrate image resolution. The toys are part of an effort to use more technology in early childhood learning to match efforts in schools, said Chicago Public Library Commissioner Brian Bannon ⇒. Public schools around the country are increasingly teaching programming to their youngest students, he said. "We thought if our education system sees this, then we should be making the same kinds of things available, at scale, through our neighborhood libraries and in our programs," Bannon said. "These kinds of programs are linked back to what we're trying to do as a city, which is building … curiosity in the children that we have in our city today in the careers that will drive our economy.” Bannon came across the Learning Beautiful tools when he and other staffers visited the MIT Media Lab, which housed a group that created the company. The Chicago Public Library system is Learning Beautiful’s first library customer. The nondigital toys are stripped-down learning tools that are made to teach computational thinking, design and mindfulness, said CEO Kim Smith, who designed the sets along with her co-founder Yonatan Cohen. "When you think about children at the age of 3, they're developing so many important observations and understandings of the world around them," Smith said. "Their learning at that time is very much connected to how they interact in the world in a very physical way." Other toys at Chicago Public Library being used to teach tots coding include BeeBots, Finch Robots and Lego WeDo robotics kits. Another is Cubetto, a wooden-wheeled robot that teaches the basics of computer programming without a screen. It got $1.6 million in a 2016 Kickstarter campaign for its basic $225 playset, and last month raised another $781,823 from a Kickstarter Gold campaign. Its investors include Randi Zuckerberg. "At a time when all languages are developed — math, literature, etc. — we also introduce … the building blocks of programming,” said Valeria Leonardi, chief operating officer of Primo Toys, the London-based maker of Cubetto. “Computational thinking — How do I fix a problem? How do I break it down into small bits? How do I really make the small bits as simple as possible, so it can be put together in a sequence and create the solution?" Such companies said the exposure they get in a library system like Chicago's is good for business. Because the library ordered the toys when Smith was still a student and Learning Beautiful wasn’t a company, the library was only charged the cost of materials — about $863. "It gives us more visibility. It's great advertising," Smith said, "And it's also validation; and a way to reach a really wide audience." Learning Beautiful plans to distribute to other libraries and museums before targeting homes. The toys have also been tested in a handful of Montessori schools in Cambridge, Mass. Once production starts, Smith said full sets will likely cost about $1,500 each, with individual modules available for $50 to $75 each. Cheryl V. Jackson is a freelance writer.

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Many universities have performance choirs, but the one at Morley College, an adult- education school in London, has an unusual caveat: It’s a chorus for people who can’t sing. For the past 15 years, the school has run both choirs and special classes for people who want to learn to sing better (or at all). But what about the truly tone-deaf, you ask? Those who couldn’t carry a tune in a basket? Less than 2 percent of the students the choir’s director, Andrea Brown, encounters are actually tone-deaf, she told the BBC. The rest simply have “their own unique voice.” Brown’s experience tracks with the findings of a new study out in the journal Music Perception, which suggests that singing is not so much a natural ability as it is a skill that withers away if not practiced. For the study, researchers Steven Demorest and Peter Pfordresher compared how well a group of kindergarteners, sixth graders, and college-aged adults performed on three tasks that involved singing a series of notes. The kindergarteners, unsurprisingly, couldn’t hit the notes very accurately, but the sixth graders were markedly better—perhaps because the children had been receiving music education in the intervening time. However, the college-aged participants performed only as well as the kindergarteners on two of the three singing tasks. Errors Made While Singing “Though considerable improvement was found among the two groups of school-aged children, from grade six to college we observed an almost complete reversal of these gains,” the researchers wrote. That suggests, to the authors, that singing ability is subject to a “use it or lose it” effect. Only about a third of American middle-school children take elective music classes, and their ranks thin further as students enter high school. The researchers caution against labeling people as “tone-deaf” or telling them they “can’t sing.” Only a small percentage of people, about one in 20, suffer from true tone-deafness, condition called amusia. Past studies have found that most bad singers can discern musical notes perfectly well, and they have similar vocal ranges as good singers. What they lack, however, is training: People feel so discouraged by being told they’re poor singers that they rarely try to sing—and they never get better. Demorest and Pfordresher said in a statement that adults should seek out “low-stakes” opportunities for singing without feeling judged. "Singing badly in a group is great fun,” Morley College Can't Sing Choir member Ian Gorman said. “It's football crowd syndrome—not a single person hits the right notes, but it sounds good.” We want to hear what you think about this article. Submit a letter to the editor or write to [email protected].

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Kindergartners at St. Maximilian Kolbe Catholic School not only acquire core academic skills, they also develop social skills fundamental to success throughout life. These foundational skills include getting along with others, taking turns, listening and following directions, and working as a group. The Core And More At the heart of what happens each day in kindergarten at St. Max is the belief that kindergarteners learn best through play, discovery, and creativity. Hands-on activities, dramatic play centers, songs, stories, rhymes, actions, finger plays, and art projects make learning fun. A literature-based language arts program builds kindergarteners’ listening, speaking, writing, and reading skills. Kindergarteners at all levels, from pre-readers to those reading, are engaged to improve their reading ability. Kindergarteners use a variety of manipulates to gain an understanding of number concept, identification of numbers 0 – 31, and exploring addition and subtraction. To round out their kindergarten experience, students visit specialists in art, library, music, physical education, and technology at least once per week. They also learn through exciting field trips to the post office and the Old Log Theater.

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State Hermitage Museum is a museum of art in Saint Petersburg, Russia. The Hermitage is the largest public museum in Russia and home to one of the greatest art collections in the world. Russian empress Catherine the Great founded the Hermitage in 1764 as a museum for the royal court. The holdings originally consisted of Western European works of art that she purchased from private collections. These were housed in a private gallery called the Small Hermitage that was connected to the Winter Palace, the vast, ornate winter home of the Russian tsars. The tsars who succeeded Catherine substantially increased the collections, which expanded into the Old Hermitage, another private gallery adjoining the Winter Palace. The buildings comprising the Hermitage were rebuilt after a fire in the Winter Palace in 1837. The museum opened to the public in 1852 and became public property known as the State Hermitage Museum in 1917, following the Russian Revolution. The collections are now housed in five magnificent interconnected buildings, including the Winter Palace. The lavish exteriors and interiors of these buildings are of architectural and historical importance in themselves. They provide a rich setting for collections that cover virtually every aspect of the fine arts, from classical antiquity to 20th-century painting. The collection also includes examples of Russian art, artifacts from non-Western cultures, Oriental art, coins, and jewelry. The Hermitage`s collection of Western European art is particularly strong in Italian, Spanish, Flemish, and Dutch paintings and includes major works by Leonardo da Vinci, Raphael, Giorgione, Caravaggio, Diego Velazquez, El Greco, Rembrandt, and Pieter Paul Rubens. The Schukin and Morozov Collections of impressionist, postimpressionist, and modern paintings contain many of the finest works by Henri Matisse, as well as major paintings by Vincent van Gogh, Paul Cezanne, Paul Gauguin, Henri Rousseau, and Pablo Picasso. Pieter Paul Rubens, Henri Matisse, Hubert Robert, Pablo Picasso, Maurice Denis, Joseph Stevens, Paul Gauguin, Albert Marquet, William Allan, Francisco Goya, Charles White, Simon Saint Jean, Thomas Lawrence, Claude Monet, Gerard Dou, Simon de Vos, Jan Both, Edgar Degas, El Greco, Paul Cezanne, Georges Michel, George Dawe, Nathaniel Dance, Anthony van Dyck, Hans Thoma, Leonardo da Vinci, Vincent van Gogh, Alfred Stevens, Thomas Couture, William Hastie, Paulus Potter, Frans Snyders, Francois Boucher, Marguerite Gerard, Jan Miel Art History Resource On The Web by Dr. Christopher Witcombe| Art Education Links - Princeton Online (use contact form if you want to add your own reprocial link)

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It is good news that the new education system designed to replace the 8-4-4 system might start being implemented come May 2017. But it is disappointing that it does not introduce any new elements and it even appears more academic than the one it is replacing. The new system rearranges the years to a 2-6-3-3-3 pattern aimed at “ensuring learners acquire competencies and skills to meet the human resource aspirations of the Vision 2030 blueprint”. But look at what children learn: - By the time learners complete early years’ education, they should be able to demonstrate basic literacy and numeracy skills and communicate appropriately using verbal and/or non-verbal modes. - In upper primary, learners will have been exposed to a broad curriculum and given an opportunity for exploration and experimentation. - At Grade 4, learners will be introduced to the optional subjects offered at upper primary so as to make informed choices at Grade 7. - “Graduates of primary school Grade 6 shall join lower secondary at Grade 7. - Lower secondary will expose the learners to a broad-based curriculum to enable them to explore their own abilities, personality and potential as a basis for choosing subjects according to career paths of interest at the senior school. - In the senior school category, learners in the age bracket of 15 to 17 years, will spend three years. This level lays the foundation for further education and training at the tertiary level and the world of work. - Students in secondary school will also specialize in the subjects they wish to pursue in tertiary institutions. A student will take two core subjects irrespective of the pathway identified. If you look at this sampling of learning objective, you can see for yourself the developer are unclear about what skills they are planning for the children. A rationale, which I am looking at as I write this, for the colonial education spells out clearly what students will acquire at every stage. Exit points for students are clearly marked out showing what academic and life skills they will have acquired. For example, Standard 8 was exit point. It is clearly shown what competences the student will have and other paths they could take to improve themselves. Sure, the proposed system emphasizes continuous assessment tests (CATS), and that is a good point. But do you have to overhaul a whole system just to do what you could have done as a footnote? Given a choice, I would revert to the colonial system, as the basis upon which make improvements.

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Conscious Concepts Prove Perfectly Fruitful for Elementary School Science Club In 2008, the principal at Pine Grove Elementary School (PGES) signed off on a petition to start a “Science Club” that would reach out to the 3rd, 4th and The club’s goal was to teach the students basic gardening techniques and expose them to different types of agriculture. In 2013 we became the first elementary school in the nation to get certified by the University of Florida’s IFUS Agriculture Extension office as a U-Pick Farm. Today, we start each year with ten 4th and ten 5th grade students with the concept of taking on a new aspect of agriculture as well as maintaining those that have endured throughout the years. We have built and maintained for two years environments for breeding, raising and selling rabbits and chickens as well as an aquaponics system. We have been successful in the past with raised beds and vertical (stackers) gardening with over 1,000 strawberry plants. A long-term mixed fruit garden was established that has five varieties of Muscadine grapes, ten Brown Turkey fig trees, and three Florida Peach trees. None of these projects would be possible without the support of Dr. Maria Scunziano-Singh and Dr. Pariksith Singh through the Auroveda Foundation. With their support, we have gone from six small raised bed gardens to commercial quality infrastructure in all our projects. They have been an integral part of the clubs’ ability to touch the lives of hundreds of club members and thousands of students here at PGES over the past eight years. With the support of the University of Florida’s Agricultural Extension office, Hernando County native plant association, PGES’ Parent Teacher Organization (PTO), and a hand full of private donors, we removed an aging pond and its surrounding overgrown garden and replaced it with a 3,100 sq. foot Florida Friendly garden. This garden was designed by club members one year and installed by members the following year. This garden is a no water, no fertilize garden and has been utilized by thousands of students, other local clubs, and community activities throughout the years. Currently, we have been given the task to establish a school farm that will be able to grow green leafy crops. The crops will be harvested, cleaned and delivered to our café for students to enjoy two to three times a week. We hope to take the “Farm to school” concept to a new level. This new concept will cut the lunchroom produce costs drastically and transform the slogan “Farm to School” to “Farm in School”. About the Author: Auro Community Garden Co-Manager Pine Grove Elementary School Science Specials Teacher Doug was born, raised, educated and trained in elementary education along with agriculture on the islands of Hawaii. For the past 17 More From the Pine Grove Elementary Science Club Auro Community Garden 4095 Broad Street Brooksville, FL 34604

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Starting in Preschool (age 3), students enjoy weekly 45-minute classes with experienced educators for each of these “Specials”: During this visual arts class, students will learn the essentials of art and design, and how to use art tools and materials safely; develop fine motor skills and gain knowledge of the elements of design. They advance to use these skills in creating artwork, identifying various art forms, and appreciating a variety of artists. St. Isidore is a technology integrated school and continues to enhance classroom technology. In the computer lab, students are instructed according to their grade and skill level. Starting with introductory (e.g., using a mouse, log onto a computer with a one word password), developing (e.g., type using two hands, save a file), applied (e.g., create basic presentation) to advanced (e.g., building a website). With the constant changes in the 21st century library environment, students start with basics of visiting the school’s library: understanding how to handle print materials, borrowing books, demonstrate reading skills, and how to locate books. Then in collaboration with classroom teachers, students learn how to acquire, evaluate, interpret and apply information using print materials and electronic devices. As part of the St. Isidore curriculum, all students are involved in performing and producing two concerts each year: one before Christmas and one in the Spring. Music class starts with developing basic skills in singing, playing instruments, moving and listening to music then focuses on enhancing skills to create music, develop chorus skills, and explore variety of musical styles. We believe children that participate in regular physical activity can focus better and be more productive during their other subject areas. Physical Education class includes developmentally appropriate activities in motor skill development, collaboration, critical thinking and problem solving skills utilizing the school’s indoor and outdoor facilities. Students develop positive attitudes and excitement towards learning a language and cultural experience within the context of the Catholic faith. Students start with responding to simple commands and reciting simple prayers and songs.

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ERIC Number: ED440359 Record Type: Non-Journal Publication Date: 1999 Reference Count: N/A Assessing Reading: Multiple Measures for Kindergarten through Eighth Grade. Consortium on Reading Excellence, Inc., Emeryville, CA. This book contains a collection of formal and informal reading assessments for use with students in Grades K-8. These assessments assist the teacher in targeting areas of strength and weakness, in monitoring student reading development, and in planning appropriate instruction. The book's assessments (some in both English and Spanish) range from phonemic awareness and phonics to spelling, vocabulary, and comprehension. Clear and concise instructions in the book, along with reproducible record forms, make each assessment easy to administer and score. According to the book, unlike large-scale achievement tests, the majority of these assessments can be administered individually. Each assessment was selected because it measures an important research-based reading skill quickly and reliably. Some of the assessments included in the book are formal assessments that have been refined through rigorous field testing and validation studies; others are informal curriculum-based assessments designed to measure specific skills critical to successful reading. The book points out that, in an effective reading program, assessment informs instruction. An appendix contains the reading assessment profile forms, a focused resource list, and an article, "Assessing Reading and Spelling Skills" (R. Malatesha Joshi). (NKA) Descriptors: Curriculum Based Assessment, Elementary Education, Informal Assessment, Performance Based Assessment, Phonemic Awareness, Reading Achievement, Reading Comprehension, Reading Diagnosis, Reading Instruction, Reading Skills, Reading Tests, Spelling, Student Evaluation, Vocabulary Arena Press, 20 Commercial Boulevard, Novato, CA 94949-6191 (order no. 8120-7, $25). Tel: 800-422-7249 (Toll Free); Fax: 415-883-3720. Publication Type: Books; Guides - Classroom - Teacher; Tests/Questionnaires Education Level: N/A Audience: Practitioners; Teachers Authoring Institution: Consortium on Reading Excellence, Inc., Emeryville, CA.

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By Maddie Pelkey The voice is an instrument, just like a trumpet, a violin, or a piano. There are certain technicalities that every vocalist has to master in order to control their instrument. But in order to be a good musician, not just a good singer, there are many concepts you need to be familiar with. These are just a few of the concepts I’ve found it’s important to understand in my first semester as a freshman vocalist. 1. Know your terms. Hopefully your high school teacher taught you solfège — which, by the way, is totally underrated in high school. But you also need to know the more complex terms that pertain to your craft, like “passagio” and “tessitura.” And you also might want to start familiarizing yourself with Italian words that describe the mood of music, like “grazioso” and “pesante.” I know that learning vocabulary like this sounds boring, but your college professors will throw these around in lectures, lessons, and rehearsals and expect you to know what they mean. Of course it’s okay to ask if you don’t know a term, but it’s nice to have the background knowledge beforehand so you understand the context of what you’re working on that much faster. 2. IPA (International Phonetic Alphabet) My high school chorus teacher taught our chamber chorus, and later his entire program, the basics of IPA. At the time, I thought it was cool, but I wasn’t really sure when I would use it besides writing the pronunciations of words in my music — which is handy, but not really ground-breaking. Imagine my surprise when I realized that the first semester of my English/Italian diction class was literally learning the basics of IPA. Thanks to my high school teacher, that class is a breeze. I’m so grateful he taught me IPA before I came to college, because now I’m just getting reinforcement of what I already know. Thus the IPA will stick with me longer, and the prior knowledge certainly helps my grades, too. Learn basic vowels and consonants before you come to college — you’ll be glad you did. 3. Know the notes on the piano. When I signed up for Piano 1, I was expecting to be able to play all my scales and a few songs by Thanksgiving break. Instead, I was assigned scales and a few songs in the first week. Knowing the notes on the piano is probably the most important thing you can do before you go to college for music: not only will it refine your theory skills, it will also make sure you don’t cry in the practice room every time you try to do your piano homework. In all seriousness, learn which note is where. Knowing where middle C is and finding everything from that just doesn’t cut it. If your teacher is expecting you to play major scales with both hands in your first week, you need to know every single note. Flash cards are a beautiful thing. 4. Be familiar with the Circle of Fifths. Again, knowing the circle of fifths is great for piano class, but you’ll really want it so you can pass theory with flying colors. Theory revolves around intervals, scales, and key signatures. When it comes down to it, that’s all Theory 1 really is: arranging intervals in succession in a way that doesn’t break the all-important (but sometimes malleable) rules of composition. If you know your circle of fifths, then you’ll start your first weeks of theory strong, which is super important in understanding the rest of the course. The unfortunate tendency for high school vocalists is to think of yourself as solely a vocalist, not a musician. Avoid this pitfall by studying up on these things before college: take a theory class at your high school, or learn some basic scales on the piano. And if your music teacher goes off on a tangent during class about theory or the International Phonetic Alphabet, take note of what they’re saying. You never know how it’ll help you in the future. About the author: Maddie Pelkey is currently a first-year vocal music education major at the State University of New York at Fredonia. In addition to her interests in music, she is an avid writer and loves the French language. She is a regular guest blogger @ stanpelkey.com.

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KNOXVILLE — Schools are back in session and students (and parents!) may be facing that often-dreaded evening activity: homework. How can you successfully get back into the homework habit? Here are five suggestions from Amy Broemmel and Kristin Rearden, both associate professors in UT Knoxville’s College of Education, Health and Human Sciences. Broemmel teaches elementary education and reading education; Rearden teaches elementary education and science education. In addition, each woman is the mother of three children age 13 and younger. 1) Boost Brain Power — Make sure children have the fuel they need to do their work. Do homework after dinner or give kids a high-protein snack before they begin. Good snacks include apple slices with peanut butter, graham crackers and milk, cheese cubes or granola. Also, Rearden said, break up long stretches of homework with some exercise. “For instance, you might say, ‘Do your math homework and then come outside with us for a while,” she said. 2) Secure a Space — Find a good spot for children to do their homework. “Some kids can focus no matter what; others need quiet,” Broemmel said. “You have to know your child.” You also may need to limit possible distractions, including the TV, cell phones and iPods. Also, whether kids do their homework at the kitchen table or in their bedroom, make sure you check in periodically to ensure the work is getting done. 3) Advise without Answering — Remember, it’s their homework; not yours. Look over your children’s homework and, if you see they’ve made mistakes, coach them — but don’t just give them the answers. When it comes to reading, don’t always insist the child read to you. “Fifteen minutes of you reading aloud beats 15 minutes fighting to get your child to do the reading,” Broemmel said. 4) Look Long-term — In addition to tackling tonight’s homework, make sure your children are keeping track of what’s due at the end of the week and at the end of the month. Parents have to help their children learn how to organize “even if it takes sitting down together and plotting assignments out on a calendar,” Rearden said. 5) Monitor the Minutes — The National PTA suggests that the appropriate amount of homework is 10 minutes per night per grade. That means a first-grader should have about 10 minutes of work, a second-grader should have about 20 minutes, etc. “If your child is spending significantly more than that on homework, have a talk with your child’s teacher,” Broemmel said. For parents who have more than one young child, the experts suggest trying to get one working independently on an assignment while you work with the other — and then switch. Staggering bedtimes can give you one-on-one time with children. And having an older child read to a younger one can help them both. And, when you’re on the go, have your children log some reading time by listening to one of their favorite chapter books on CD. C O N T A C T : Amy Blakely (865-974-5034, [email protected])

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PUBLISHED : Monday, 12 January, 2015, 4:32pm UPDATED : Monday, 12 January, 2015, 4:32pm Last summer, the American Academy of Paediatrics issued a new policy statement for its members, recommending that paediatricians advise parents of young children about the importance of breastfeeding, vaccinating and reading aloud.Until that moment, reading to children was just another fun and enriching educational experience, on par with playing in the park and attending live theatre performances. When educators extol the virtues of reading to children, parents interpret its importance in terms of language skills and literacy development. But the academy's pronouncement shows that the importance of reading goes beyond educational value. Parent-child read-alouds have a vital impact on children's cognitive, social and emotional development. A child who is read to, breastfed and vaccinated will have a better chance for good health and brain development. The AAP policy statement also recommends its members to counsel parents on how to read aloud, and what books to read. To make reading fun, and to cater to the short attention span of infants, parents can start with short nursery rhymes and point-and-name picture books. The readings can be incorporated into a daily routine. A short story at breakfast, or even on the potty, can take advantage of those precious few minutes when a toddler is your captive audience. In this way, the "five R's of early education" - reading, rhyming, routines, rewards and relationships - are strengthened. As infants grow into toddlers, and progress to kindergarten and primary school, their vocabulary and comprehension advance at a faster rate than their reading ability. Picture books that celebrate language can help to encourage greater literacy development, and what better way to celebrate language than to go to its source: the ABCs. So here is a selection of alphabet books that can be enjoyed by both growing children and the parents who are reading to them. Two classics are Dr Seuss' ABC and Maurice Sendak's Alligators All Around. Both use alliterative sentences such as "a lazy lion licking a lollipop", with illustrations in the authors' signature styles adding to the enjoyment. For a contemporary take on the ABCs, Steve Fiffer cleverly created a single sentence comprising words that begin with all the letters, in alphabetical order. The result is Arctic Bears Chase, a witty word puzzle with humour-filled illustrations. Alphabet concept books are experiencing a rebirth, with some recently published picture books that combine the alphabet with beautiful storytelling and art design. In Ah-Ha to Zig-Zag, artist Maira Kalman presents a quirky alphabetical guide to objects from the Smithsonian Design Museum. Kalman opts for unconventional choices including a ceramic dog, a 13th-century silk thinking cap, and a pair of 19th-century tin slippers. Elizabeth Schoonmaker brings back her much-loved feline in Square Cat ABC. Her original book Square Cat, introduces Eula the square cat, who bemoans her life in a world of round cats. In Square Cat ABC, Eula meets a blue mouse, and their tale leads readers from A to Z, as the characters work through everything from the mouse's fear of porcupines to Eula's disdain for spinach. Primary school children will love the short interconnected stories that explore the alphabet in Oliver Jeffers' Once Upon an Alphabet. The illustrations are droll, dark and slightly odd. Some of the stories can be morbid, akin to the style of Roald Dahl and Lemony Snicket. But in general, they are funny and original, contain rich vocabulary, and push the boundary of our expectations for a children's picture book. Dr Pamela High, lead author of the AAP policy statement, writes: "Books are a useful tool, but we also want parents to understand that reading to their children is so powerful because children think their parents are the most important people in their world." Annie Ho is chair of Bring Me A Book Hong Kong bringmeabook.org.hk a non-profit organisation advocating family literacy

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Mathematics, in its purest form, is an art concerned with the exploration and expression of ideas. In its practical form, mathematics is a symbolic language and is concerned with the application of mathematical ideas and tools to the sciences and other areas of human endeavor. The study of mathematics is grounded in problem solving and includes the ability to think in a certain, organized way. It is fundamental to a number of disciplines and careers, including computer technology, business, and the social sciences. Housed in the Department of Mathematics and Computer Science, the BSU Mathematics program helps students of all majors better prepare for successful careers in a number of fields. We not only equip them with strong math skills, but we teach them the practical applications for those skills. - Mathematics BS General, Applied or Actuarial Emphasis - Mathematics Education, Teacher Licensure BS - Mathematics Elementary Education BS - Mathematics Minor

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ERIC Number: ED273445 Record Type: RIE Publication Date: 1986-Jun Reference Count: 0 Ecology: A Teaching Module. Occasional Paper No. 94. Brehm, Shirley; And Others Designed to address conceptual problems associated with ecology, this module can be used with high school students or college nonscience majors including those in elementary education. The materials offer guidance to teachers in diagnosing student deficiencies, in creating dissatisfaction with misconceptions, and in providing opportunities for application and practice. This module contains: (1) an introductory section (discussing the misconceptions related to the understanding of ecology and how to use the module to overcome these barriers); (2) diagnostic test and commentary (designed to be used as a pretest and/or posttest); (3) materials for lecture or discussion (consisting of a series of copy-ready masters for use as overhead transparencies and student handouts on the topics of matter and energy, energy flows and matter cycles, food webs and trophic levels, food and energy pyramids, carbon and nitrogen cycles, and succession); (4) field activity (providing guidelines and suggestions for a field trip on succession); and (5) problem sets and commentary (presenting problems associated with energy flow, matter cycles, succession, and habitats and niches). (ML) Descriptors: College Science, Ecology, Environmental Education, High Schools, Higher Education, Learning Modules, Misconceptions, Preservice Teacher Education, Science Activities, Science Education, Science Instruction, Science Materials, Secondary School Science Institute for Research on Teaching, College of Education, Michigan State Univeristy, 252 Erickson Hall, East Lansing, MI 48824 ($4.50). Publication Type: Guides - Classroom - Teacher Education Level: N/A Audience: Practitioners; Teachers Sponsor: Office of Educational Research and Improvement (ED), Washington, DC. Authoring Institution: Michigan State Univ., East Lansing. Inst. for Research on Teaching.

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Give families postcards to mail to friends in other states and countries. Learning from teacher modeling Children benefit from teachers modeling writing and from opportunities to interact with others on writing projects. Jackson provides time in class every day for students to write or draw in their journals and encourages their use throughout the day. Invite children to respond to the morning message and write their names and some words in their dictated sentence. Bridging the gap to conventional reading. Jackson will support Jayden by continuing to work on both long and short vowel sounds in other simple words. Also, children at this stage tend to focus on the beginning and ending sounds in words before they grasp the middle sounds. Jackson begins, "Children, we are going to write the words to our message so we can read them. Conceptual play These kids like to focus on materials and their properties. As indicated by Table 1, the key goal for Carmen is beginning to hear and represent additional sounds in words in her writing, in particular identifying both initial and final sounds in words. The opinions expressed are those of the authors and do not represent views of the U. Today, children sign in as they pretend to visit the doctor in one learning center and sign for a package delivery in another. Most children who enjoy reading will eventually memorize all or parts of a book and imitate your reading. Promoting literacy development, however, is not confined to young children. From Scribbles to Signatures: National Institute for Literacy. Invite children to share their books with the class and then add them to the library. G is at the beginning of goat; T is at the end of goat. Encourage parents to establish routines that include writing lists, messages, stories, and letters. In terms of vowels, he is most familiar with the long sounds, which match the names of those letters. It feels light and I can hear it sloshing around in there. Salient and Beginning Sounds To write beginning and ending sounds in words Provide play activities in which children write words e. The theory evolved from the concept of "reading readiness" or the notion that before children can learn to read, they must possess a certain mental maturity. Developing conceptual, procedural, and generative knowledge of writing Children gain knowledge of and interest in writing as they are continually exposed to print and writing in their environment. At this point in their development, children create pictures which represent things, not words. Is there something for everyone or are we leaving some kids out? National Early Literacy Panel Journal of Literacy Research, 39 137— Much more than other kids they like to categorise their play materials, they like to compare and contrast their toys. Jayden is a diligent writer of words, working very slowly and carefully sounding out words. Remember to obtain more than just name-writing samples! This activity is followed by a discussion of spiders. She decides to introduce the children to Chester a stuffed teddy bear. There are some early signs that may place a child at risk for the acquisition of literacy skills.Alphabet Knowledge, Comprehension, and Emergent Writing ©Project REEL: Sandefur, Warren, Gamble, and Hicks () 2 shared writing, and guided writing with young children model the sound-symbol relationships with letters so that children know that Bryan and Alphabet Knowledge, Comprehension, and Emergent Writing. Children who have difficulty grasping emergent literacy games and activities may be referred for further assessment so that intervention can begin as early as possible to foster growth in needed areas and increase the likelihood of successful learning and academic achievement. Understanding and supporting emergent writing Noella Mackenzie VCAA Twilight Seminar: Wednesday 17 September culturally embedded human activities which encompass the many codes and symbolic systems humans use for constructing and children’s emergent writing helping. Emergent writing activities don't have to be formal. Children can understand the purpose of writing through imaginary play. You can provide pencils and paper so that kids can take orders while playing restaurant, write grocery lists while playing house, write research notes while playing scientist and whatever other imaginary games your. Podcast: Play in new window | Download Emergent writing is dependent not only on a child’s exposure to literacy activities from birth, but how they engage with those activities on a day-to-day basis. Emergent writing is young children’s first attempts at the writing process. Children as young as 2 years old begin to imitate the act of writing by creating drawings and symbolic markings that represent their thoughts and ideas (Rowe & .Download

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PDF pending restoration ERIC Number: ED108483 Record Type: Non-Journal Publication Date: 1973-Jul Reference Count: N/A Forming an Estudiantina and Symbols of Music Notation. This guide for music teachers in Spanish/English bilingual education is an attempt at gathering the basic musical vocabulary and presenting it in English and Spanish, and is adaptable to all levels. The units cover: forming an estudiantina, including cost ssand method of instruction; symbols of musical notation and definition of musical terms, in English and Spanish; simple songs for beginners, also in both languages; and costume sketches. (Author/AM) Descriptors: Biculturalism, Bilingual Education, Curriculum Guides, Instructional Materials, Learning Activities, Music Activities, Music Education, Music Reading, Resource Materials, Spanish, Teaching Guides, Teaching Methods, Vocabulary Dissemination Center for Bilingual Bicultural Education, 6504 Tracor Lane, Austin, Texas 78721 ($2.50) Publication Type: Guides - General Education Level: N/A Sponsor: Office of Education (DHEW), Washington, DC. Authoring Institution: Dissemination and Assessment Center for Bilingual Education, Austin, TX. Identifiers - Laws, Policies, & Programs: Bilingual Education Act 1968; Elementary and Secondary Education Act Title VII

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Two Year Program TWO YEAR PROGRAM Two-year-olds are busy, active, energetic children. They are naturally curious about their surrounding environment and ready to absorb new vocabulary words, develop fine and gross motor skills, and begin to understand the concept of cooperative play. The two-year-old program is often a student’s first school experience. Our qualified teachers gently guide these early learners in a creative learning environment. The classrooms are designed to offer young children exploration opportunities and social play with friends. Age-appropriate materials in well-designed play areas foster social growth as children move from independent to cooperative play. In addition, a variety of opportunities are available for language development in the two-year-old classroom. Thematic units and hands-on activities provide a framework to enhance fine motor development, eye-hand coordination, visual tracking, spatial developments, and language growth. Each child is gently challenged, and individual activities are modified to meet the developmental level of each child laying the foundation for future academic success. our two-year old curriculum includes the following elements: - Multisensory activities - Fine and gross motor skill development - Hands-on art activities - Music appreciation - Language enrichment - Alphabet Puppets - Cooking adventures - Thematic learning centers - Self-help skills - Cooperative play and social skills 5-STAR COMMUNITY RATING ON GREAT SCHOOLS Lean how to enroll your child today! TAKE A TOUR Schedule a tour or our campus today!

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Date of Award Action Research Project Master of Arts in Education Montessori Early Childhood, Montessori Elementary Education Abstract In the early academic years, read aloud time is frequently incorporated in the daily classroom schedule. For our investigation, we wondered if certain strategies (interactivity, scaffolding, and modeling enthusiasm) would help to foster deeper connections, conversation, and literary skills when used during read aloud time. We observed teacher-directed read aloud time in two Montessori environments, one with toddlers ages 2-3, and one with elementary children ages 6-9. We used various sources of data collection methods to help us track student engagement and focus, with and without the strategies implemented. The results of the study showed that more children stayed focused and engaged longer during read aloud when the teacher used scaffolding, showed enthusiasm and was interactive while reading. When these strategies were not implemented during a read aloud time, children became more easily distracted and were less inclined to make related comments or ask questions. Interactivity, enthusiasm, and scaffolding helped the children to make insightful connections within the text and to their own lives. In order to make read aloud time a more effective learning experience in the classroom, these strategies can be practiced regularly. To continue to help foster early reading skills and maintain an interest in literacy, interactivity, scaffolding and enthusiasm can be implemented during every classroom read aloud time. Agnello, Sara and Yengle, Mary. (2015). The Effects of Interactivity, Scaffolding and Modeling on Children’s Attention and Engagement During Read Aloud Time. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/113

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By McGraw-Hill Education A balanced method of technological know-how in every one level Glencoe technology: point purple is the 1st ebook in Glencoe's three-book built-in technology sequence. point pink offers scholars with exact and complete assurance of existence, earth, and actual technological know-how. The powerful content material assurance integrates quite a lot of hands-on studies, critical-thinking possibilities, and real-world functions. Read Online or Download Glencoe Science: Level Red, Student Edition PDF Similar science for kids books Books within the instructing English Language rookies (ELLs) around the Curriculum sequence are written particularly for pre- and in- carrier academics who won't were educated in ELL ideas, yet nonetheless locate themselves dealing with the realities and demanding situations of modern diversified study rooms and rookies. each one publication offers basic and simple suggestion on the best way to educate ELLs via a given topic region, and the way to coach content material to ELLs who're at diversified degrees of English language talent than the remainder of their classification. "Turning issues: the character of Creativity" discusses theories and strategies concentrating on a severe idea of highbrow turning issues within the context of severe pondering, medical discovery, and challenge fixing regularly. This ebook introduces a unique analytical and experimental approach that gives not just new methods for retrospective experiences of clinical switch but additionally for characterizing transformative potentials of potential medical contributions. A necessity exists for larger types of what contributes to alterations within the time that scholars take to accomplish doctorate levels. using a number of information assets, On Time to the Doctorate offers a brand new version to provide an explanation for alterations in either overall time to the doctorate and within the a number of parts of time to the doctorate. This publication enhances fact-drive textbooks in introductory biology classes, or classes in biology and society, via concentrating on a number of small print: (1) Biology as a means of doing technology, emphasizing how we all know what we all know. (2) It stresses the function of technology as a social in addition to highbrow approach, person who is usually embedded in its time and position in heritage. - On Meaning and Mental Representation: A Pragmatic Approach - Science Safety in the Community College - Chemistry Education and Contributions from History and Philosophy of Science - Elektrotechnik fur Ingenieure 2 Additional info for Glencoe Science: Level Red, Student Edition Taking a Guess “I think it’s a pair of scissors,” said Marcus. ” asked Isabelle, while shaking the box. ” asked Ms. Clark. “Well, staplers are small enough to fit inside a shoe box, and it seems to weigh about the same,” said Isabelle. “We can hear metal when we shake it,” said Enrique. ” “Yes,” they agreed. “You just stated a hypothesis,” exclaimed Ms. Clark. ” asked Marcus. Biologist Some naturalists study the living world, using mostly their observational skills. They observe animals and plants in their natural environment, taking care not to disturb the organisms they are studying. They also might attend meetings where they make speeches about their work. Like the science-fair student in Figure 13 demonstrates, an important part of doing science is the ability to communicate methods and results to others. Why do scientists share information? Figure 13 Presentations are one way people in science communicate their findings. Make a Data Table SEASONAL TEMPERATURES Suppose you were given the average temperatures in a city for the four seasons over a three-year period: spring 1997 was 11°C; summer 1997 was 25°C; fall 1997 was 5°C; winter 1997 was Ϫ5°C; spring 1998 was 9°C; summer 1998 was 36°C; fall 1998 was 10°C; winter 1998 was Ϫ3°C; spring 1999 was 10°C; summer 1999 was 30°C; fall 1999 was 9°C; and winter 1999 was Ϫ2°C. Not all models are for scientific purposes. You use models, and you might not realize it. Drawings, maps, recipes, and globes are all examples of models. Thinking Like a Scientist Procedure 1. Pour 15 mL of water into a test tube. 2. Slowly pour 5 mL of vegetable oil into the test tube. 3. Add two drops of food coloring and observe the liquid for 5 min. Analysis 1. Record your observations of the test tube’s contents before and after the oil and the food coloring were added to it. 2. Infer a scientific explanation for your observations.

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It is no secret that there is a gap between quality education and low-income communities. When factors such as financial status and residential location determine the options for education, it leaves much room for inequality. But shouldn’t all children have access to quality education? After all, children are the future, and limiting the opportunities for success due to circumstances out of their control is unfair, especially in terms of education. Fortunately, charter schools like Rocketship Education are becoming more prevalent, giving children and families of low-income communities better options for education. By providing access to quality education without restrictions, Rocketship Education is slowly breaking down the barriers between students of low-income communities and their opportunities for academic achievement. Taking a different approach than traditional public schools, Rocketship greatly values and encourages parental involvement. They believe that by working together they can create the best learning environment for all Rocketship students. The school’s personal approach proved to be one of the most significant factors in San Jose, California mom, Dulce. When she and her family lost their home of eight years in a flood, Dulce, along with 30 other families received food, clothing, and an overwhelming amount of support from the school her son attended. Going far beyond providing food and clothing, the network of schools formed the “Rocketeers”, a group of volunteers within the organization. Along with Catholic Charities, they earned nearly $62,000 to help communities throughout the U.S. with disaster relief. Rocketship is on a mission to transform elementary education. Unlike the traditional hiring process for educators, Rocketship requires potential teachers to participate in interviews in addition to interviews with the school’s administration. Once hired, teachers are required to periodically visit the home of their students to gain a better understanding of their history and family life. Their untraditional approach to education gives their students an immeasurable amount of advantages and great opportunities for learning.

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In addition, he directs a full studio of low brass students at Evanston Township High School and Elk Grove High School. Music Education Philosophy Taking music and instrumental lessons is the most efficient way for musicians to improve their performance ability and musicianship skills. They can then incorporate these new music skills into rehearsals and concerts at school, which will bring their entire musical experience to the next level. Trombone/Euphonium/Tuba Lessons and Workshops Include low brass technique, breathing, posture, note-reading, performing a variety of musical styles, lip slurs, legato playing, intonation, performing challenging low brass repertoire, theory, ear-training, and sight reading. Jazz and Improvisation Lessons and Workshops Include improvisation, ear-training, listening, jazz style, solo transcription, ensemble playing, the art of learning jazz standards, jazz theory, composition, and jazz history. To book a lesson or workshop, please [email protected]

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It’s imperative that we make tools for creativity ubiquitous. Arts and music education programs are mandatory in countries that rank consistently among the highest for math and science test scores, like Japan, Hungary, and the Netherlands. The Power of a Blank Canvas Gallup, Inc and The Knight Foundation collaborated to conduct a three year study aimed at exploring how an individual’s attachment to their community affected the communities economy. They found that cities with the highest levels of attachement also had the highest level of GDP growth. According to the research, the three things that drive attachment are: social offerings, aesthetics and openness. If people are more attached to the community they live in, they are more likely to engage and make it a better place. Imagine what the simple act of securing blank canvases around a community can do. Through it, we not only empower a community, but we can also create the potential to understand that community in a way never before possible. A blank canvas can change everything. “All art intuitively apprehends coming changes in the collective unconscious.” Cultivating innovation to move our world forward “So many of us are casualties of 21st century culture – consumerism and frivolous conversations through a computer. But the harsh reality is we’re not really connected with anyone or anything. But there’s a way we can change. Art. Art and culture are intrinsic to our lives whether we create or experience it. It can bring us together for a moment in time, it can ignite real conversations between people, it can cross borders and boundaries. Art can be the change that reconnects us as human beings.” – Charlotte Church

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