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Reading difficulties can catch up to students in middle school as the demand for more independent reading increases in most classes. A student who has trouble reading is likely to struggle not just in language arts, but also in science, social studies and any other classes that use a textbook. The sooner a struggling middle school reader learns effective reading strategies, the better his chances at keeping academically on track. When struggling students read slowly, stumbling to sound out words and ignoring punctuation, they can't focus on understanding the ideas in the text. Reading along with a recording of a middle school-level story such as "Rikki-Tikki-Tavi" or a poem like "The Highwayman" helps improve fluency by giving students a model of proper pacing and expression. Teachers and parents can also help students work on sounding out words in books written at their reading level. The adult can challenge the student to find words with different sounds, such as long or short vowels. This strategy will give the student practice sounding out words until he can read them automatically. Good readers process words and build meaning from the text almost simultaneously. For struggling readers, figuring out words and understanding ideas occur as separate processes that rely heavily on short-term memory for constructing meaning. Struggling middle school readers need to hear models of the way good readers think and make sense of the text. Teachers and parents should read aloud to students, from middle school-appropriate texts including news and sports articles, pausing often to share thoughts and explain the mental strategies they use to find meaning. For example, they should stop when they find an important idea and explain why it might be critical. The strategies most middle school students need to work on include summarizing, making inferences, interpreting figurative language and drawing conclusions based on text evidence. Middle school students need plenty of practice reading relevant material written at a level they can understand. A seventh grader reading at a fifth-grade level needs to start with stacks of fifth-grade books and gradually progress to sixth- and seventh-grade texts. She might begin with the "Diary of a Wimpy Kid" books and progress to Harry Potter novels. As they read, students should consciously apply the reading strategies they have been working on. If a student has been working on visualizing events in the story, she should focus on picturing scenes in the text whenever she reads. Parents and teachers should support the reading practice by talking to struggling students, asking them to read aloud and offering suggestions for improvement. Writing About Reading Sometimes understanding doesn't occur until after a reader has to reflect on the text. Writing can be an effective way to show middle school students the value of reflection. Writing helps them to clarify their thoughts and put their ideas in precise language. Their writing also becomes a permanent record of their thinking. Teachers can give students questions or prompts to reflect on, but middle school students should also decide for themselves what is worth writing about. A useful prompt for a writing assignment on a novel might be something like, "Explain two or three important events that happened in the chapter." Or, for a nonfiction book, "Name three important facts you learned by reading and explain why they are important." - BalancedReading.com: Older Students Struggling With Reading - RTI Action Network: Classroom Reading Strategies That Support Struggling Readers -- Key Components for Effective Teaching - Literacy Connections: Fluency as a Bridge to Comprehension - ASCD: Educational Leadership: Phonics Instruction for Older Students? Just Say No - Alliance for Education: Writing to Read - Creatas Images/Creatas/Getty Images

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From my experience, parents want their kids to have a great education, and most are willing to pitch in. On a good day, it might mean helping them study for a killer algebra test. On a bad day, it’s a more thankless task: helping them reevaluate priorities, prying fingers from the high tech keypads, smartphones and controllers stashed under every pillow. Education is a complex topic, which deserves and is getting much discussion. But as a parent, I think understanding our stake in the process is an increasingly critical conversation, one that doesn’t always get air time. I’d like to frame the question like this: With school districts grappling with troublesome finances and even more troublesome test scores, what roles can and should parents play in the education process? K12 Education today functions like an ‘ecosystem’. Most of the many interdependent stakeholders (teachers, students, parents, administrators, legislators, policy makers, text book companies) work diligently, but not always in tandem. No one entity has full control of the process. Across the diverse stakeholder groups are multiple, often conflicting objectives. Each depends on the others in the food chain for the system to function, but there is little optimization taking place. Across the education ecosystem, too often it’s become a challenge of survival. You may have seen “Waiting for Superman” and learned that across the nation, drop out rates are accelerating. Or maybe you saw “Race to Nowhere” about the pressure schools and parents are together putting on children, and how we must reevaluate how to define success. A more extreme example is the “Parent Trigger” where states allow parent-led coalitions to takeover problem schools. While education leaders have much to do in sorting this out, parents have an important voice. We often forget that kids acquire language, behavior, and foundational learning skills before they set foot in a public school. Approaches will vary, but parents have the first crack at making learning a priority, and must work ever harder to sustain that. Schools, in turn, must understand what the family is experiencing, to effectively participate in an open collaboration. Let’s tee up a few discussion topics to help us get at the core challenges of Parent Engagement. Q1. What is the ideal role of parents in the education process? Q2. How could we, as parents, help in a meaningful way? Here are some starter ideas, to get you thinking (do these resonate?) - quality time on foundational skills (especially pre-K) - finding creative ways and times to teach (story, play) - fostering respect for knowledge and learning - focus on resilience - focus on mastery (deep learning) over performance (test scores) - focus on critical thinking - making innovation in education a priority Q3. Who helps parents navigate these challenges, and should schools play a role in supporting them? Q4. Can parents and teachers find the quality time required? Education is undergoing some much needed transformation. From multiple sources, we can see innovative schools working diligently on new approaches. But time is short. And that’s an issue on many levels. I sense that kids today start kindergarten well behind the power curve, leaving parents with few choices and many frustrations, and often no sense of what they could be doing to help. No silver bullets here. But that’s all the more reason for the conversation. As always, please share your thoughts as comments, I’d love to discuss your perspective.

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If you love music, this is your lucky day. Those tunes you enjoy listening to so much are actually affecting your brain in pretty significant, positive ways. So do your cranium a favour by cranking your best playlist, and reading the incredible facts below. 1. Children who play instruments have better developed brains We know you hate listening to them practice, but kids really benefit from learning to play an instrument. That’s because as people mature, the outer layer of their brain (called the cortex) becomes thicker. And a study published in the American Academy of Child and Adolescent Psychiatry last year found that children who play music regularly saw “more rapid cortical thickness maturation” in the areas of the brain associated with motor planning and coordination, visuospatial ability, as well as emotion and impulse regulation. Not bad for a drum set, eh? 2. Musicians can hear things no one else can If you haven’t already decided to take up playing an instrument, another study out of Northwestern University also found that people who learn to play at a young age will have an enhanced ability to hear and process sounds they wouldn’t otherwise be able to. It’s almost like having a sixth sense! 3. Music actually makes you happier Have you ever gotten a chill while listening to one of your favourite songs? That’s just music messing with your brain chemistry. According to a study published in the journal Nature, that feeling is actually the result of your brain releasing a large amount of dopamine (which is associated with pleasure) in anticipation of the peak moment of the song. That means if you’ve ever heard someone describe music as a drug, they aren’t actually far off from the truth. 4. Songs can help you recall long-lost memories In a study published in the journal Neuropsychological Rehabilitation, researchers found that music can help patients even with severe brain injuries recall personal memories. But there’s more good news: the memories the patients recalled usually involved a person, people or a life period, but they were almost always positive. 5. You’ll be able to drown out background noises better than others Even if you only played an instrument for a couple of years in school, the effects left on your brain will stick around for decades. One of them is the ability to drown out background noise. Typically as people age, this becomes harder and harder to do. But a study published in the Journal of Neuroscience found that those who played instruments at some point were not only better at blocking out unnecessary sounds, they were also better at honing in on the ones they actually wanted to hear. 6. It can make you smarter A study published in 2007 found that children who attended schools with superior music education programs scored around 22 per cent higher in English and 20 per cent higher in math scores on standardized tests. The researchers added that even when children attended lower-quality music programs, they still performed better than kids who never attended at all. 7. Music can help you learn other languages In two different Stanford University studies, researchers found that the musically-inclined found it easier than others to detect small differences in word syllables. Additionally, those with a background in music are also able to work more efficiently at distinguishing tiny differences between rapidly changing sounds, which is essential to processing language.

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Physics/Physical Science Transfer Degree Program This curriculum is for those students desiring to major in science on a broad level. This approach lends itself well to declaring a more specific major in the field of science at a later date. The science and math courses of the Science major will transfer to a four-year institution. A student’s class choices should be planned with the requirements of the transfer institution in mind. See your advisor for enrollment information and transfer institution requirements. Most students who decide to major in Physics/Physical Science at a four-year institution will plan a course of study that will lead to an Associate in Science Degree. Recommended courses for students planning to major in Physics/Physical Science |Course Code||Course Title||Credit Hrs.| |MATH-115||Calculus with Analytical Geometry I||5| |MATH-120||Calculus with Analytical Geometry II||5| |ENGR-210||Engineering Physics I||5| |ENGL-211||Engineering Physics II||5| |CHEM-103||Principles of Chemistry I||5| |CHEM-104||Principles of Chemistry II and Qualitative Analysis||5| |PHYS-111||Introduction to Astronomy||3| Description of Courses ENGR-210. Engineering Physics I. 5 Hours. This is a theory and lab course which covers vectors, mechanics, wave motion, simple harmonic motion and the Laws of Thermodynamics including Kinetic Theory. Calculus is used in the problem solving. The course includes four credit hours of lecture and one credit hour of lab. Prerequisite: Calculus with Analytic Geometry I or concurrently enrolled in Calculus with Analytic Geometry I. ENGR-211. Engineering Physics II. 5 Hours. This course is a theory and lab course which continues with heat, thermodynamics, optics, electricity and magnetism, and elements of modern physics. Calculus is used in the problem solving. The course includes four credit hours of lecture and one credit hour of lab. Prerequisite: Engineering Physics I. PHYS-111. Introduction to Astronomy. 3 Hours. This is a course designed for the non-science major. Emphasis will be placed on fundamentals of astronomy and astrophysics, including history and methodology. PHYS-120. Physical Geology. 5 Hours. This course is designed to provide the student with an understanding of the basic concepts of physical geology. The nature and properties of material composing the earth, the processes by which it is formed, altered, transported, and distorted, the distribution of this material, and the nature and development of landscape will be covered. The course includes three credit hours of lecture and two credit hours of lab. PHYS-121. Historical Geology. 5 Hours. This course will focus on the history of the Earth from its formation within the Milky Way Galaxy to the evolution of Homo sapiens. It will be divided into two areas: physical development of the Earth and the biological development of the Earth. The course includes three credit hours of lecture and two credit hours of lab. PHYS-203. College Physics I. 5 Hours. This is a theory and lab course which covers vectors, mechanics, simple harmonic motion and the Laws of Thermo-dynamics including Kinetic Theory. College algebra and trig skills are required. The course includes four credit hours of lecture and one credit hour of lab. Prerequisite: College Algebra or Trigonometry in high school or college. PHYS-204. College Physics II. 5 Hours. This is a theory and lab course which continues with heat, thermodynamics, optics, electricity and magnetism and elements of modern physics. The course includes four credit hours of lecture and one credit hour of lab. Prerequisite: College Physics I. PHYS-205. Physical Science. 5 Hours. This course is designed for students who need a physical science requirement, especially elementary education majors. Topics include astronomy, atmospheric science, geology and nuclear reactions. PHYS-212. Physics Seminar. 2 Hours. This is a continuation of the introductory physics sequence in which the student will study more advanced topics of "modern" physics. Special emphasis is given to relativity, atomic and nuclear structure, and quantum mechanics. Additional topics in statistical mechanics, and solid state physics will be included as time allows Prerequisite: College Physics I and College Physics II or Engineering Physics I and Engineering Physics II.

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Date of Award Action Research Project Master of Arts in Education Montessori Elementary Education, Montessori Early Childhood, Elementary Education Abstract The purpose of the research was to find which interventions (cognitive, humanistic, behavioral, social) are most effective in decreasing off-task behaviors in an elementary classroom. The research project took place in an upper elementary classroom. The class consists of sixteen fourth through sixth grade Montessori students in a public school setting. Fifty percent of these students are new to Montessori education. Twenty-five percent of the class is special needs students. The four sources of data used in this research included observation forms, self-assessment forms, a story-evaluation form, and class revision of community rules. The results showed a decrease in off-task behaviors and an increase in on-task learning. The conclusion of this research reveals that the most successful intervention is the behavioral learning theory. Students improve the most when given direct responsibility for becoming aware of and changing their own off-task behaviors. They are able to transfer this knowledge into supporting their community's on-task learning. Bradley, Celia. (2014). Decreasing Off-Task Behaviors in an Elementary Classroom. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/47

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The Evolution of Under 8’s Week! Under 8’s Week, which until 1984 was originally Under 5’s week, is about acknowledging the importance of learning in the early years of a child’s life. It has been running for 60 years across Queensland. Over that time the week has evolved, but the purpose to celebrate childhood and promote the importance of the early years remains strong. Under 8’s week has seen many different themes and focuses over the years. This year the theme is “Children are playing Country to Coast – Inspiring learning in the early years through play.” Embracing Play to be an important pathway for children’s learning is seen primarily in the Australian Curriculum where Prep and other Early Childhood learning centres focus on 5 contexts of learning through Play. Play; Real – life situations; Investigations; Routines & transitions; Focused Learning & Teaching Under 8’s Week also focuses on involving children in their local community with Educational events and activities.

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Introduction titles for dating sites examples of metaphors This art lesson page created by a practicing art teacher is a beautifully composed and includes an image by the artist, Andy Goldsworthy, and students’ works created in the style of Andy Goldsworthy.Author: Eileen van De Huvel This sample page from a preservice art teacher’s portfolio utilizes an existing template from Power Point. If you need to cite an entire website in your reference list, include some or all of the following elements, in this order: 1. Tutorial: Citing Government Publications The University of North Texas provides general guidelines for citing government publications as well as links to additional resources. You can usually refer to an entire website in running text without including it in your reference list, e.g.: "According to its website, the Financial Accounting Board requires ...". The site offers comparison citation tables with examples from examples of citing formats like films, photographs, maps and recorded sound that are accessed electronically. This undergraduate (junior) e-portfolio page needs to be enhanced with titles and dates of works and reflections.Parenthetical references should include the author's name, the date of publication and the page number(s) to which you refer. Title (capitalize titles and subtitles using sentence style; for example: );4. Examples: Charles Hullmandel experimented with lithographic techniques throughout the early nineteenth century, patenting the "lithotint" process in 1840 (Twyman 1970, 145-146). Include some or all of the following elements for each complete bibliographic citation in your reference list, in this order: 1. Compiler, translator or editor (if listed in addition to an author);5. This example of an educational philosophy statement by a senior undergraduate art education major addresses her beliefs about what should be taught in art, student learners, technology for art education, and the importance of addressing visual culture in art education.She has identified hyperlinks of “Teachable Moments,” “Computer Applications,” and “Concepts that are challenging” to link to art lessons and reflections on teaching.

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The English language needed to fill out a form may look very different from what is taught in regular ESL classes. Perhaps you would like a job as a Customer Care representative. In this USA Learns activity, you practice listening to this type of phone recording and choose the correct answer, depending on what the instructions are. You will also practice speaking in medical situations. It will ask you questions and instruct you to choose different options to communicate what you are calling about. Listen as often as you need to and then speak into the microphone. This can be very challenging for someone just learning the English language. You need to tell the pharmacist what your problem is and what you need. There are also Life Skills listening activities that prepare you for special situations like listening on a phone call. English Language Life Skills: Practice talking to your future customers! If you call the bank, utility company, airline or any business you normally only get an automated phone recording. Speaking activities let you practice and give you the confidence to talk when you need to do it in real life. There are letters from school or utility companies that come in the mail. In the Life Skills activities in the 2nd English Coursethe questions are in an audio file to give you extra practice in listening comprehension. Try to copy the voice of the native speaker. We may write down a phone number and a message, or write a note, or fill out a form. At USA Learns, we prepare you with vocabulary words you will find on those forms. There are signs on the street. Click Playback and you can compare your recording the the native speaker. This activity will help you practice your listening comprehension skills with personal information vocabulary words. Can you park your car here? Every day we use reading to get information about the world around us. On this page you will find a sample of some of the Life Skill activities you will practice. If you get information from someone on the phone, you need to understand what the person is saying and transfer that into writing. Listen to a phone message and write the message for another person. Speaking for ESL Learners In most situations at work, in the community, or on the road, you will of course have to speak.a skill that is necessary or extremely useful to manage well in daily life Sharing with a brother or sister can help children learn important life skills. life skills such as teamwork, problem-solving, literacy and numeracy skills They will be taught vital life skills, like how to prepare a meal and. Presidential Initiative (Sri Lanka) English as a Life Skill EnglishLifeSkill uploaded a video 4 years ago. Play next; Play now. Life skills, also known as 21st century skills allow students to excel at school, work, and socially. These skills will equip students for now, and the future. Life Skills: Language is. These examples are from external sources. Click on the icon to tell us what you think. Not for nothing is swimming sometimes referred to as a life skill. Such activities included the emergency relief and rehabilitation, rural infrastructure development, life skill development, and local resource. English As A Life Skill. K likes. Help and Support 'English As A Life Skill' curriculum in Sri Lankan Education System which is going to be assessed. “Life skills” is a broad category, because any skill that is useful in your life can be considered a life skill. Necessary life skills also vary by culture and by a person's age.Download

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Some language students learn a foreign language easily, while others have to struggle to understand even just the gist, let alone the nuances of the foreign language. Although learning a foreign language is not supposed to be easy, learning a language should be challenging and yet encouraging at the ...Read More Linguistic diversity is a common issue in the world today, and due to the linguistic dominance of a few major languages, perhaps it is one of the common reasons why many minor languages are threatened to die. Thus, language changes have important implications for the people and One of the considerations that may keep professional translators from setting up their own translation business is the need to attract funds to finance the venture. Not all translators are financial experts, and they are not usually millionaires either. For enterprising translators - and indeed for any start-up entrepreneur - ...Read More In the world of today, translation is an important matter, whether in simple conversation or in international affairs. However, even though most people have noticed that translation really matters in any subject area, not all people realize and understand the vital significance of it in different particular settings. Learning the alphabet of a language is a simple concept, but it is the most important stage of a human being’s literacy development. Usually, the alphabetic principle states that there are individual letters, or combinations of letters, in order to represent the regular sounds of speech. Through human knowledge ...Read More The idea of learning a foreign language is exhilarating and scary at the same time. If you were forced to take a foreign language in high school you are probably haunted by memories of tests that you weren't ready for and endless grammar lessons that bored you to ...

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M.A. in Elementary Education Interdisciplinary and Inclusive Education College of Education Mathematics--Study and teaching (Elementary); Sixth grade (Education) Elementary Education and Teaching This study determined if teaching science and mathematics with an integrated approach would increase students' achievement. It also determined whether males or females achieved higher in science and mathematics when taught with the integrated approach. as compared to teaching the two disciplines separately. It determined whether the attitudes of the fourth grade students improved when mathematics and science were taught with an integrated approach. The group participating in this study consisted of one fourth grade class. The total population of the study was sixteen fourth grade, heterogeneously grouped students. The class consisted of twelve female and four male students. For one month, mathematics and science were taught as separate disciplines. For another month, mathematics and science were taught as an integrated unit. The mean scores were calculated each month. Each student was given an attitude survey to determine how they felt about mathematics and science. An analysis of the data was completed in order to accept or reject the four stated hypotheses. t-Tests were performed to determine if any significant differences existed between the mean scores. After analyzing the results of these tests, it was found that there were no significant differences in achievement levels, but there were significant differences in student attitudes. Rodgers, Dori, "A study on the differences of teaching mathematics and science separately and integrated" (1997). Theses and Dissertations. 2110.

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Class 4 celebrated their learning journey about the Ancient Greeks by having a Greek Day. We dressed up, had a Greek feast and made Greek clay pots VSA Science Day Year 5 went to Buxted School to take part in a Science Day. We were set a task to build a battery operated robot with wireless control. We worked with the students from the other village schools, as a bonding exercise, which was cool! We were set 3 challenges. Our robot had to: - compete in a race against other teams - play football - play a wrestling competition to see which robot was the strongest. OUR ROBOT WON! VSA Maths Trail Year 6 went to Wilderness Wood to complete a Maths Trail. We tried a variety of different challenges to test our numeracy skills.

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It is a well-documented fact that the preschool years are critical for building a sound foundation of learning in the K-12 school years. A child’s cognitive development during early childhood, which entails building pre-reading, language, vocabulary, and numeracy skills, begins from the moment the child is born. As per developmental scientists, the brain requires a tremendous amount of knowledge and information about language in the first year of an infant’s life, even before they speak. Resultantly, there is a direct connection between the early cognitive development of a child and the levels of success they are able to achieve later in life. For instance, infants who are better at grasping the nuances of speech at 6 months of age are better at developing complex language skills at the age of 2 or 3. If a preschool in Gurgaon facilitates an environment that is rich in linguistic interactions, children can easily acquire the essential preliminary skills required for reading and comprehension. A child who enters school without these skills runs a significant risk of starting late and lagging behind, which can be a problem in the long run. Also, a test of your child’s cognitive abilities can be an integral part of the process of preschool admission in Gurgaon. During the foundation-building process in preschool, your child begins to engage in purposeful, goal-oriented play. Preschoolers begin to acquire a whole new level of understanding, as they expand their experiences in sync with the world around them. Preschoolers are always eager to learn the way the world works, and the best way for them to learn the same is through play. Here are some activities parents and guardians can incorporate into their daily routine to promote preschool cognitive development: 1. Memory and Puzzle Games Memory-matching games, along with other simple card games allow preschoolers to approach problems in a logical and intelligent manner. Also, puzzles provide children with opportunities to hone their memory and problem-solving skills, as they sit down and figure out whether the pieces fit together or not. Puzzles and memory games also encourage children to think creatively and out-of-the-box. 2. Sorting and Classifying Activities Categorization plays a vital role in a preschooler’s cognitive development. Through sorting and classifying activities, children begin to understand that certain things embody similarities, while others embody subtle or marked differences. This pattern of logical thinking forms the foundation for future mathematical concepts and complex, everyday tasks. Choose activities that stimulate sorting and classifying processes, such as sorting toys by colour, size, and type. 3. Sequencing Games Preschoolers are typically guided by their own routines to make sense of events and recall sequences. They comprehend time in extremely rudimentary ways (for instance, ‘yesterday’ could mean something that occurred at any time in the past); however, working upon and developing their sequencing skills can help them weave together a better sense of time. For instance, you could ask your child to draw a rough map for their morning routine for you, in the correct order. As an educator, it is crucial to emphasize sequencing-related words, such as, first, start, finish, next, last, then, before, after, and so on. With frequent and correct use, they will become a part of your preschooler’s vocabulary. 4. Symbolic Activities Parents and guardians can work in sync to support the cognitive development in preschool children, by encouraging them to play symbolic games with other children. Taking part in imaginary and creative role-plays can help them develop a sense of natural curiosity for the world around them while sharpening their problem-solving and attention-building skills in the process. In conclusion, it is important to remember that during the preschool years, children undergo rapid and exponential brain development. You, as a parent, can help maximise this essential developmental process by supporting children via the above mentioned games and activities. These activities will also encourage children to pursue their interests and indulge in play ideas that come naturally to them.

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I am fascinated by the interface between disciplines, bridging art and science, while being engaged in discourse that emphasizes cultural, socio-economic, and ethical factors. I would like to use principles developed in the performing arts to promote mental well-being, as well as using cognitive-behavioural therapy and other empirically-validated techniques to treat artists suffering from performance anxiety, depression, and other mental illnesses. - What occurs at the cognitive and neural level when individuals engage in performance, either as a performer or an audience member? - How does our brain plasticity alter over time in response to music education and playing a musical instrument (including voice)? - How can clinicians, educators, and even family members effectively support artists who struggle with performance anxiety? - How do social environments interact with and exacerbate psychopathologies such as schizophrenia and depression? - How do trauma, memory, and vicarious experience have a basis in neuropathology? - How can roleplay and other theatrical-based interventions be used to treat individuals with mental illness and provide coping strategies for daily stressors? - Music Cognition Lab - L. Cuddy, Queen's University - Neuroplasticity Lab - H. Dringenberg, Queen's University - Biomotion Lab - N. Troje, Queen's University - Cognitive & Psychotic Disorders Lab - C. Bowie, Queen's University - SMART Lab - F. Russo, Ryerson University Perception of motion capture and multimodal recording of performing violinists. Dr. Lola Cuddy (Queen's University), Dr. Niko Troje (Queen's University); NSERC. We recruited musicians and non-musicians to view full-light and point-light videos of violinists who were recorded in the lab wearing motion capture suits. We are investigating the extent to which visual information and performers' movements influence individuals' judgements and perceptions of musical performance and musicians' expertise. Jump, jive, or wail: The effect of sensory mode on music-induced movement in response to jazz music Dr. Lola Cuddy (Queen's University), Dr. Niko Troje (Queen's University). Music-Evoked Autobiographical Memories (MEAMs) in patients with Alzheimer's disease Dr. Lola Cuddy (Queen's University) Assessing threat responses towards the symptoms and diagnosis of schizophrenia using visual perceptual biases Dr. Christopher Bowie (Queen's University). see Heenan, A., et al. (2014) in Schizophrenia Research.

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At Hope our Speech and Language therapy department provides assessment, treatment, and support for children with communication and swallowing difficulties. Our Speech and Language Therapy addresses delays and disorders in expressive/receptive language, speech production, fluency, language, cognition, voice, resonance, feeding, swallowing, and hearing. Speech and Language Therapy plays a critical role in literacy development and also in the screening, diagnosis, and treatment of autism spectrum disorders. The goal of HOPE’s Speech and Language Therapists is to optimize children's abilities to communicate and to swallow, therefore improving their quality of life. Our Speech and Language Therapy includes a variety of Modalities to support Children: Augmentative and Alternative Communication (AAC) Augmentative and alternative communication (AAC) are alternative communication methods used to help children with certain speech and language challenges communicate and express themselves. At Hope our Speech and Language therapists are experienced with a variety of Augmentative and Alternative Communication (AAC) such as picture and symbol communication boards as well as various electronic devices. Our team is able to choose the appropriate AAC (Augmentative and alternative communication) communication method and help the child, family and school use it effectively. Prompt Speech Therapy PROMPT is an acronym for Prompts for Restructuring Oral Muscular Phonetic Targets. The technique is a tactile-kinesthetic approach that uses touch cues to a patient’s articulators (jaw, tongue, lips) to manually guide them through a targeted word, phrase or sentence. The technique develops motor control and the development of proper oral muscular movements, while eliminating unnecessary muscle movements, such as jaw sliding and inadequate lip rounding. PROMPT therapy is appropriate for a wide range of patients with communication disorders. The most common patients have motor speech disorders, articulation problems or are non-verbal children. Many patients with aphasia, apraxia/dyspraxia, dysarthria, pervasive development disorders, cerebral palsy, acquired brain injuries and autism spectrum disorders have benefitted from PROMPT therapy. An evaluation by a PROMPT-trained speech therapist is the only way to find out if a patient is appropriate for the therapy. Consult with Our Specialized Speech and Language Therapist Pediatric Speech and Language Therapist BSc Speech Language Therapy Master in Clinical Linguistics Ongoing Education in Oropharyngeal Dysphagia –Assessment and Therapy Applying Neuromuscular Bands to Speech Therapy AAC – Augmentative and Alternative Communication

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I have had the privilege of helping people attain their educational/learning goals. The opportunities have ranged from ESL students who were able to get their GED to a student who had received her Master's degree but couldn't pass the comprehensive exam. After we spent some time determining the areas of weakness in her educational/learning foundation and pursued a disciplined course of study, she gained the ability to comprehend what she read and assimilate it into content. We followed a pres... [more] I am a certified Sylvan Reading instructor and past Sylvan director and Raymond Road Learning Center Education director. I use Project Light reading program to complement my education and experience. I am trained to make an assessment for reading difficulties so that 1. we can target deficiencies 2. we can do prescription remediation 3. the student is encouraged I need a Reading Specialist Sylvan Learning Center. Presently, I need a tutor for reading from beginning readers to college level. I have taught advanced level piano and voice training. Reading of music on the staff and learning the associated pitch and value of notes as regards the timing of music is just the beginning of general music. An appreciation for rhythm, tempo, style and the cultural aspects must be studied. Music is a vital part of life, whether is is organized or presented by nature in the call of a bird, harmonies of horns blowing, the percussive beat of rain upon the concrete or the howl of the wind. A study of various instruments and their particular characteristics increases appreication for those who perform and the intergration of harmonies in performance. Beginner students learn theory, practical keyboard and sight reading, at a level the will provide a firm foundation for learning more advanced skills. As a student progresses more difficult music skills are taught until the student reaches a level of learning advanced skills such as improvisation and beginner level composition. There are numerous course for teaching piano, I prefer Gail Smith's Piano Course with appropriate sheet music to give well rounded music foundational skills. I was a study skills instructor for Sylvan Learning Center, Jackson, MS and taught Developmental Skills classes at Hinds Community College. Effective study skills can bring academic success to even marginal students. Knowing how to organize your time, material, subjects, and prioritize gives student a competitive edge. Once a study habit is learned a student must discipline themselves to use it. Personality, environment and resources influence personal study habits but these factors can be used in a manner that makes them more effective and helps to achieve positive results. I have participated in all levels of choirs for over 40 years and have limited experience teaching voice. Voice production includes not only proper pitch and an ability to read the music but breath control is vital. Voice production requires discipline, vocal exercise and a trained ear. A good voice coach can provide the same elements required of anyone who coaches atheletes and/or other activities. Encouragement, materials selected for the proper level of competency and an environment conducsive to proper study and exercise of learned skills are essential for success.

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A magical harmonic connection between all humans. Music is a means of expression – it is a language. Anyone who’s seen a toddler dance at a wedding knows that we are born with an innate basic feel for music, just as we are sympathetic to the soothing tone of a lullaby, or can sense excitement or anxiety in a tone of voice alone. Music is universal. Here, a group of Amazon tribesmen are watching Maria Callas sing Casta Diva: The young warrior says: “This music is not our culture. We do not know what it means. We can only watch and listen. But it is touching.” Just like Modern Foreign Language teachers, music educators’ main goals are to help students to develop their listening and expressive abilities. What is a tone, if not a word? What is a musical phrase, if not a sentence? By composing pieces with multiple sections, we are creating arguments, expressing more complex thoughts. A change from major to minor key is a twist in the plot – creative writing in a foreign language. This post is supposed to ask the question ‘Is media-rich technology the answer for music education?’ Well, I will ask the question: ‘Is it the answer for teaching a foreign language?’ Let’s suppose I’m teaching Italian in a British high school. I want to do some listening exercises, so I play a CD so my students hear authentic accents. Is it appropriate? I want to show my class the wonderful architecture of Rome, but we don’t have the budget for a school trip. So we watch a video on YouTube. Is it any less informative? We have a writing assignment, but instead of using pen and paper, I take the class to the computer room so they can type it up instead. Is this any less educational? If the teacher has a learning goal in mind, and technology is used appropriately to reach that goal, then I don’t believe it can possibly be detrimental. I think that through the lens of a Western Art-Music based curriculum, the use of GarageBand to compose could be seen as somewhat flimsy. But consider two students: - one composes a dubstep track, builds the tension carefully, and creates an exhilarating ‘drop’ at just the right time. - another composes a simple melody on paper, puts chords under it and ends in a final perfect V-I cadence. Is either of these a more valid expression than the other? Is one more difficult than the other? The second is more intellectually rigorous through a traditionalist lens. But will that student go home and spend hours writing 2 bar melodies? I think the first student is more engaged and excited, and she may even go on to learn about chord progressions and cadences of her own accord. Carlisle (2013) found that the use of handheld technology in the Music room can: - scaffold students’ musical learning – through haptic and visual feedback on pulse, pitch etc - enhance self expression – for example by bringing exotic instruments into the classroom - enhance timbral relationships – providing a wide range of instrumental timbres with which to practise listening and composition I believe that the appropriate use of technology in Music education is undeniably a good thing. Currently, 95% of students quit music education at their first opportunity. I believe this is a symptom of a backwards-looking, exclusive system, and that it’s our duty to serve these students better. As audiovisual technologies improve, I hope they will be incorporated more widely to inspire these students to continue to speak the language of Music, and make that universal, magical connection more harmonious. Carlisle (2013) Handheld Technology as a Supplemental Tool for Elementary General Music Education. General Music Today. Vol. 27 Issue 2, 2014.

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Basketball promotes basic and specific motor skill development. The objective is initiation and perfecting of the sport. Sports activity designed for adults. It combines aerobic and swimming benefits. We develop our players focusing on, and teaching, the values related to a team sport such as this. Swimming contributes to physical, mental and social health since it improves the cardiovascular and respiratory systems. Benefits of judo are diverse both motor skills wise and psychologically: it develops basic motor skills, promotes locomotor system development, students learn to know and master their own body. Table tennis is an ideal initiation racket sport since it needs limited space and small groups of students. We develop individual and group coordination, special and temporal memory as well as socio-emotional intelligence. All of it through self-control, creativity, effort and commitment. Chess develops skills and abilities such as concentration, memory, logical mathematic reasoning, problem solving, decision making, self-esteem, self-improvement, reflection, planning and prevention.

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Year 2 Demonstrate their Dinosaur Drawing Skills Another day and another school visit, this time to Rode Heath Primary School in Cheshire. The year two children under the tutelage of Mrs Woollam the class teacher, have been studying dinosaurs this term. There was lots of artwork on display including a very colourful wall mural showing, in the foreground, a bright orange Tyrannosaurus rex chomping on a bone. Rode Heath Primary with their own “Walking with Dinosaurs” Wall Display Picture Credit: Everything Dinosaur The T. rex is heading towards a group of herbivorous dinosaurs. There are horned dinosaurs (Ceratopsians), and an Ankylosaurus whilst amongst the trees two Titanosaurs lurk. It is certainly a very impressive mural. Forming a border around the picture there are some cut-out Tridactyl (three-toed) dinosaur footprints intermingled with footprints made by the school children. Year two have been busy making exhibits for their very own dinosaur museum. Teaching Assistant Mrs Hulse was busy taking photographs of the fossils that we brought so that they too could be included in the class museum. Some of the pupils are going to be tour guides for the museum so they will have to “bone up” on lots of dinosaur facts and figures. Dinosaurs and fossils make an excellent subject for a term topic. Lots and lots of extension activities can be employed to help children develop writing and numeracy skills. For example, Mrs Woollam’s class have been working on their own dinosaur “pop-up” books, showcasing some of the artwork they have produced as well as providing a great platform for creative writing. Chloe Thompson (aged 7), decided to include a very fierce looking meat-eating dinosaur in her pop-up book. Team members at Everything Dinosaur were very impressed with the big teeth. Pink and Blue Meat-eating Dinosaur by Chloe Thompson Picture Credit: Chloe Thompson If you look carefully you can see that Chloe has added some dinosaur bones in the foreground. Part of the lesson covered the different types of dinosaur, herbivore, carnivore and even omnivores. Millie and her Herbivorous Dinosaur Picture Credit: Millie Millie chose to depict a plant-eating dinosaur in her pop-up book. The Sauropod is painted with blues, greens and even a little bit of pink – nice one Millie. The pupils have had the chance to explore dinosaur footprints, we showed some bones and the children had guess which part of the dinosaur they were. Jonny (aged 6) depicted a set of dinosaur tracks in his special dinosaur book. Jonny Illustrates a Set of Dinosaur Footprints Picture Credit: Jonny (aged 6) The children had prepared lots of questions, including one about Giganotosaurus. We did our best to answer them all and to explain about flying reptiles, dinosaurs and other prehistoric animals. The team members at Everything Dinosaur were most impressed with the creative writing, the artwork and the knowledge demonstrated by the children.

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All sites in this category are geared toward children ages 3-18 and provide information or activities related to biology, the study of life. Related categories 4 [ Kids/Teens/Mature Teens ] Includes guidelines for incubating and candling eggs, photos, movies, egg cam, and resources. Sponsored by the University of Nebraska Cooperative Extension. Activities in Biology [ Teens/Mature Teens ] Provides interactive quizzes on topics such as cell biology, organ systems, ecology, and photosynthesis. Biology In Motion [ Teens/Mature Teens ] Online activities for learning biology, including animated cartoons, an evolution simulation laboratory, and drag-and-drop quizzes. [ Teens/Mature Teens ] Online activities, labs and tutorials. Site available in Spanish. The Biology Project [ Mature Teens ] Has tutorials and problem sets for learning biochemistry, cell, developmental, human, and molecular biology, Mendelian genetics, and immunology. Cool Science For Curious Kids [ Kids ] Fun and interactive site to help kids appreciate science. Why are snakes like lizards, and monkeys like moose? Find out here. Discover the History of Life [ Teens/Mature Teens ] Provides an introduction to phylogeny, geologic time, and evolution. [ Kids/Teens ] Introduces the natural history of the sea through a fun game. The Guardians of the Millennium [ Kids/Teens ] Describes microbiology, the rain forest and the possibility of extraterrestrial life. Also in French, German, and Spanish. Just for Kids Wildlife Page [ Kids/Teens ] Read about moose, wild turkeys, mosquitos, hummingbirds, and bears. Learn about habitat and wildlife biology. Color a bat, falcon, warbler, or eagle. Online Biology Book [ Mature Teens ] Provides concise information on all aspects of biology, from biochemistry and body systems to plants and history. The Open Door Web Site [ Teens ] A Natural Science reference site for middle school students. Includes topic chapters, facts and figures, questions and quizzes. Quick search and index search available, as well as an Internet guide. [ Teens/Mature Teens ] Cells, microbiology, the scientific method, invertebrates, plants, and vertebrates. There is also an extensive section with examples of different species. Offers downloads and online activities. Science For Kids [ Kids/Teens/Mature Teens ] Offers news about plants, animals, and other life science issues. Also includes pop quizzes, and pictures. Site is available in Spanish. [ Kids ] Enter the world of Science Bob to try home experiments, visit his on-line lab and get answers to your science questions. SeaWorld: Animal Information [ Teens/Mature Teens ] Contains information books, quick fact sheets, and the small wonders that are born at SeaWorld. [ Kids/Teens ] Play an adventure game to learn about Louisiana wetlands and the plants and animals that live there. Includes questions from easy to advanced levels. Tree of Life Web Project [ Teens/Mature Teens ] Classification of organisms. Has diagrams showing where all organisms fit into the evolutionary tree. The Visible Embryo [ Kids/Teens/Mature Teens ] Provides a visual journey through the stages of human development from conception to birth. Other languages 11 Sports and Hobbies People and Society

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These are quick checks - delivered to all students in a class. These assessments provide information to see if the children are where they should be at a given time in the school year. Perfect for the beginning of the school year or end of the school year. At the foundation of aimsweb is general outcome measurement, a form of curriculum-based measurement (CBM), used for universal screening and progress monitoring. This form of brief assessment measures overall performance of key foundational skills at each grade level and draws upon over thirty years of scientific research that demonstrates both its versatility to provide accurate prediction of reading and math achievement as well as its sensitivity to growth.

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By Aneta Pavlenko Do bi- and multilinguals understand themselves another way of their respective languages? Do they event assorted feelings? How do they exhibit feelings and have they got a favorite language for emotional expression? How are emotion phrases and ideas represented within the bi- and multilingual lexicons? This ground-breaking booklet opens up a brand new box of analysis, bilingualism and feelings, and gives fascinating solutions to those and lots of similar questions. Read or Download Bilingual Minds: Emotional Experience, Expression, and Representation (Bilingual Education and Bilingualism) PDF Best education theory books Caroline Norton (1808-1877) was once a Victorian writer and campaigner for social reform, specially reform of women's criminal rights. during this lucidly written account Norton describes how upon marriage in 1855 girls grew to become legally 'non-existent': they can no longer convey situations to courtroom; they can no longer input right into a agreement; they can now not instigate a divorce and their possessions, gains and any bequests made to them instantly grew to become their husband's estate. Do bi- and multilinguals understand themselves otherwise of their respective languages? Do they event varied feelings? How do they show feelings and have they got a favorite language for emotional expression? How are emotion phrases and ideas represented within the bi- and multilingual lexicons? "Although bell hooks has lengthy challenged the dominant paradigms of race, class,and gender, there hasn't ever been a entire publication seriously reflecting upon this seminal scholar's physique of labor. Her written works goal to transgress and disrupt these codes that exclude others as intellectually mediocre, and hooks's problem to numerous hegemonic practices has seriously encouraged students in several parts of inquiry, this significant source thematically examines hooks's works throughout numerous disciplinary divides, together with her critique on academic concept and perform, theorization of racial building, dynamics of gender, and spirituality and love as correctives in postmodern existence. - The Threads of Reading: Strategies for Literacy Development - Economics, Aid and Education: Implications for Development - Bilingual Competence and Bilingual Proficiency in Child Development - One parent, one language : an interactional approach - The Evolution of Teaching: A Guidebook to the Advancement of Teaching, Teacher Education, and Happier Careers for Early Career Teachers Additional resources for Bilingual Minds: Emotional Experience, Expression, and Representation (Bilingual Education and Bilingualism) This work also proclaims that ‘the distress of being double and somewhat homeless is overshadowed by the glory of being hybrid and open’ (Dorfman, in De Courtivron, 2003b: 33). I read the dialogue between the discourses in the present corpus in a very similar manner. The discourse of bilingualism as linguistic schizophrenia is still present in the corpus but mostly in the form of a voice from ‘elsewhere’ that is being mocked and resisted. The respondents engage in a number of counter-discourses, including the discourse of integrated identities and that of personae. It is a good feeling tho. (Fiona, 27, English –French –German) We can see that Marylin emphatically denies seeing her selves as different. She also presents herself as lucky because of that, thus implicitly agreeing with the view of double selves as a misfortune. Fiona, on the other hand, responds in the affirmative and evaluates the experience as a positive one. Then, however, she appeals to the subordinating conjunction ‘though’, which signals opposition and frames her evaluative comment as a hidden polemic with the negative assessment of duality. Journal of Memory and Language 51, 190 –201. Marian, V. and Neisser, U. (2000) Language-dependent recall of autobiographical memories. Journal of Experimental Psychology: General 129(3), 361 – 68. Novakovich, J. and Shapard, R. (2000) Stories in the Stepmother Tongue. Buffalo, NY: White Pine Press. Panayiotou, A. (2004) Switching codes, switching code: Bilinguals’ emotional responses in English and Greek. Journal of Multilingual and Multicultural Development 25(2/3), 124–39. Pavlenko, A. (1998) Second language learning by adults: Testimonies of bilingual writers. Bilingual Minds: Emotional Experience, Expression, and Representation (Bilingual Education and Bilingualism) by Aneta Pavlenko

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Whether or not you’re seeking to study a fresh hobby or are thinking what It might be love to Engage in, you’ll learn how to Engage in piano swiftly and efficiently in only 21 days. WHAT Does one Find out In the PIANO LESSONS? That problem is usually asked by prospective college students. Piano is our hottest instrument and a terrific foundation for Studying music. Our teachers make it a priority for getting to find out you on a private amount and to be informed about your personal musical requires and targets. We do not address every single pupil the exact same when it comes to what And just how we instruct. A seven 12 months previous getting their initial piano esson may have quite distinct desires than the usual fifty seven calendar year outdated taking on piano to the 2nd time following possessing experienced lessons as a toddler. Many of my learners take NYSSMA examinations and successfully pass them. What on earth is most significant, I want my college students to like and fully grasp music. As a beginner, you'll need an experienced music teacher who will make an effort to listen and possess the tolerance to information you every move of the way in which. When you have some expertise, we usually takes you to definitely another degree. Preserving development even though tackling technique and repertoire in your lessons is one thing we’ve mastered. Appreciate private a single-on-one lessons from the consolation of your very own home or in a single of our teacher's studios. Lesson's are available for college students of any age and talent concentrations. I have constructed a training method which ensures that Every single of my college students will learn how to become proficient at taking part in acoustic guitar, electric guitar, or bass having a curriculum shaped close to the person wants and goals of each and every college student. Private music instruction may perhaps entail singing courses or educating the best way to Engage in any musical instrument on one-on-a single foundation. A teacher might also choose to teach students in a gaggle. The kids way of learning guitar! In this entertaining-filled system, students will check out how the guitar is effective then learn to Participate in easy melodies. ++ Convey your own guitar. I'm also a composition teacher. I do the job with composition learners from beginner to advance. more tips here My composition students, over time, vary from all ages starting off at 7. My learners, following the main calendar year, are actually capable to jot down string quartets and piano trios. In the event you have an interest in Mastering ways to Engage in click reference an instrument or sing the correct way, Ny Music Emporium is exactly where you want to be! At NYME, we fully grasp the importance of music education and learning and so are devoted to supplying our pupils with the highest good quality Visit Your URL lesson applications. Texting as Weierbach, Based on court documents, the musical maestro feared the "girl" could possibly be a cop. Your teacher will welcome you with a personalised curriculum to meet your unique plans and you'll be able to control your total schedule as a result of our free online account. Studying piano inversions doesn’t ought to be dull, even in an internet based piano study course. You’ll find out how to play uncomplicated music about the piano, not only repeat sheet music. I target on how to play the piano (without hurting one's hand), Finding out distinct sorts of notes, looking through music, and dynamics. I seek to ingrain into students ways to practice to generally be one of the most successful in obtaining superior results.

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We have designed and developed a curriculum which reflects the values of our school, develops the wellbeing of the whole child, provides challenge and raises aspirations, and promotes high levels of academic and intellectual achievement and progress. We send letters home to parents and carers with information about the curriculum in each year group every term. Click here to find out more. Values are things we believe in, that help us to make decisions about how to behave. They are the principles that guide our lives. The curriculum at Fairholme nurtures and promotes many values including respect, honesty, responsibility, kindness, self-belief and aspiration. Through these values, our curriculum develops each child's uniqueness, ambition and self-worth as an individual. The Fairholme Primary School curriculum consists of: Click here for an overview of the curriculum topics in each year group.

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Q2. What Canadian award is considered an international symbol of creative excellence? (P33) The Musical Genius of Glenn Gould Celebrating one of our own great musicians of the 20th centuryBy Beth Parker Glenn Gould (1932-1982), pianist, composer, musician, performer, conductor and recording artist, is hailed internationally as one of the great musicians of the 20th century. When you consider that musicians such as Beethoven, Brahms and Liszt were among the great musicians of the 18th century, it puts in perspective the extraordinary talent of our own, Toronto-born and Beaches-raised, Glenn Gould. Growing up in the Beaches Glenn Gould's childhood house was 32 Southwood Drive. This is where Gould lived with his father, Herbert (Bert), a furrier and amateur violinist and his mother, Florence. Today the house bears a plaque indicating its heritage and is designated an historical site. His distinguished neighbour next door was Canadian author, Robert Fulford. From an early age, those around Gould could tell he had musical talent and interests unlike anyone else. Like many kids however, Gould had several pets named after famous composers. His goldfish were Bach, Beethoven, Chopin and Haydn, and his bird, Mozart. He also had dogs, rabbits, turtles and a non-deodorized skunk! By the time he was 3, it was apparent that Gould was one of the few people born with perfect pitch. Perfect pitch is the ability to identify tones in your head without externally having to hear them on an instrument like a piano. About 1 in 10,000 people have perfect pitch, although many lose it over time if it is not developed at a young age. By the age of five, Gould was composing his own music. He made modest public performance at church events, schools and even his own home in August of 1938. His first concert, however, took place at the former Eaton Auditorium when he was 13 where he played pieces on the organ and the piano. Going to School There were no special "arts" schools for Gould to attend, like we have today. Gould went to Williamson Road Public School up to grade eight. It was a short walk from his house, half a block down the hill, a right turn, and another half block. According to Geoffrey Payzant, Gould's biographer, Gould wasn't that fond of school, describing the experience this way: 'I found going to school a most unhappy experience and got along miserably with most of my teachers and all my fellow students.' Gould also attended Malvern Collegiate from 1945 to 1951, but he didn't matriculate. By the time he was part way through high school, Gould was already becoming known as an exceptional musician and on a special program of musical studies through the Royal Conservatory of Music. Music Education of a Child Prodigy Glenn Gould's music education also took place in Toronto. At first his mother taught him piano, but his first formal teacher was Chilean-born pianist and conductor Alberto Guerrero. Guerrero was part of the Toronto Conservatory of Music (renamed later the Royal Conservatory of Music or RCM). Gould steadily worked his way through the grades and exams at the RCM, winning medals for his achievements. A Legend is Born At 15, Gould had his professional debut as a concert pianist, playing with the Toronto Symphony Orchestra. He became firmly established internationally when he recorded his signature piece: Bach's Goldberg Variations when he was 23. Now a celebrity performer, Gould toured Europe, the United States, Israel and the USSR, playing at the great concert halls. His performance in Moscow in May 1957, for example, made him the first North American pianist and the first Canadian musician to appear in the Soviet Union after the Second World War. Gould, however, found that performing was extremely stressful. He stopped giving public concerts two years later in 1964 and reinvented his career as a recording artist with CBS Records, now Sony Classical. He later also worked on documentaries and as a conductor. On October 4, 1982 just days after his 50th birthday, Gould died of a massive stroke. His legend as a true musical master is undisputed. His work has influenced every performer since because of the illuminating manner in which he interpreted the music of a variety of composers, in particular, of Bach. In January 1997, the Professional School section at RCM was renamed the Glenn Gould Professional School of Music after its most famous student. The Glenn Gould Foundation was established September 19, 1983, as a collective effort by Gould's friends and colleagues to memorialize a great artist and make sure that his extraordinary contributions to our culture would never be forgotten. Please send your comments about our featured articles to email@example.com. Also let us know what subject would you like to see in our future issues.

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Junior School Academic Program FOSTER a Love for Learning Our Kindergarten Program Intellectual curiosity, confidence and leadership are nurtured at this early academic threshold. This full and enriched program blends growing literacy and numeracy skills, French and Japanese, physical education, music and technology balanced with supervised play. Our Primary Years (Grades 1-3) Primary grades cultivate important foundational skills while providing a sense of belonging in a busy weekly routine. World issues, cultural understanding, environmental stewardship and service to others are explored. Social and emotional skills are modeled and positive relationships are celebrated. Our Intermediate Years (Grades 4-7) Intermediate grades build upon our character during these important confidence-building years. Public speaking, technology and leadership are integrated into the rigorous academic programming. Students are encouraged to express their ideas demonstrating critical thinking, effective research and presentation skills. Daily homework is assigned at all grade levels. Skills such as good study habits, organization, decision making, leadership and independence allow students to enter their high school years with confidence.

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state the purpose of the experiment and should include the research problem. Create a clipboard You just clipped your first slide! Register, login m home » Parts Of A Scientific Research Paper. Parts of a, research, paper, parts of a, research, paper. Music performance also inspires students to conquer fear and take risks. The third part should give the reader a quick summary of the form that the parts of the research paper is going to take and should include a condensed version of the discussion. Scientific research articles provide a method for scientists to communicate with other scientists Parts of a Research Paper - Kansas State University Parts of a Research Paper It is usually one of the last parts of the paper to be written. Introduction, for many students, writing the introduction is the first part of the process, setting down the direction of the paper and laying out exactly what the research paper is trying to achieve. Parts, oF, theresearch, paper. 5 parts to a research paper TilleryAP Literature15 November 2011 Music Education Music is the universal language of mankind. The Discussion Organizing Your Social Sciences Research Paper. In keeping with the hourglass principle, you can expand on the topic later in the conclusion. Music therapy is one of the most widely used and most applicable forms of treatment. Flower song carmen analysis essay lashley s research papers easy essay about my best friend. What are the Parts of a development of ebay essay in tamil Research Paper Essay Tips what are the parts of a research paper ; parts of a research ; enjoyed this post? A good introduction generally consists of three distinct parts: You should first give a general presentation of the research problem. Copyright and Intended Use The Six Parts of the Argumentative Research Paper This is the stage where you register each of the sources you made use of for your research paper. Cooperation Agency In Asia. Music education opens doorsthat help children pass from school into the world around them a world of work, culture, intellectual activity, and human involvement. Learning Objectives Parts of the Scientific Article - NC State University Parts of the Scientific Article Title briefly states what the article is about. Breathing patterns, heart rate, and blood pressure are all responsive to musicand auditory stimulus (Turner 2270). My research paper too short, Writing intro to ethnograpgihic paper, Images of abstract in research paper apa, Generation of change research paper,

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ece507 | Graduate Early Childhood Assessment This graduate-level course is 6 weeks To enroll, speak with an Enrollment Representative. topic title goes here Role and Purpose of Assessment - Analyze the influences of technological advancements, medical advancements, and educational research on early childhood education. - Explain the purpose and role of assessment through a social-historical perspective. - Describe the role of assessments in an early childhood learning environment. - Identify the roles of family, medical professionals, and educators in the early childhood assessment process. - Define assessment in the use of curriculum and intentional teaching. Types of Assessments in an Early Childhood Setting - Examine the theoretical models or types of assessment tools. - Define assessment goals and key elements of assessment with regard to developmentally appropriate practice in early childhood. - Explore the purpose of individual assessment tools. - Define relevant components in selecting an appropriate assessment tool. - Examine the format of assessment tools in regard to relevance of areas of assessment interest. - Describe the essential characteristics of a good measurement instrument for evaluating children’s learning. Designing Quality Assessments - Define the purpose of a systematic assessment practice and setting goals for instructional design. - Examine multiple developmental domains interrelated to the assessment goals. - Identify the importance of selecting a variety of assessment tools to achieve assessment goals. - Analyze the importance of evaluating assessment tools to influence effective instructional activities, enhance curriculum, and modify the learning environment to achieve learning goals. - Understand the multiple influences of culture, family, technology, and language in the design and implementation of assessments. - Develop documentation, recording, and evaluation techniques. Interpretation and Application of Assessments; Record Keeping - Understand the role of learning models and learning theories in the interpretation and application of assessments. - Interpret differences in assessment tools and outcomes. - Evaluate strengths, learning potentials, and differences in assessment outcomes. - Apply assessment results to instructional strategies including curriculum development, materials, learning activities, and classroom environment. Communication of Assessment Process with Stakeholders - Identify stakeholders to include in the communication of assessment. - Examine the benefits, effectiveness and appropriateness of community and family collaboration. - Develop appropriate and mutually beneficial venues for communication. - Identify additional community, school, or district resources for children and families based on assessments. - Explain the role of government funding and mandates in the assessment process. - Identify barriers in a collaborative process. - All objectives apply. 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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In 2009, a House of Commons Select Committee concluded that Systematic Synthetic Phonics can teach virtually every child to read. Children who have difficulty learning to read, including those diagnosed with dyslexia, are often given additional instruction that differs from their mainstream teaching. However, there is compelling evidence that children don’t need differentiated instruction. In fact, in many cases, an alternative route to literacy can complicate the whole process, with some strategies doing more harm than good. Diagnosing why some pupils find learning to read such a struggle is virtually irrelevant, given that the first step for all concerned is simply the mastery of foundational skills. In any Reception or Year 1 class, there will be children who urgently need time to practice their basic skills and get to grips with how reading works: recognising the patterns formed by matching letter/s to their sound and learning to decode fluently. There will always be a few struggling readers who need an awesome amount of practice. And when instruction takes place with meticulously structured decodable stories including BRI: Beginning Reading Instruction, there are multiple benefits. BRI stories, for instance, not only provide that much-needed additional practice for weak readers but also increase motivation by drawing children into the narrative and engaging them with the antics of loveable animal characters. In parallel with the books’ emphasis on ‘how reading works’, they focus on good reading habits while providing essential varied practice and over-learning. Evidence-based Systematic Synthetic Phonics instruction and additional practice with good decodable books – and no fussy extra materials – enables all children, with rare exceptions, to learn to read. “BRI forces children to read the code and confront it over and over in real text, forcing the strategies of context and comprehension to come into play.” Literacy Tutor BRI stories require a Teaching Assistant or volunteer parent to undertake reading practice, ideally for 5-15 minutes daily, with each struggling child. ‘Getting Started with BRI’ provides short, foolproof instruction that takes only a few minutes to digest. Bullet-point directions are included in every book, along with each new sound-letter/s correspondence. Free online resources (see free reading resources) enable teachers to map the progress of each pupil. You may also be interested in: 20 reasons to teach children to read with BRI decodables Early intervention closing the reading gap in Reception Class and Year 1 Reviews from teachers, tutors and parents

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The Importance of Arts Education Last Updated by My son had just about every opportunity afforded to a child growing up in a middle-class family, including privileges at home and during school to sing, dance, paint, and express himself creatively. My spouse and I could not have been prouder during his first semester in college when he took us on a tour of all the places on his campus where he was still experiencing the arts. That early engagement in his youth made our son acutely aware that there were thousands of other children who didn't have those same opportunities. Our son knew it wasn't fair, that there was nothing equal about it. According to the Indianapolis Star, "Indiana ranks 25th for education, its best ranking to date," and they reported that the Indianapolis Public Schools graduation rates are among the worst in the state. At the same time, we know that students who are involved in the arts are 4 times more likely to participate in math and science fairs; 3 times more likely to win an award for school attendance; 4 times more likely to recognized for academic achievement; 3 times more likely to be elected to class office; and even have a drop-out rate that is 5-times lower than their peers. Shocking, though, is the discrepancy of art opportunities available to minority versus white students. According to Americans for the Arts, African American and Hispanic students have less than half the access to arts education than their white peers. We are at a crossroad, and unless we act boldly and collectively, access to art education will likely get worse for these children and young adults. The question then is whether Indianapolis is ready for an approach and shared vision to dramatically increase arts access and school engagement. Are we ready to leverage the benefits of the arts for our children and to agree on a set of shared measures that we will track together for years to come? Are we ready to begin seriously investing with our time, talent, and treasure in those efforts and interventions that will move kids and their families out of despair and into more hopeful, high-achieving lives? On September 5th, the local community saw a different kind of response to these issues and opportunities in the news headlines. The front-page of the Indianapolis Star read: "IPS, Arts Council, Kennedy Center join to push arts education," because a new and exciting opportunity had been announced for all sectors of Indianapolis to come together to address inequities through improved access to arts education. Any Given Child Indianapolis is a collective impact approach that is a national model for how other communities bring all sectors together in a community to address other challenges and opportunities. This effort is not just about educators and artists working together (although that's a great thing!), but rather, this collective impact approach is an "all hands on deck" approach. It’s driven by a shared vision, a collective will to improve a set of shared outcomes. The program is run through the adoption of a data-driven, continuous improvement mindset and work, and a real commitment by all to invest time and money in only pragmatic, attainable solutions. Over the coming years, as we pursue this collective impact approach with the Kennedy Center, there will be numerous opportunities for the community to organize around key leadership in our city, with an emphasis on inclusion and action (no one gets left out of this work). To learn more, please visit www.indyarts.org and sign-up for updates. Want to learn more about arts education, and how Central Indiana is working to ensure arts education for all students? Join WFYI, The Indianapolis Public Library, Indianapolis Public Schools, the Arts Council of Indianapolis, and Any Given Child for "A Conversation About Education: Ensuring the Arts for Any Given Child" at the Central Library on Monday, March 14th at 6:00 pm. More information is available on WFYI's events page. Follow along with this event and other American Graduate conversations on social media, using #AmGradIndy. Ernest Disney-Britton is the Director of Grant Services & Arts Education of the Arts Council of Indianapolis. Disney-Britton is also the site coordinator for the Arts Council’s Kennedy Center's “Any Given Child Indianapolis” program.

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In a creative and artistic attempt to clean beaches and bring awareness, the nonprofit group Washed Ashore creates traveling exhibits of enormous sea life sculptures constructed entirely of garbage gleaned from shorelines. The larger than life sculptures travel to various zoos and aquariums, where the displays have proven so popular that they even increase the attendance wherever they exhibit. It’s no wonder! They are stunning replicas of the real things that, true to the nature of art, offer a reflection on our human perspective. Washed Ashore calls the creatures “Ambassadors.” They sport names such as Sebastian James the Puffin, Herman the Sea Turtle, Lidia the Seal, Octavia the Octopus, and Flash the Marlin. There are about 65 of the sculptures on tour, with new ones being created all the time. Exhibits are currently displayed at the Smithsonian National Zoo and Atlanta’s Georgia Aquarium until September 5th, 2016. The exhibits vary in size from eight to 30 pieces and can consist of both indoor and outdoor sculptures of various shapes and sizes. Some are stand-alone while others can hang. The displays come equipped with an educational team to incorporate art, science, and ecology into the program. These sculptures are a shocking reminder of the effect of our human consumption and waste. They are crafted using the garbage collected by volunteers during beach clean-ups, who have removed more than 18 tons from Oregon’s shores. “Approximately 80% of marine debris comes from land-based sources; from streets to streams to oceans.” The process of collecting, sorting, cleaning, and finally reusing, is detailed and lengthy, requiring many hours of human collectivism, from professional artists to students and volunteers. A wire frame is shaped and then begins the artistic decision-making process of selecting the perfect piece of trash for a particular spot. Some of the debris collected is typical, such as flip flops, plastic bottles, fishing nets, lighters, combs, toys, and, of course, plastic bags. But, some of the displays have more unusual items incorporated into the design. Flash the Marlin is comprised of oddities including three fishing poles for the pointed mouth, sunglasses, a deflated beach ball for eye sockets, and even a toilet seat. The organization was founded by former arts educator Angela Haseltine Pozzi. She used her Masters in Art Education, and her international renown as an exhibiting artist, to found an organization in 1990 that used recycled materials to make 3-D art kits. Then, in 2008 she initiated an art retreat and residency site that, in 2010, morphed into the Artula Institute for Arts and Environmental Education, which creates the Washed Ashore exhibits and runs the daily operations. Angela is certain that this is her “calling” and she claims that “until we run out of plastic on the beach, we will keep doing our work.” The project’s philosophy is a testament to Margaret Mead’s quote, “Never underestimate the ability of a small group of dedicated individuals to bring about change. Indeed, it’s the only thing that ever really has.” Washed Ashore has proudly logged more than 14,000 hours contributed by some 10,000 volunteers in their six years of cleaning 300+ miles of beaches. Ninety-five percent of what was collected has been incorporated into the sculptures. They also observed that “90% of marine debris is petroleum based.” The website (www.washedashore.org) offers a wealth of environmental information about the creatures represented and the devastating effects of plastics in the oceans. They point out that 300 million tons of garbage is produced globally per year with only 10% of that being recycled. But, the message of Washed Ashore is not about guilt and despair; it is all about hope and working together to keep trash out of the oceans. “It takes a village to save a beach.”

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Usworth Colliery Primary School Curriculum During this academic year (2018 – 2019) all year groups will be taught the programmes of study set out in the National Curriculum (2014) for Mathematics, English, Science and Foundation Subjects. Each year group are also taught the non-National Curriculum subject of Religious Education and we follow our Local Authority’s agreed syllabus. EYFS Autumn Term Year 1 Autumn Term Year 2 Autumn Term Year 3 Autumn Term Year 3 Learning Challenge Topic Autumn Term 1 2018-2019 Year 4 Autumn Term Year 4 English Homework Autumn Term 1 Year 5 Autumn Term Year 5 Learning Challenge Autumn Term 1 2018-2019 Year 6 Autumn Term Year 6 English Homework Autumn Term 1 2018 The BASE Autumn Term All About Me and Egyptians 2018 Further Curriculum Information Here is the presentation we gave to parents last year on the new National Curriculum. Our Approach to the National Curriculum. At Usworth Colliery Primary School we believe that children learn best when they are actively engaged in their own learning and this is the main principle as to why we have adopted ‘The Learning Challenge Curriculum’. This applies a cross curricular approach and the concept is built around the principle of greater learner involvement in their work. It requires deep thinking, and encourages learners to work using a question as the starting point. A prime learning challenge is communicated as a question and is used as a starting point for designing the curriculum. Subsidiary challenges are then planned and again expressed as a question. Each Learning Challenge needs to make sense to our children and is something which is within their immediate understanding and interest. Key skills for each subject in the National Curriculum are broken down into year group expectations. They ensure our children develop the essential skills to succeed in their education. Reflection is central to the whole process of ‘The Learning Challenge Curriculum’. Our children present their learning to the rest of the class through both oracy and ICT. A question may be presented to the children in order to help them reflect upon their learning. Outdoor Learning at Usworth Colliery Primary School. Through Outdoor Learning children learn through what they do, through what they encounter and through what they discover. Participants learn about the outdoors, themselves and each other, while also learning outdoor skills. Active learning readily develops the learning skills of enquiry, experiment, feedback, reflection, review and cooperative learning. It is also essential for accelerated learning and development. PSHE Coverage at Usworth Colliery Primary School.

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It's time for a new week and a new phonics skill. You are going to love the Phonics Instruction Products. Each week, you can keep things engaging, CONSISTENT and extremely BENEFICIAL for students learning. Provide kids with CRITICAL thinking opportunities that are age appropriate. I’ve developed the Phonics Instruction Program © based on years of trying to find the most effective ways to teach phonics skills to my first grade students. I have included everything I use each week in my own classroom. The activities are consistent, but provide critical thinking opportunities for the students. I’ve found giving students the opportunities to piece words together, read them, chant them and sort them works best. I hope your students show as much growth as mine have from this Phonics Instruction Program ©. Thank you for joining us! I've used this series of activities in my own classroom and the growth that is made throughout the year is unbelievable. Each week, the instruction is consistent and fun. The stations are fun and can be completed independently by students. They LOVE them! Trust me! Here is what you'll find in this Phonics Instruction Product. -Lesson Plans for Whole Group for the WEEK -Teacher Helper Pages with additional ideas -Kinesthetic Spelling Activity -Whole Group Phonics Lesson Activity -Context Clues Fill in the Blank Task Cards -Word Cards/Picture Cards -Shared Reading Phonics Book -ABC Order Printable -Color Code Printable Peek in the preview to see everything you'll get!

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LetterSchool by Boreaal is an ideal tool for young children to learn about letters, their shapes and sounds, and how to use them, as well as learning the basics of numeracy and practicing counting to 10. It was updated on January 24, 2013. There are tons of features in Letter School to help kids grasp the basics of reading, writing, and math. User Experience This app has a great-looking interface which is bold and clear without being dull to children’s eyes. The touch screen support makes it a lot of fun for kids to practice writing letters and numbers, and the graphics and animated elements keep things lively and interesting so children remain interested and attentive. This app teaches kids how to identify and write letters and numbers. It also teaches the names and sounds of each letter. Using your device’s touch screen, kids can practice their handwriting and learn the difference between uppercase and lowercase letters. Writing like this is also a great way for kids to build their motor skills and coordination. LetterSchool also teaches kids some basic math skills, such as counting to ten and the essentials of numeracy. The app is laid out in the manner of a series of games that are designed to make learning fun for kids, and the content is presented in a very visually-appealing way that will have kids wide-eyed and eager to keep playing. LetterSchool is currently running on Version 1.0.1. The latest update included a few minor fixes, including an improvement to sound management. Customer Ratings and Feedback Comments LetterSchool has 261 customer ratings with an average rating of 4.5 out of five stars. Feedback comments have generally been exceptional, with users commenting on how engaging and easy to learn the app is, and how it is a great way of motivating very young children to learn letters and numbers, and practice their handwriting. Personal Comments by Reviewer I don’t really have anything negative to say about this app; it is absolutely perfect for parents wanting to teach their kids basic numeracy, literacy, and handwriting skills. The best thing about an app like this is that the content is presented in a fun, friendly, and approachable way that feels more like a game to the child than something educational. This balance definitely encourages kids more and keeps them interested in a way that plain paper, a pen, and a list of math problems never could. Fun and engaging way for kids to learn basic literacy and numeracy skills Entertaining games help kids to build their motor skills and hand-eye coordination Audio-visual elements are presented in an exciting way to keep kids amused and interested Uses the device's touch screen to enable children to practice their handwriting Only covers up to the age of seven years old It would be nice to see the concept of this app expanded upon, perhaps by introducing a shape and pattern recognition element like writing down the names of animals or objects For: iPhone, iPod touch, and iPad with iOS 4.2 or later. Rebecca, a former police officer, is an experienced writer and editor. She has used all kinds of different tech and prefers Apple products and apps. Her areas of expertise are in all things Apple, health and fitness, the Paleo lifestyle, and legal topics.

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Book: 110 pages The book is divided into three sections: - fine motor skill development (32 activities) - gross motor skill development (50 activities) - outdoor motor skills (18 activities) The activity ideas from Play – Move – Develop encourage: - fine motor skills - gross motor skills - coordination skills - proprioceptive input - tactile input - balance skills - muscle strengthening This is an excellent resource for parents, teachers, pediatric occupational, physical and speech therapists, and physical educators. This book provides you with a great assortment of creative activities that are easy to set up and play. Children will be entertained and motivated to participate while working on their motor skill development. Each activity idea includes the purpose of the activity, materials needed and how to play. In addition, many activities include modifications and additional ideas to vary the difficulty of the activity based on a child’s abilities. Almost all of the activities can be played with one child or a group using materials from around the house or school. Download some free sample pages from Play – Move – Develop.

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The melodica, also known as the "blow-organ" or "key-flute", is a free-reed instrument similar to the melodeon and harmonica. It has a musical keyboard on top, and is played by blowing air through a mouthpiece that fits into a hole in the side of the instrument. Pressing a key opens a hole, allowing air to flow through a reed. The keyboard is usually two or three octaves long. Melodicas are small, light, and portable. They are popular in music education, especially in Asia. The modern form of the instrument was invented by Hohner in the 1950s or 1960s, though some claim the Brooklyn musician Joseph Lederfine invented it to teach music fundamentals to children, and similar instruments have been known in Italy since the 19th century. The melodica was probably first used as a serious musical instrument by jazz musician Phil Moore Jr. on his 1969 Atlantic Records album Right On. It is associated with Jamaican dub and reggae musician Augustus Pablo who popularized it in the 1970s. Types of melodicas Melodicas are classified primarily by the range of the instrument. Melodicas with different ranges have slightly different shapes. - Soprano and alto melodicas are higher-pitched and thinner sounding than tenors. Some are designed to be played with both hands at once; the left hand plays the black keys, and the right hand plays the white keys. Others are played like the tenor melodica. - Tenor melodicas are a lower-pitched type of melodica. The left hand holds a handle on the bottom, and the right hand plays the keyboard. Tenor melodicas can be played with two hands by inserting a tube into the mouthpiece hole and placing the melodica on a flat surface. - Bass melodicas (lower-pitched than the tenor type) also exist, but are less common than other types. - The accordina uses the same mechanism, but with accordion-like buttons instead of keys. Although the majority of melodicas are made of plastic, some are made primarily of wood. The Sound Electra corporation makes the MyLodica, a wooden melodica designed "to produce a warmer richer sound than that of its plastic relatives". The Victoria Accordion company, based in Castelfidardo, Italy, produces a range of wooden melodicas and accordinas they market under the name Vibrandoneon. Full article ▸

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Fun Outdoor OT Activities Now that spring is around the corner, it’s time to enjoy the beautiful weather and get outside! There are many activities you can do outside that will be not only fun but also helpful to your child’s development. Below is a list of some outdoor activity suggestions and their many benefits! - Break out the Sidewalk chalk - Practice drawing pictures, lines, shapes or letters. Use a spray bottle filled with water to spritz-away and start over Developmental benefits: fine motor, prewriting skills, sensori motor development, midline crossing - Go on a Nature Walk! – collect leaves, branches, small rocks to make a collage Developmental benefits: fine motor, sensory processing, bilateral coordination and visual perceptual motor skill development - Wash the Car! – break out the soap, sponges and hoses Developmental benefits: upper body/wrist/hand strengthening, midline crossing, bilateral coordination, sensory processing skill development - Go to the Beach & Play in the Sand! – draw lines & shapes in the sand with fingers; build sand castles Developmental benefits: visual motor integration, visual perception, hand strengthening, bilateral coordination, midline crossing and sensory processing - Paint with Water! - use large brushes, or small sponge pieces to paint with and use the side of the house, a fence or sidewalk as your “canvas” Developmental benefits: hand and wrist strengthening, grasp development, proximal stability, visual motor integration and midline crossing - Dig For Treasures! – using small kitchen tongs or strawberry hullers, pick up small toys or “treasures” hiding in the sandbox Developmental benefits: grasp development, hand strengthening, bilateral coordination, eye hand coordination, visual motor control

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The Tent and its Contents: a Study of the Traditional Arts of Weaving by the Otaibah Tribe in Saudi Arabia Description: This was an ethnographic study of the woven tent objects produced by the Bedouin Otaibah tribe in Najd, central Saudi Arabia; the study examines origin, techniques, character and significance of their weavings. A major objective of the researcher was to discern the relationship between the weavers' development of traditions and the factors of technique, medium and perceived meaning. The method used was investigative fieldwork that included techniques of face to face interviews and participant observation. Interviews with 50 Bedouin female weavers in Najd were conducted for 8 months. Background information on the Otaibah tribe and their traditional way of life was provided. The review of the literature of traditional arts, folk arts and art education illustrates that there is limited accessible information concerning the general history of traditional arts in Saudi Arabia. A discussion of the aesthetic value, definitions and roles of traditional art, tribal art and the differences between art and crafts was included. Analysis of data answered the study's questions through a presentation of the findings of the fieldwork. The Otaibah tribe has its own unique style of weaving. Information gathered from participant observation and documents from the Haifa Faisal Collection of Saudi Arabian Traditional Arts in Chicago supplements information obtained by interview. The findings indicate that as a result of modernization and settlement, traditional Bedouin weavings are gradually being replaced. Weavers find themselves forced to compete with a deluge of imported machine-made goods, a development changing structure of the culture from nomadic to semi--modernized creating a new foundation of social and economic life for the society. The.results of the study provide a curriculum base for art education in Saudi Arabia. Suggestions for further studies, recommendations and the implications for art education are included. Date: December 1998 Creator: Alruwais, Bader A. Partner: UNT Libraries

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A Research-based Program Music Together® is grounded in research in music and early childhood development. When creating the program, coauthors Kenneth K. Guilmartin and Dr. Lili M. Levinowitz, examined the field of music education—and then reached beyond it into the realm of early childhood learning. They realized that even the best song they could discover or compose would miss the mark if not presented in ways children can receive readily and process meaningfully. So, the pair turned to the fields of neuroscience, psychology, and early childhood learning for valuable insights into how the brain processes and organizes musical material, how children learn, and how the surrounding environment can support this learning. Then they distilled their findings into four basic principles, which remain the cornerstones of Music Together's philosophy today. Learn more about the research basis of Music Together and Ken and Lili's positions on early childhood music education in these formative articles: Music Together as a Research-based Program by Susan Hoffman Music Education in the new Millenium by Kenneth Guilmartin The Importance of Music in Early Childhood by Lili Levinowitz Please watch our videos and read some of our testimonials about classes.

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The Population Council is identifying the elements of formal schooling that lead to more protective behaviors, reduce HIV risk, and improve learning outcomes among poor young people in Malawi. When good-quality schooling is available, disadvantaged children stand a better chance of escaping poverty. Indeed, it is likely in the poorest countries that schooling makes the greatest contribution to children’s futures. But in Malawi, one of the world’s poorest countries, nearly half of girls marry before age 18, and young people face high risk of HIV infection. Schools in rural Malawi have limited resources and inadequate supplies, extremely high student-teacher ratios, and a dearth of trained teachers. To better understand the effect of school quality on learning and health, the Council began following the progress of more than 2,500 in-school and out-of-school adolescents in the Balaka and Machinga districts of Malawi in 2007. Multiple rounds of data on young people’s schooling experiences, learning, and health outcomes have been collected. Longitudinal studies of this duration and breadth are unusual, and such comprehensive data on young people from a developing country are rare. With each round of data collection, participants are asked a series of questions about their experiences in school, including attendance, grade repetition, classroom environment, and educational attainment. The participants complete a literacy and numeracy test to assess their learning. In 2010, 2011, and 2013, the data collection expanded to include testing, with consent from participants and their parents, for exposure to HIV and herpes. The study’s longitudinal design, encompassing repeated assessments of the schooling environment and yearly follow-up of a sample of in- and out-of-school adolescents, permits the direct comparison of outcomes and experiences reported over time. This information provides a uniquely rich and broad picture of the relationships between schooling, educational outcomes, and HIV risk among young people in Malawi. Council findings will inform policy recommendations and program designs for school and community-based interventions that reduce HIV risk and improve student learning. Key findings thus far: - On-target progression through school is associated with a lower risk of early premarital sex and marriage for girls. However, it is common for students to start their schooling late, repeat grades, and withdraw temporarily or permanently. Nearly 25 percent of girls’ dropout is related to pregnancy. - Many girls who leave school face a rapid loss of both literacy and numeracy skills. Further, because girls leave school during adolescence at much higher rates than boys, over time we observe a gender reversal in literacy outcomes and a widening gender gap in numeracy outcomes, both in favor of boys. - Girls who can read and those who can do math are less likely to report their sexual behavior inconsistently than those without these skills. - Literate girls marry and have children significantly later than girls who cannot read. - Girls who attend school are significantly less likely to engage in premarital sex than their peers who have recently left school. - By Round 5 of data collection (2011), girls who were currently attending secondary school were about 60 percent less likely to test positive for herpes than girls who had dropped out before completing primary school. - Girls who perceive themselves to be at risk of becoming infected with HIV are more likely to marry early than girls who perceive no risk of future infection. The Council continues to analyze this dataset to learn more about the effects of schooling and is pursuing additional funding to implement interventions to improve girls’ literacy and numeracy based on these findings.

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Animal Fun Facts Share information about your favorite animal. - Target Age: 4-6 - Creative Expression - Language and Literacy Development - Problem Solving - Related Episodes: - #119: The Ram in the Pepper Patch - #125: A King and His Hawk - #126: The Roar That Makes Them Run - #127: The Spider and the Lie - Collection of animal pictures or toy animals - Informational books about your child's animal of choice - Poster board - Construction paper 1. Help your child gather a collection of animal pictures or toy animals. Have fun sorting them in various ways, for example: - animals with 2 legs, 4 legs, 6 legs, 8 legs, 0 legs - animals who live in the sky, in the water, on or under the ground. - farm animals, pets, wild zoo animals, wild backyard animals (insects, worms, squirrels, et cetera) - animals whose names have 1 syllable, 2 syllables, 3 syllables Have your child pick up two pictures or toy animals at random. Ask, "Can you think of a way these two animals are alike? Can you think of a way these two animals are different?" 2. Have your child choose one animal he or she would like to know more about. Together, research that animal. Seek out animal encyclopedias and nonfiction books in the library. Do some research on the Web. Help your child make an informational poster with pictures of the animal and some interesting facts. One idea is to make Q & A flaps, so the poster becomes a Fun Fact quiz that family members and visitors can take. Write a question on a small piece of paper (Q: "What do elephants eat?"). Tape the top edge of the question paper to the poster, so it becomes a flap you can lift. Write the answer to the question in the space covered by the flap. (A: "Elephants eat leaves, bark, grass, and fruit-200 to 400 pounds every day!") Talk about It Play an Animal Guessing Game with your child. Have your child think of an animal. Ask "yes or no" questions to narrow down the field until you can guess the animal. Then, switch roles and have your child ask you questions in order to guess your secret animal. "Is your animal a pet?" "Is your animal bigger than this book?" "Does your animal have four legs?" "Can your animal fly?" - Biggest, Strongest, Fastest by Steve Jenkins - The Little Animal Encyclopedia by John Farndon and Jon Kirkwood - My World: Weird and Wonderful Wildlife by Angela Wilkes

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5 Skills Learned from Coding in the Classroom It’s December, which means it’s the Month of Code! Month of Code is a month dedicated to celebrating and using coding in the classroom. With the increase of the availability of technology in schools, many teachers are using this access to teach their students how to code. This can prepare students to head into STEM jobs in after graduation. STEM, or science, technology, engineering, and math, is a fast-growing segment of the United States job market. Studies show that STEM jobs will increase by 8.9% by 2024, compared to 6.4% for non-STEM jobs. A large part of these jobs will be in the computer and math fields. “The largest group of STEM jobs is within the computer and math fields, which account for close to half (49 percent) of all STEM employment,” according to the US Department of Commerce STEM Jobs: 2017 Update. Coding in the classroom isn’t just for job preparedness. Other than the obvious practical skill of coding, teaching coding in your classroom can help students learn other important skills that will help them be successful lifelong learners. “The goal of Computer Science education is not to have everyone be a Computer Scientist or software engineer, just as the goal of teaching math isn’t to have everyone become a mathematician. The reason we need to teach Computer Science is simple and broad: because it helps students learn everything else,” Dan Kusan reasons in his blog post, Hour of Code – Why Computer Science Education Matters. Coding helps to build skills that aren’t easily taught on their own. 5 Skills Learned from Coding in the Classroom: 1. Problem Solving Coding exercises taught in the classroom help students solve complex problems. “It also consists of some very specific problem solving skills such as the ability to think logically, algorithmically and recursively,” says Computer Science for Fun. 2. Critical Thinking Coding can help students build this important skill, since they can’t just start working on the problem at hand. “You can’t just wing it when you’re working on a coding problem. You really have to take the time and energy to look at it and understand it at a different level,” says Jennifer Williams. It’s important for students to map out what they’ll do, and the order in which they’ll complete it. This skill can be transferred to other subjects such as reading comprehension. 3. Computational Thinking Skills According to Computer Science for Fun, computational thinking is a “collection of diverse skills to do with problem solving that result from studying the nature of computation. It includes some obviously important skills that most subjects help develop, like creativity, ability to explain and teamwork.” In coding, things rarely work the first time. In order to be successful, students learn that it often takes hard work to solve an issue at hand. When they solve the problem, there is an “immediate sense of accomplishment that students realize when they succeed. They’ve overcome a challenge and receive instant acknowledgment and gratification – it’s the same reason many students (and adults) addictively play games,” says Dan Kusan. 5. Courage to Try New Things Coding helps students gain the courage to try new things. A benefit about coding is that students often fail before being successful. This requires them to try out new ideas until one sticks. And “coding has no “right way” or defined path, which allows the freedom for students to succeed on their own time and in their own way,” according to STEMJobs. Even if you’re not convinced that teaching your students coding is necessary for them to learn future job skills, just trying out simple coding exercises can teach them other skills that can be difficult to teach alone, such as the ones above. Are you interested in introducing coding to your classroom? Eduro Learning offers 3 different online courses focuses on coding and design. No matter your experience, there is a coding and design course for you: Introduction to Coding in the Classroom: Uncover the thinking and learning processes that are inherent in coding as well as explore different resources to help bring computer programming into the classroom. This course is designed for educators K-12, who have little or no previous programming experience. Coding & Design: Learn several ways of thinking about complex problems and their solutions and create an impact project that incorporates elements of design thinking and/or app design practices. No coding experience is required. Advanced Coding & Design: Embedding Computational Thinking: Discover a variety of ways to bring elements of coding into the classroom to build the foundational skills and ways of thinking that underpin computational science. No coding experience is required.

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David Spencer's Education Paragon is a free educational resource portal helping David Spencer's secondary school students, their parents and teaching colleagues with understanding, designing, applying and delivering assessment, curriculum, educational resources, evaluation and literacy skills accurately and effectively. This wiki features educational resources for Indigenous Aboriginal education, field trips for educators, Davids Music Jam, law and justice education, music education and outdoor, environmental and experiential education. Since our web site launch on September 27, 2006, online site statistics and web rankings indicate there are currently 1,878 pages and 14,603,137 page views using 7.85 Gig of bandwidth per month. Pages are written, edited, published and hosted by Brampton, Ontario, Canada based educator David Spencer. On social media, you may find David as @DavidSpencerEdu on Twitter, as DavidSpencerdotca on Linkedin.com and DavidSpencer on Prezi. Please send your accolades, feedback and resource suggestions to David Spencer. Share on social media with the hashtag #EducationParagon. Thank you for visiting. "Human rights refer to the "basic rights and freedoms to which all humans are entitled." Examples of rights and freedoms which have come to be commonly thought of as human rights include civil and political rights, such as the right to life and liberty, freedom of expression, and equality before the law; and economic, social and cultural rights, including the right to participate in culture, the right to food, the right to work, and the right to education." Source: Wikipedia.org "All human beings are born free and equal in dignity and rights. They are endowed with reason and conscience and should act towards one another in a spirit of brotherhood." Source: Article 1 of the United Nations Universal Declaration of Human Rights (UDHR) United Nations Universal Declaration of Human Rights The United Nations Universal Declaration of Human Rights was adopted on December 10, 1948. The Declaration is now over 60 years old. - United Nations Universal Declaration of Human Rights HTML version - United Nations Universal Declaration of Human Rights Adobe PDF version - 20th anniversary of the Convention, November 2009 - Convention on the Rights of Children Video - UNICEF 'Top 10 Cartoons for Children's Rights' as selected by polling broadcasters and communicators, to commemorate the 15th anniversary of the Convention on the Rights of Children] videos - CyberSchoolBus Human Rights Module - The UN Works - What's Going On - Quiz on The United Nations Universal Declaration of Human Rights Canadian Museum for Human Rights "The Canadian Museum for Human Rights will be a powerful symbol of Canada's unwavering commitment to recognizing, promoting, and celebrating human rights. Projected to open in Winnipeg, Manitoba, Canada in 2012, the Canadian Museum for Human Rights is perhaps the most transformational project before our nation today. As the largest centre of its kind anywhere, it has the potential to be one of Canada’s most significant contributions to promoting human rights here and around the world. The Canadian Museum for Human Rights will examine world events and encourage action and vigilance around the globe. Yet it will be grounded in the Canadian experience – from our social history to Aboriginal concepts of peace and justice and the enshrinement of the Canadian Charter of Rights and Freedoms into our Constitution. Most importantly, it will build a new generation of informed and impassioned human rights champions though a funded one-of-a-kind human rights program and experience for tens of thousands of students across Canada." Source: Canadian Museum for Human Rights <http://www.canadianmuseumforhumanrights.com/index.cfm?pageID=23>. Friends of The Canadian Museum for Human Rights 1560 CanWest Global Place 201 Portage Ave. Winnipeg, MB R3B 3K6 Canada toll free 1-866-828-9209

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Our mission requires that we develop in all students the foundational skills, core content knowledge, critical thinking ability, and personal characteristics necessary to succeed in demanding high schools on their way to college. We can only accomplish this through a highly structured and disciplined environment in which rigorous instruction drives every classroom and frequent assessments allow us to ensure every student is receiving the ongoing academic support necessary for success. As a college preparatory school, the School has the highest academic standards for all students. It is expected that students will take challenging classes, complete high quality work promptly both at school and at home, study for and perform well on exams, and receive excellent support from the teaching staff through after school tutoring and summer school if necessary. The highest effort from students, teachers and parents/guardians is necessary to reach this goal. All students at the School take the same set of academic classes based on their ability. Each student will be enrolled in 1 Language Arts class (Reading and Writing), Math, Social Studies, Spanish, Art, Science, Gym 1/2 and Technology during the year. General intentions for each core subject are described below. Students will receive core instruction daily in Spanish. Students participate in active learning. Reading proficiency is essential to the mastery of all other academic subjects. Students of the School will graduate reading at or above grade level. Throughout their education, students will read classical texts from diverse cultures in fiction, non-fiction, and poetry. Students will receive intensive phonics and phonemic awareness instruction to meet the needs of students who are reading below grade level. Written expression is closely linked with success in college-preparatory and higher education. Students will master the writing of 5-paragraph essays in all five genres: expository, narrative, persuasive, literary response, and correspondence. Student will master grammar and mechanics. Mathematics is considered the universal language. No matter the student’s life goals, math will be intimately involved. To this end, the School will place a strong emphasis on all children being ready for an advanced math track upon arrival at high school. Student will study an intensive curriculum of the scientific method, earth, physical, and life sciences, and will design, execute, write and present their own idependent experiments. All science classes will include the Earth Science, Biology, and Physical Science contents included in the ODE standards. A variety of special subjects are at the heart of Columbus Bilingual Academy North. Students participate in active learning. Diversity enrich teaching and learning.

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HCS Launches New Literacy Pathway Plan More than 12,000 K-5 students in the Huntsville City Schools will be greeted when they return to school on Aug. 6 with new books and other classroom resources designed to teach and strengthen the development of both their reading and social skills. The Huntsville Board of Education unanimously approved the new reading resource as a centerpiece of its Literacy Pathway plan in April. In short, the Pathway is a set of beliefs, practices, routines, and resources designed to guide teachers in providing effective literacy instruction. The rollout of the curriculum resource – published by the nonprofit Center for the Collaborative Classroom – comes as educators, policymakers, and the public across the nation are increasing their call for students to develop a range of skills crucial to success in school and in life. Such skills include the ability to think critically and solve problems, communicate effectively, collaborate and resolve conflict, and be lifelong learners. In anticipation of the rollout, teachers and administrators in the district’s elementary schools have used the summer to attend professional-learning sessions designed to empower them to create conditions for learning that will be academically rigorous while nurturing the needs of the whole child. Specifically, the district is making resources from three Collaborative Literacy programs available to all elementary schools: - Being a Reader, an early-reading curriculum for students in grades K-2, will provide students with the foundational skills and strategies they need to learn to read well and to love reading. Students will be supported through whole-class and small-group instruction. - Making Meaning will provide a full year of research-based whole-class and individualized reading and vocabulary instruction for grades 3-5. - Being a Writer, which will be available for grades K-5, teaches the writing process while developing intrinsic motivation for the craft of writing through immersion in the narrative, informational, and opinion/argumentative writing genres. Since 1980, Collaborative Classroom has been at the forefront of helping schools integrate academic learning and social development to help students grow as critical thinkers who learn from, care for, and respect one another. Every day, more than 2 million students in more than 80,000 classrooms experience the research-proven, award-winning curricula.

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Performing Art is an essential part of education that includes dance, music, and theater. Many institutions and schools have found the importance of performing arts in their students life and thus have enabled arts as the part of their curriculum. While it offers a unique medium to the kids to express, capture their passions and emotions it also enhances their creativity,power of thinking, explores new ideas and most of all bring joy in every part of their lives. Best acting schools in Indore enables art education in their students from day one. While the students come from different parts of the country they contribute art from their culture which in turns enables them to broaden their perspective in varied traditions from all parts of the world. It is challenging and plays an integral part of their development. Let’s look at benefits associated with performing arts and how its presence is highly important in our kid’s lives, 1. Gain in self confidence Improvisation is one of the important aspects of performing arts. Thinking out of the box enables them to do things differently. Trusting their ideas and abilities is a part of self confidence. Furthermore an elevated confidence is essential in school, college, career and the even while working. 2. Imagination has no boundaries Performing arts improvise students to be creative. Creative ideas allow them to work on it. New ways of learning through imagination is more important than gaining knowledge alone. 3. Empathy and enhanced tolerances When you have people of varied cultures around you, work together in collaboration to achieve best quality of performance you relate better and show compassion and inbuilt better tolerances. Understanding the characters, roles of different participants that belong to several cultures and backgrounds encourages empathy 4. Co-operation with fellow artists In an act when there are more than one characters the cooperation of the others will enable the act to be outstanding. Thus, combining creative ideas with the other participants will have better outcomes. Discussions, feedbacks, planning and then execution requires dependability and cooperation. 5. Increased concentration Continuous practice, learning and performing develops the capability and skills of mind, body and voice. 6. Better communication skills It is self explanatory that when you are performing in a drama or an act it needs a great verbal and nonverbal communication. Apart from the listening and observational skills students develop vocal protuberance, verbalization, tone and expression. 7. Fun with enhance physical fitness Dram is a mixture of laughter, emotions, sadness and joy. These all factors are required to live a stress free life. And drama also exhibits physical strength while using the intensive physical movement. This increase the flexible, equilibrium and control of your body. 8. Sharp memory While rehearsing and performing the varied form of art one has to remember the movements and the posture. Furthermore, when you use all parts of your body into an act it increases your memory power. With so many benefits considering it for your kids is definitely worth every penny you invest in it.

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Special Educational Needs At Brookside, most children will progress well through the curriculum with some differentiation being made to teaching styles. However, some children will need more help or different help from this in order to make good progress at school. These children are considered to have special educational needs. Special educational needs can cover quite a wide range including physical or sensory impairments, learning difficulties, communication difficulties, emotional or behavioural difficulties. If you have any concerns about your child’s learning at any time, please come and speak to the class teacher or Zoe Poppleton the current SENCo. On the links below, you will find information about Brookside’s SEN policies as well as information provided by Nottinghamshire County Council for parents who have a child with an additional need. Using the Tablets There are lots of activities the children do with a teaching assistant at Brookside to help to improve their Literacy and Numeracy skills. Playing a game on a tablet with a teaching assistant is just one of them.

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An education curriculum vitae is a document of a person’s background information such as past working experiences, educational background, training, research and teaching experience. An educational curriculum vitae bears the pertinent information in regards to academic matters. This type of document is used in seeking job opportunities like that of a resume example, the only difference is that a curriculum vitae template bears a much detailed information and is quite longer than a one or two-page resume. Education curriculum vitae will be presented to future employers with a curriculum vitae cover letter attached to it that explains the full details of a job seekers reasons why he is interested with the job and the company as well. Music Education Curriculum Vitae Format for Higher Education Curriculum Vitae Elementary Curriculum Vitae Health Curriculum Vitae 1. Elements of a Curriculum Vitae Do you want an effective job curriculum vitae that can guarantee that you end up getting that call or email that will open the door to the interviewer’s office and maybe even that vacancy you’re applying for? It’s not impossible. However, other than deciding whether to include a job cover letter or not, there are things that you have to consider: - Identifying Information – Include your given name, address, contact number, e-mail address, marital status, number of children. - Educational Background – Start writing from the most recent degree attained with the dates of completion. - Achievements – Awards, honors, and recognition attained must be mentioned. - Thesis and Dissertations – Provide the title, theoretical background, conclusion, and names of your panelist. - Experiences – Cite your professional experiences (teaching/research experience). - Interests – the subject matter and courses you are interested in especially teaching them. - Academic Service and Professional Affiliations – Mention the department or any university groups you have rendered your service, as well as professional groups you belong to. There are lots of things to take consideration to, if you’re afraid you might forget some details while writing a curriculum vitae, just refer to our CV Templates that would surely be a great help. Student Curriculum Vitae Training and Education Curriculum Vitae 2. The Difference Between CV and Resume 1. Curriculum Vitae - Curriculum vitae format template bears the summary of a person’s basic information, skills, experiences, and achievements. - A curriculum vitae is a bit longer and is more detailed than a resume. It is highly detailed in terms of educational background, academic and professional achievements. - CV’s emphasize a person’s accomplishments such as awards, publications, honors, scholarship grants, details of the seminars and workshops. - CV’s are used for academic job application, like a Teaching Curriculum Vitae - A resume is a short legal document that features a brief, clear and concise synopsis of a job seeker’s personal background in regards to education, skills, and work experiences. - Resumes do not really follow a chronological pattern of listing down the work experiences and seminars attended. They can be written down interchangeably. - Resume does not include the full details of a person’s thesis works, published works etc. - Resumes are attached with resume job cover letters. Decide on what type of job you will be applying for. For applications to fields of science, education, or managerial positions, a formal curriculum vitae would be worth having. For the rest, a resume would surely suffice.

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Welcome to the London School of Hygiene & Tropical Medicine! Some of your MSc Modules - in particular those with 'Statistics' or 'Epidemiology' in the Module title - will contain some basic mathematical content. The interactive self-assessment exercise and study materials offered on this web page are intended to help any students who, for various reasons, may feel that they would benefit from refreshing their basic maths skills. (Please note that these materials are not intended to teach statistics or specific techniques that you will cover during the Modules in Term 1, they are for revision of basic concepts only). The materials are divided into 4 sessions consisting of the following topics: Session 1: fractions, decimals, percentages, rounding, ratios and proportions, order of operations (brackets), simple calculator arithmetic; Session 2: simple algebra, simple equations, simple inequalities, using and rearranging formulae; Session 3: simple graphs, applied problem solving and probabilities (using 'mathematical thinking'), exponents (powers) and standard form (including calculator use); Session 4: logarithms (including calculator use), transforming curve to straight line graph. As a reasonable guide, the questions in the interactive self-assessment may take you about 30-60 minutes to complete (excluding the time taken to carefully study the worked solutions). The important thing to consider is whether you understand how the answers are obtained rather than the speed with which you are able to do them. Even if you get the answers correct, you might like to read through the worked solutions as some contain additional information about calculator use or other background information, although this will add considerably to the time estimation given above. Note that there is often more than one way to obtain the correct answer, so if you have your own method that consistently leads you to the correct answer for several similar questions then you can continue using your own method and need not convert to using the method given in the solutions provided here. Please also be aware that we cover some basic maths concepts in more depth in these materials than you will need for most LSHTM MScs, in the hope that this helps to improve your understanding and build your confidence. For example, most MSc students at LSHTM find that they do not need to remember or fully understand all the rules of indices or rules of logarithms, but some students prefer to have a sense of how these rules are linked so that they feel more comfortable using logarithms in their statistics and epidemiology Modules. If after attempting the self-assessment exercise, you still feel that you are struggling to follow through the solutions, then have a look through the PowerPoint slides and Word documents (at the end of each session) for further guidance and exercises for extra practice (and check your answers against the solutions provided). Afterwards, you might like to work through the self-assessment exercise a second time to see if you can improve your score (but only after sufficient time has elapsed so that you are not simply memorising the answers from the previous time)! Please note that you will need a calculator for some of the questions and exercises. The recommended calculator used in these materials is the Casio fx-85GT or fx-85GT PLUS. If you return to the main Study Skills web page (http://www.lshtm.ac.uk/edu/studyskills.html) you will find links to a number of external maths revision websites (under the subheading 'Maths and Numeracy Skills'). You may find it helpful to have a look at these if you require some additional worked examples. They will also help to reinforce what you have done during these sessions.

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Mrs. Deana Saada-Smith, Music Specialist Martha Jones Families, Here is the third edition of the Martha Jones Music News. This will be the final newsletter for the 2017-2018 school year. I feel so fortunate to work in a school that not only supports Music Education, but also values its importance in children’s lives. It has been a wonderful year of music making in Westwood. I hope you have enjoyed communicating through this newsletter some of the music learning that is experienced by your children. As the summer months approach I hope that you and your children will continue to experience the joy of music in your daily lives. Please visit my website for updates on the music program: Kindergarten – Sounds Around Me, Musical Pictures, Celebrating with Music We are in the final stretch of Kindergarten music. We continue to cover three main topics/units in each music class. We discuss and learn about the musical sounds around us, we learn that we can use pictures and books to help us better understand and enjoy music, and we learn about seasonal celebrations and the music that accompanies the season. This season, we will be focusing on our country, singing songs about America as well as songs about the spring. Ask your children to teach you the song “Spring is Here”! Later in the unit, you can ask your children to sing you the chorus to the song “This Land Is Your Land”, with the hand motions! Grade 1 – Musical Stories The focus is learning that music can be used to tell a story. By the end of the unit students will understand: 1. Music can make pictures in my mind. 2. I can show music with a picture. 3. I can put my musical ideas down on paper. Ask your children to tell you about the game Maestro, Maestro! Grade 2 – How Sound Is Made The focus is learning how sound is made. By the end of the unit students will understand: 1. I can make sounds with my body or an instrument. 2. Sound comes from vibration. 3. Changing force affects volume. 4. Changing length, size, or tension affects pitch. Ask your children to teach you the song from the story Mortimer! We added instrument sounds and music to the book and performed it in class. Grade 3 – My First Concert (continued) and Recorder Stories The focus is continuing to play the recorder. We will also be learning how to tell a story with musical themes added to the story. By the end of the unit, students will understand: 1. I can make music with my recorder in an ensemble and on my own. 2. I can use music to tell a story. 3. Music can communicate moods and emotions. Ask your children to play you their favorite song from our upcoming concert (see below). Thank you for continuing to check your child’s practice chart each week and for helping your child find the time in their busy schedules to practice for 10 minutes minimum per week. Practice is essential for success. Mark your calendars: End of the year concert is scheduled for Thursday, June 7th at 2:00PM (3MacDonald) Parents are welcome! Grade 4 – Theme and Variations The focus is learning about the Seven Elements of Music, with a focus on the musical form, Theme and Variations. By the end of the unit, students will understand: 1. Composers can base their compositions on a musical theme. 2. Theme and Variations is one example of a musical form. 3. Music has elements that can be varied. 4. I can create my own musical piece by varying a theme. Ask your children how they chose to vary their version of Twinkle Twinkle Little Star? Which of the Seven Elements of Music did they choose? Grade 5 – What is the Music in Me? The focus is becoming a composer and performer. By the end of the unit, students will understand: 1. I get ideas from the music around me to create my own new music. 2. Musicians improvise to express themselves. 3. Musicians create new music styles through experimentation. Ask your children about their Code Song Project and later in the unit, how they learned to improvise to the Twelve Bar Blues. They will be writing their own composition in this unit, including a melody and a bass line.

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The Development of a Web-Based Literacy Learning Environment: A Dialogue between Innovation and Established Practices Journal of Research on Computing in Education computer-assisted instruction, literacy, Web-based learning environments Education | Educational Methods | Elementary Education | Language and Literacy Education This article describes the development of a Web-based literacy learning software application: Technology Enhanced Learning Environment on the Web (TELE-Web). TELE-Web was developed based on an existing literacy program for elementary school students. In describing the development of TELE-Web, we adopt an emerging perspective on technology and established practices in education and literacy. This perspective also explores how technology is affected by literacy practices in educational contexts, instead of concentrating only on the effects of technology. Zhao, Yong; Englert, Carol Sue; Chen, Jing; Jones, Su Chin; and Ferdig, Richard E. (2000). The Development of a Web-Based Literacy Learning Environment: A Dialogue between Innovation and Established Practices. Journal of Research on Computing in Education 32(4), 435-454. doi: 10.1080/08886504.2000.10782290 Retrieved from https://digitalcommons.kent.edu/engpubs/102

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Welcome to Music at Discovery!We want children to experience learning through their entire body. Teaching to all seven intelligences, children will come to fully understand both musical and academic concepts. Each student can participate in music through many facets including movement, singing, playing instruments, reading, and creating to name a few. Children will feel welcome and comfortable to share their thoughts and ideas. We strive to give every child an overall appreciation of a variety of musical styles. Our program follows the Loudoun County Elementary Music Curriculum, which is aligned with the Virginia Standards of Learning (SOL’s) and the National Standards for Music Education. Students in grades K-5 will have music twice a week for 30 minutes in the music room and in their classrooms. Miss Heck and Miss Zumbach are thrilled to share our love of music with your child and look forward to an exciting year in music. Please contact us with any questions or comments at Ariauna.Heck@lcps.org and Helen.Zumbach@lcps.org.“When words fail, music speaks."

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Recent advances in cognitive science create smarter law learning opportunities for legal education. Legal educators can use empirical research from cognitive and learning science to improve student learning, in turn easing the bumpy transition from college to law school and maintaining confidence. More importantly, legal educators can instill effective learning strategies vital for students’ success in school, the bar exam, and in practice. Some colleges and universities are failing in providing students with robust critical thinking, writing, and learning skills. The lack of foundational skills can create difficult transitions for students when pursuing graduate and professional educations, such as law school. Research shows that students often rely on improvised and ineffective learning strategies like rereading, cramming, and rote memorization, which are especially ill suited to the demands of legal education requiring higher order thinking and analysis. Inversely, retrieval practice, the testing effect, and periodic review create more effective long-term learning and higher order thinking and analytical skills, yet are counter-intuitive and not always used by students. Luckily, help is available: legal educators can leverage cognitive and learning science to maximize law learning. This Article explains how legal educators and students can leverage cognitive science for smarter law learning. It first summarizes key research findings on effective study and learning strategies, and then suggests simple, practical, and easily implemented ways to integrate them into the law school classroom. Jennifer M. Cooper, Smarter Law Learning: Using Cognitive Science to Maximize Law Learning, 44 Cap. U. L. Rev. 551

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Education and Early Childhood Development January 26, 2017 Supporting Children, Families and Communities Provincial Government Recognizes National Family Literacy Day National Family Literacy Day is an initiative created to raise awareness of the importance of reading and engaging in other literacy-related activities as a family. It falls annually on January 27. “It is important that we emphasize to families the importance of reading to children at a young age. Parents and caregivers are our children’s first teachers and play a vital role in literacy development. I encourage families to come together to recognize National Family Literacy Day by taking some time to share in the joy of reading and to celebrate learning and the essential role literacy plays in building crucial skills that help young people throughout their entire lives.” - The Honourable Dale Kirby, Minister of Education and Early Childhood Development. Tomorrow (Friday, January 27), Minister Kirby will be in St. John’s to visit the Fort Townshend Child Care Centre at 10:00 a.m. and the Rabbittown Community Centre at 3:30 p.m. in support of National Family Literacy Day. The Provincial Government supports a number of early learning and literacy initiatives including: - Offering the K-12 literacy plan, Learning for a Lifetime; - Supporting the Kinderstart program; - Partnering with public libraries, family resource centres, child care centres and family child care homes; and, - Providing Mother Goose programming and Parent Resource Kits that encourage learning at home. - Family Literacy Day was created by ABC Life Literacy Canada in 1999. This year’s theme is Play for Literacy. For more information, visit: abclifeliteracy.ca/ - January 27 is National Family Literacy Day. - Family Literacy Day was created by ABC Life Literacy Canada in 1999 as a national initiative to raise awareness of the importance of reading and engaging in other literacy-related activities as a family. - The Provincial Government supports a number of early learning and literacy initiatives aimed at encouraging more reading at home. - 30 - Media Relations Manager Department of Education and Early Childhood Development 2017 01 26 4:05 p.m.

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Schools Need a 'Neotenic' Revolution We are in the midst of a period of unprecedented interest in schooling and its improvement in the United States. The past three years have seen a flood of commission and task-force reports that threatens to drown us. Until recently, these reports focused almost entirely on secondary schools. Elementary schools have been virtually ignored. Our society's habitual patronizing of those who work with children results from our persistence in viewing childhood as a stage on the way to growing up (rather than as an important and valid stage of its own), a vocabulary that undervalues the roles of people who work with children, and the habitual reluctance of elementary educators and others who deal with children to speak out about the importance of their work. Although this is not a conscious conspiracy, it is clear that something basic is wrong in the way we regard the different levels of schooling in the U.S. Yet there is a growing body of evidence to support what we have known for a long time: What is learned in elementary school (and earlier) provides the foundation for all future learning. Furthermore, with the rapid changes in family structure, alterations in traditions, the influence of the media, and the impact of new technology, elementary schools play an increasingly important role in stabilizing the lives of children. Secretary of Education William J. Bennett's recently formed Elementary Education Study Group provides an opportunity to call attention to the importance of viewing the different levels of schooling as a continuum in which each element must be defined by reference to the others, rather than as a hierarchy in which the latest stage is the most significant. By adopting the idea of a continuum, we can begin to make learning as effective as possible by: • Appreciating opportunities for continuity; • Building a better-articulated curricular sequence from kindergarten through high school (and beyond); • Integrating concepts; • Making connections between various areas of the curriculum; and • Calling attention to the interrelationships along the continuum. In short, we must consider where a child is coming from, as well as where we want him to end up. By dignifying the primary importance of the elementary school, we will be able to acknowledge that there is much in elementary-school practice that can serve as a model for improving practice at all levels of schooling. Toward this end, Secretary Bennett's study group has the ability and legitimacy to rally forces for a carefully conceived, gradual, yet vigorous neotenic educational revolution. The concept of neoteny, as defined by Ashley Montagu, refers to "the retention into adult life of those human traits associated with childhood." Stephen Jay Gould and others view neoteny as having evolutionary consequences in the human species. Borrowing this concept and applying it to schooling, one can identify many characteristics traditionally associated with elementary schools that have implications for secondary-school (and even collegiate) reform and improvement. As a matter of fact, a number of recent reports and studies suggest improvements in secondary schools that reflect practices that have always been intrinsic to elementary schools. Some of these are: an emphasis on teaching students rather than on teaching disciplines; flexibility in scheduling; responsibility for monitoring the performance of individual students; familiarity with subjects across the curriculum; a variety of instructional approaches; a clear curricular progression. As we look to various elementary-school practices to improve other levels of schooling, likewise we should foster--rather than extinguish--certain childlike characteristics that contribute to the aims of a learning community and make schools more vital places. Among such characteristics are a desperation to learn (the inquisitiveness most children bring to school), playfulness, curiosity, a propensity to question, a willingness to make mistakes, imagination, enthusiasm, humor, flexibility, and energy. Montagu observes that these traits tend to disappear as people grow older. It would be useful to examine what aspects of elementary-education practice encourage these qualities and can be sustained in secondary schools. We might also analyze what in secondary-school practice weakens these desirable traits. A neotenic educational revolution will not be easy to accomplish. Neither will it--nor should it--happen all at once. We need to begin by fostering a change in attitude. We must recognize that after the family, the elementary school is the most important institution in a child's life. We must embrace the notion and articulate the consequences of viewing schooling as a continuum that reflects the characteristics noted above, rather than as a hierarchy that leads to increasingly valuable stages of learning. We must accept the notion that there are many elementary-school practices that can contribute to improved performance in secondary schools and colleges. In keeping with our nation's historical willingness to take a revolutionary stand against what we see as no longer functional, or not in our best interests, the Elementary Education Study Group has the chance to fire the "shot heard round the world" in the neotenic educational revolution. Vol. 05, Issue 23, Page 36

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Learn the fundamentals of music theory continuing with chord inversions part 3. Alfie Magliano (Skrizzly Adams, Niykee Heaton, Sean Kingston) teaches you about dominant seventh (7th) chord inversions and demonstrates how to find the first, second, and third inversion of these four note chords on the musical staff and the piano keyboard. This is just one of 66 comprehensive music theory video tutorials at Music School Online (MSO) teaching pitch, rhythm, melody, harmony, notation, chords, inversions, scales and so much more that unlock the secrets to communicating with other musicians. Utilize these music theory lessons as a reference guide or an all encompassing music education. Learn music theory at your own pace whenever and wherever you want.

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All MYC® levels incorporate singing, listening and ear training, movement, keyboard, rhythm ensembles and dictation, and composition into their curriculum. Within all of these elements, and all concepts taught using all four learning styles (visual, analytical, tactile and auditory) are engaged and used to ensure that each child is able to received, and understand, to their best ability, everything that is being taught. Select an age group below to learn more about each individual level. An early-childhood music education method that integrates and utilizes Conservatory repertoire within our own method. Why Study Music From developing cognitive skills to establishing self-esteem, provide an amazing foundation that your child will carry with them for the rest of their lives.

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Food Finder Project Food- Finder is a braille and large print map of the freezer and fridge in the form of a poster fixed to the front of the fridge. The Food- Finder assists blind and vision impaired students in independently locating items within both freezer and fridge. Food Finder is a laminated map of the inside of both the body and door of the fridge with clear adhesive braille and large print cues. Removable labels representing the items stored within the fridge/ freezer are attached to the poster. Each label is a picture of the item with large print and braille and a Velcro backing that marries to the Velcro on the poster; this ensures changes can be made. The labels are kept in the food finder book, in alphabetical order, with large print and braille and a matching picture. The Fridge Food-Finder assists in the creation of an accessible kitchen for blind and vision impaired students while increasing their independence in locating and collecting items. It fosters independence, ownership of learning, orientation and mobility and social skills. These are foundational skills for life, and can help in increasing future employability. The Food Finder poster and the accompanying braille large print recipes were designed and developed by the project managers and braille specialist at Insight Education Centre. The project managers encouraged evidence-based strategies used with blind and vision impaired people in the implementation of the deliverable using explicit language, a systematic approach, tactile cues and peer support to encourage independent engagement in meal preparation. The concept of the Food Finder and the strategies for implementation can be transferred to other components of meal preparation and ultimately to other learning areas and other environments such as the home and community. (Garam & Stampton, 2015) Garam, K., & Stampton, J. (2015). Accessible Kitchens A Pathway To Independence (Unpublished manuscript). Monash University Department of Occupational Therapy, Melbourne, VIC.

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PYP for parents Designed for students age 3-12, the IB Primary Years Programme (PYP) provides the knowledge, concepts, skills personal attributes and the capacity to take action, all of which younger students need to equip them for successful lives, both now and in the future. Learning through inquiry, a child’s investigations across and beyond subject areas will strengthen knowledge and understanding as they explore global, topical and relevant ‘big picture’ questions, or transdisciplinary themes. The PYP provides an ideal foundation for children to become successful, lifelong learners by developing their: - social and emotional well-being - independence, as they take responsibility for their own learning - international mindedness - understanding of the world and their ability to function effectively within it - attitudes and dispositions for learning - ability to take mindful, appropriate and sustainable student-initiated action - language skills; all students study an additional language from at least 7 years of age. Learning in the PYP is underpinned by six transdisciplinary themes, each selected for their relevance to the real world. Young learners explore the commonalities of human experience by investigating these themes through a programme of inquiry. Who we are Inquiry into the nature of the self; beliefs and values; person, physical, mental, social and spiritual health; and human relationships. Where we are in place and time Inquiry into our orientation in place and time; personal histories; the discoveries and explorations of humankind; and the interconnectedness of individuals and civilizations. How we express ourselves Inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values. How the world works Inquiry into the natural world and its laws, the interaction between the natural world and human societies; the impact of scientific and technological advances on society and on the environment. How we organize ourselves Inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; and their impact on humankind and the environment. Sharing the planet Inquiry into rights and responsibilities in the struggle to share finite resources with other people and other living things; access to equal opportunities; and peace and conflict resolution. The exhibition is an extended, in-depth project celebrating the culmination of a child’s learning experience in the PYP before they move on to the next stage in their education. Young learners conduct an in-depth inquiry into real life issues or challenges, and present their research, investigation and resulting action to the whole school community. Recent research into the impact of the PYP exhibition found it to be a “valuable and pivotal experience in the life of the schools, families and students who were involved.” Success with the PYP Learning in the PYP is viewed as a continuous journey; teachers work with students to identify their needs and then document, monitor and provide ongoing assessment and feedback to plan the next stage of their learning. A recent study asked parents and educators how they defined success with the PYP. Educators cited enhanced student learning outcomes, a shared vision of learning within their school, focused decision making, and increased international mindedness in the school community. In another recent study, PYP educators showed a commitment to using inquiry methods as a key pedagogical approach, and understood how to promote transdisciplinary themes and their exploration. To do this, these PYP schools adopted a variety of thinking tools in their classroom to engage students. How does the PYP in the early years compare to other early childhood learning approaches? The PYP framework is compatible with many other early childhood learning approaches including Montessori, Reggio and Waldorf. Relationships, play, symbolic expression, learning environment and learning experiences are important components for learning in the PYP and many early childhood programmes. The PYP also provides the added dimension of international mindedness within a quality assured and research informed framework for early learners. Will teaching the PYP differ at International schools and State schools? A child’s learning experience may differ depending on the mission and aims of each school and their unique identity and context. However, a school’s ethos will reflect the IB mission to create a better and more peaceful world through intercultural understanding and respect and their approaches to learning and approaches to teaching will meet the high expectations of IB standards and practices. As a global framework, goals from other curricula can be aligned within the programme although key concepts will remain the same. Schools that implement a national, regional, state or other curriculum of choice will ensure alignment to the PYP framework. Implementation of the PYP is a transformative experience for students, schools and the wider learning community. Professional development for teachers together with a rigorous process of authorization and regular evaluation ensure that IB World Schools deliver the best possible education for PYP students.

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Early language and literacy skills are basis of all future learning in schools. If these are not developed well in early years, children will not be able to catch up in later grades with school texts becoming more dense and abstract. Therefore, strengthening teaching-learning for developing early literacy skills among students is crucial. The Language and Learning Foundation (LLF) was formed in 2015 with the aim of developing and implementing a variety of professional development opportunities for teachers, teacher educators and other stakeholders in the area of early grade student learning with a specific focus on language and literacy. Our vision is that all children will have strong foundational skills and abilities of language and literacy, thinking and reasoning. Based on this strong foundation, all children will learn and grow to their full potential. By 2020, our goal is to influence classroom practice of more than 75,000 teachers and teacher educators in collaboration with state governments. This will impact learning of more than 7,00,000 children in government schools’

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What Is Gouache: History And Applications. Online Colleges. Online Classes. What is Gouache The title of the present article is What Is Gouache. However, I will also refer briefly to subjects focusing on the issue of online education, as it fascinates me personally. Most people are not quite sure what exactly the term gouache painting means. Gouache is a technique and a product at the same time! The name gouache (pronounced "gwash") is French and derives from the Italian aguazzo (=mud), both referring to an opaque water color. However, this type of color is distinctively different from water color: it consists of pigment and a binding agent (usually Arabic gum), as water color does, but (unlike water color) the main difference is the following. The particles are larger, the ratio of pigment to water is much larger and, in addition, chalk is also present: the result is the "opaque" character of this painting medium. The technique appeared first in Medieval times, in the decorative embellishments of illuminated manuscripts. The German artist Albrecht Dürer (16th Century) used this medium in his nature paintings. During the 17th century, gouache was introduced to England. Topographical artists started using this method from around 1740. Opaque techniques flourished during Impressionism and Post-Impressionism: the artists were fascinated by the medium and its brilliance of color, and started using it extensively. After the first world war, and around 1930, the medium improved significantly and the result was the "Designers Opaque Water Color". Who Uses Gouache? Fine artists: they either use it in together with water color or by itself. The medium is excellent for abstract work, as it gives colors an outstanding brilliance and solidity. Designers: the name, "Designers’ Gouache," was given because of the easiness of its use as well as its brilliance. Gouache is obviously very popular among designers! Calligraphers: the medium is highly preferred in calligraphy, due of its opacity, permanence of results, but also because of its superb "flow" during work. Airbrush artists: its unique covering power, and its opaqueness, make gouache popular in airbrushing. More Links About Gouache As I will continue adding information about gouache, I just wanted to put in some of my thoughts concerning e-Learning. Having taken online classes myself (in fashion design, as you can read on the appropriate page), I feel that I am in the position to include my opinions on the subject. Online classes are based on information and communication systems to deliver their objective, which is usually E-Learning. E-Learning can be "asynchronous" (without a supervising teacher, each class unit completed on one's own pace) or "synchronous" (under the supervision of a teacher, and only as a means to enhance teaching in a live class). At a completely separate article, I intend to discuss in further detail the advantages and disadvantages of distance learning. Right now, I am just presenting facts. When referring to online colleges, one generally means the colleges that offer a complete online education usually leading to a degree. Other terms applied are: distance learning, distance education, or D-Learning. Distance education has been known as early as of 1728, through the first advertisement at the Boston Gazette! In Britain, it first appeared in 1840. In both cases, the teachers (Caleb Phillips and Isaac Pitman, respectively) of the "weekly mailed lessons" offered to their prospective students a convenient method of learning shorthand. Online Bachelors Degree Programs Bachelor's and Master's degrees are offered in the following majors: creative writing, video games, digital video, art and design, web technology, music education, general education, or the business behind music and entertainment. Of course, degrees specialized in other fields are also offered but, as a musician/artist, I am approaching the subject from my own perspective! Masters Degree Education Online Most online Master's degree programs (in the Liberal Arts field) are offered in the field of general education. However, and according to my research, I am pleased to confirm that degrees are offered in Music Education, Creative Writing, Arts and Design. Some universities offer even Doctoral degrees online!

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Growing awareness around the importance of integrating social, emotional and cognitive learning into early childhood education was evident on a recent trip to China by Beginnings School Founder and Housman Institute CEO, Dr. Donna Housman. Dr. Housman had been invited to visit a range of early childhood schools in China and offer her expertise around the integration of theory and practice in children’s emotional, cognitive and social early development. Her visit came on the heels of growing recognition and research evidencing that skills such as empathy, self-regulation, and emotional competence are foundational to children’s lifelong learning, success, mental health and well-being. The begin to…ECSEL approach, practiced at the Housman Institute’s Lab School Beginnings, has been shown to significantly improve these competencies and children who receive begin to…ECSEL significantly outperform their peers in these important constructs. The response to Dr. Housman’s visit and her approach was overwhelming. In addition to her many school visits, Dr. Housman spoke to principals, teachers and administrators about the importance of integrating emotional, social and cognitive early learning into daily instruction. Housman Institute Research Coordinator Jingyi Ke joined Dr. Housman, co-presenting at a training workshop in Shanghai for more than fifty teachers and talking with school directors in both Shanghai and Beijing about how to promote these critical skills. This international interest in the begin to…ECSEL approach coincides with the introduction of the Organization of Economic Cooperation and Development’s (OECD) “Baby PISA”. The Programme for International Student Assessment (PISA) is a triennial international assessment, which aims to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students. Data from the PISA reveals that children who attend high-quality early learning programs tend to score higher at reading at age 15, are better prepared for school, and tend to perform higher academically. To better understand the relationship between early childhood education and the long-term development of children, the OECD initiated the so-called “Baby Pisa”, or the International Early Learning and Child Well-Being Study. The assessment evaluates four early learning domains: pre-literacy skills, pre-numeracy skills, self-regulation, and social and emotional skills. The study is intended to provide countries with a common framework and comparable information for best practices and to allow nations to work together to improve early learning outcomes and overall well-being for children. The sharing of best practices and collaboration during Dr. Housman’s visit was both instructive and informative for all participants. Housman Institute expects to continue this important collaboration to improve early learning outcomes and overall well-being for children worldwide.

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Relationships Between Art Education and the Workplace Moore, Jamie Lynn This study undertakes the challenging and imperative task of making connections and finding trends between what art education teaches and how these skills, abilities and thinking patterns translate into the workplace. The arts, traditionally viewed as "special" or "extra" subjects in the school system, are not only teaching students important aesthetic skills, but also enabling students to learn and apply significant 21st century proficiencies needed and desired in the current and future workforce. Evidences of how art education enhances workplace readiness for a competitive global market are necessary to justify the arts in school and bring awareness to the community, school board members, leaders and policy makers. Many studies have been conducted exploring what art education teaches, the importance of art on student learning and development and skills needed for attaining jobs in a variety of enterprises. After reviewing these studies to gain insight on past and current research findings, relationships between art education, learned skills and abilities, student achievement, the workforce and the development of a thriving community were noted. A voluntary survey was distributed to the most successful businesses in Wake County, identified by the Wake County Chamber of Commerce, to reveal connections between individuals' art experiences and career choices and needs. Data collected was then organized, analyzed, and interpreted by the researcher. This study goes beyond the traditional research focus and attempts to weave all of these elements together and create a comprehensive overview eliciting how individuals' art education influenced their selection and preparation for their chosen profession and what relationships can be made between art education and the workplace. The outcomes of the study revealed several significant conclusions. According to the results of the survey, art education experiences teach a variety of skills and abilities that are used often in many creative and non-creative industries. The majority of participants were involved in industries considered non-creative such as accounting/finance, administration, construction, and real estate and indicated that creative aptitudes and 21st century skills were needed for their work. Visual imagery proved to be a major component of the workforce regardless of level or position within a company, however participants had to rely on their pre-employment art experiences as only two respondents received art or design training within their company. In conclusion, this study found immense data proving the need for high quality art experiences in order to prepare students for the workplace. Moore, Jamie Lynn. (January 2012). Relationships Between Art Education and the Workplace (Master's Thesis, East Carolina University). Retrieved from the Scholarship. (http://hdl.handle.net/10342/3872.) Moore, Jamie Lynn. Relationships Between Art Education and the Workplace. Master's Thesis. East Carolina University, January 2012. The Scholarship. http://hdl.handle.net/10342/3872. December 16, 2018. Moore, Jamie Lynn, “Relationships Between Art Education and the Workplace” (Master's Thesis., East Carolina University, January 2012). Moore, Jamie Lynn. Relationships Between Art Education and the Workplace [Master's Thesis]. Greenville, NC: East Carolina University; January 2012. East Carolina University

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By Jane Bloom Grisé, University of Kentucky College of Law Scott Turow, the bestselling author of One L, compared reading cases to “stirring concrete with my eyelashes.” Reading cases is challenging for many law students, but critical reading skills are incredibly important for success in law school and legal practice. Empirical research shows that lawyers read cases differently than non-lawyers. In addition, top law students use different reading strategies than lower performing students. While expert legal readers read cases to solve client problems, novices often read to memorize facts. Higher performing law students use an arsenal of different reading strategies depending upon the complexity of the case, but novices tend to indiscriminately highlight large quantities of text. Critical Reading for Success in Law School and Beyond was written to teach students the skills utilized by lawyers and higher performing law students. This book introduces students to a series of critical reading strategies so that they can become effective readers and move on to be successful in law school and law practice. The Critical Reading program is premised on two ideas. First, it is based on the idea that critical reading should be taught. While it is often assumed that students enter law school fully equipped to read and understand cases and statutes, there is no evidence to support this assumption. One student in a focus group conducted in connection with the Critical Reading program indicated that reading a case was like looking for a purple dinosaur without knowing what a dinosaur was or what the color purple looked like. Critical reading strategies can be taught, and it is important to explain to students, as adult learners, how these strategies will improve their ultimate performance. Second, Critical Reading is based on the idea that strategies should be presented in a sequential manner. As Bloom’s taxonomy suggests, students must master the lower level skill of understanding before they can be expected to engage in higher level skills, such as analysis and synthesis. For this reason, Critical Reading starts by examining the purpose for reading cases—to solve problems. Students are also introduced to the structure of cases so that they can understand different sections of cases. Critical Reading then presents information about civil and criminal procedure so that students can understand some of the commonly used terminology found in cases. Then the program teaches students pre-reading strategies such as understanding the context of cases and doing case overviews before reading more carefully. After students master these foundational skills, they are introduced to techniques for reading facts and understanding complicated text. Rather than simply providing a template for a case brief, the program examines the components of a case such as the issue, holding, and dictum, and provides techniques to understand the main ideas in the case. Higher level skills such as finding rules, synthesizing cases, and evaluating cases are addressed at the end of the book. These strategies can be introduced and incorporated into all classrooms in a few ways. First, students can be advised that they should read cases to identify rules and concepts that will be used to solve client problems or hypotheticals on a final exam. Students should be explicitly told that they do not need to memorize most cases. Second, students can be instructed to read actively and pretend that they are either one of the parties in the case or the judge. Studies have found that higher performing students read actively in this way. Professors who ask students how they would decide the case or how one of the parties would argue in the case are encouraging students to adopt this active reading strategy. Finally, professors can take one sentence from an opinion and model good comprehension techniques such as paying attention to conjunctions, noticing repeated words, and shortening long sentences by inserting periods. Critical Reading describes these and other strategies that can be introduced in the fall and/or spring semesters. As you are planning the spring semester, consider incorporating critical reading strategies into your courses. If you would like to discuss how you can introduce these strategies to your students, please feel free to contact me at firstname.lastname@example.org.

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One of the mysteries of the English language finally explained. 1A member of an indigenous people of south-western China and Laos. - ‘The Lahu, Red Karen, and White Karen represented matrilocal societies.’ - ‘In addition to the Shans, numerous other ethnic groups live in the Shan state, mainly in the hills: Palaungs, Pa-Os, Was, Lahus, Akhas, and other tribal people, as well as the Kokang Chinese.’ - ‘There are also significant numbers of Chin, Kachin, Kayah, Pao, Palaung, Lahu, Wa, and Rohingya.’ - ‘It was after they had consumed the last host, that the Lahu fled to the camps in Thailand.’ - ‘Many Lahu were once animists who converted to Christianity after contact with missionaries.’ - ‘Shelby Tucker has examined ethnic and cultural diversities and mentioned the social and cultural milieu of the Kokangs, Was, Akhas, Lahus, Karens, Rakhines, Chins, Kachins and Mons in the backdrop of ethnic Burmans.’ - ‘He was Delmos J. Jones, who was then with the CUNY Graduate Center and who I had known in Thailand while he was doing fieldwork amongst the Lahu.’ - ‘In the early 20th century Christianity was introduced, and many Lahu decided to follow that as well.’ - ‘Traditional clothing of the Lahu is black with bold embroidered patterns and bands of cloth for decoration.’ - ‘Geddes' master plan was for there to be studies of each of the ‘six main hill tribes’, identified as Hmong, Yao, Karen, Lisu, Lahu and Akha.’ 2mass noun The Tibeto-Burman language of the Lahu. - ‘The first wave of revision affected eight writing systems: Kazak, Kirgiz, and Uygur, based on the Arabic script; Jingpo, Lahu, and Miao, based on the Roman alphabet; and Dai, based on the Indic script.’ - ‘In the following years, the written languages of Bai, Bouyei, Dong, Hani, Naxi, Lisu, Lahu, Va, Zaiwa, Miao, and Xibei were also readopted.’ - ‘Chinese-style topic constructions are widespread in Chinese, Japanese, Korean and some South-East Asian languages like Lahu, Lisu, and Zhuang.’ - ‘After 1958, newly revised Jingpo, Lisu, and Lahu written languages were still offered along with Chinese in schools and literacy classes in rural areas, while in urban schools Chinese basically replaced them.’ Relating to the Lahu or their language. - ‘The book Chopsticks Only Work in Pairs by Shanshan Du details the near ideal gender equity among Lahu communities.’ - ‘The Lahu Shehleh also call themselves Black Lahu but customs and dialect are different to the Lahu Na.’ - ‘In type 2 communities, the monopolistic stage slowed down progress in literacy development, and even saw a rise in illiteracy in Yi and Lahu communities during the Cultural Revolution.’ - ‘Some are from the Akha, Karen, or Lawa minorities, but most come from the Lahu hill tribe.’ - ‘All the other Lahu tribes have supplemented their traditional costumes by sarong and Thai shirt.’ The name in Lahu. Top tips for CV writingRead more In this article we explore how to impress employers with a spot-on CV.

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- 6 Benefits of Music Lessons for youth Between dance and sports, your kid’s schedule is jam-packed with fun extra-curricular activities. So why add music lessons to the list? Maybe they won’t become the next Mozart, but they may improve academically, practice better manners, and build more confidence. Read on to learn more about the benefits of music education. 1. It Develops Academic Skills Albert Einstein was not a revolutionary physicist, but a violinist playing and performing Mozart’s sonatas before reaching high school. By the time he reached the age of thirty, he had revolutionized the way humanity viewed time and space, forever distinguishing himself as an intellectual icon. Fact: music is math. Through understanding rhythm, beat, and scales, children are learning how to create fractions, divide, and recognize patterns. Music is incredibly stimulating, and it is impossible to play music without counting. Research studies have also shown that music improves memory. A child can also learn about basic physics through playing an instrument. For example, plucking guitar strings or violin teaches children about sympathetic and harmonic vibrations. 2. It Cultivates Physical Skills The movement of hands, arms, and feet that’s required to play certain instruments can help children develop coordination and motor skills. Some instruments demand different actions from your right and left hand simultaneously, which is great for high-energy kids. It’s like patting your head and rubbing your belly at the same time. Beyond developing ambidexterity, playing an instrument enhances coordination and perfect timing. This can prepare children for other hobbies, like dance and sports. In addition to developing the physical skills necessary to play an instrument, learning how to perform cultivates coordination and motor skills even further. We teach performance at MPC because we recognize that a musical performance goes far beyond that act of playing the instrument. Whether it’s a singer’s choreography, microphone positioning, or creating presence behind a keyboard, performing music is about a coordinated grace. 3. It Trains Patience and Discipline It’s said that the best things in life are worth waiting/working for and being able to play music is no exception. Especially in today’s age of instant gratification, learning an instrument can help teach children the value of perseverance and patience. To succeed it takes time and effort, and helps children understand that if they want to be good at something, they will need to be patient and give it proper focus and attention. It teaches perseverance through hours, months, and sometimes years of practice before they reach specific goals, such as memorizing a solo piece. 4. It Boosts Self-Esteem Music lessons offer a forum where children can learn to accept constructive criticism. Turning constructive criticism into positive change helps build self-confidence. This self-confidence built by overcoming challenges can enhance all areas of life, both in and out of education. Not to mention the huge sense of achievement they’ll feel when their hard work turns into a beautiful performance. Our mission at MPC is to help children achieve their goals so they feel confident in any situation. 5. It Enhances Creative Self-Expression Playing an instrument is a great form of self-expression and can help bring out your child’s creative side. Some feelings are hard to verbalize, and there is nothing more important to childhood development than self-expression. Music can provide a creative outlet that allows them to express themselves freely. This process is incredibly important in the development of emotional skills, communication skills, and psychological awareness. The process of songwriting is also a huge creative outlet for self-expression. At MPC our guidance is the vehicle to help kids express themselves through music. Having a healthy creative outlet for self-expression allows children to grow and develop a positive sense of self. 6. It’s Fun We can go on and on about the benefits of learning a musical instrument, but what matters most is that the musician enjoys themselves. While other hobbies like watching Netflix or playing video games are passive, playing music actively engages and stimulates the brain, making you feel happy and occupied. At Musician’s Performance Centre we are passionate about music, and we believe in using this passion to grow in all aspects of life. We’d love to hear from you! For questions or inquiries about signing up for music lessons contact us at 705-300-3561. McCullough, S. (2018, September 4).

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Quill.org provides free online tools to help low-income students become sharp writers. Our mission is to help the 30 million low-income K-12 students in the United States who struggle with writing. In 2011, a Department of Education study found that 76% of eighth grade students are not proficient at writing, one of the most important skills young people need to improve reading comprehension, advance critical thinking, and produce new knowledge. While poor writers may gain admission into college, they will not have the skills they need to thrive. College-level learning depends on college-level thinking expressed through the written word. By using Quill, teachers are able to implement research-based expository writing instruction in their classrooms. We want to improve outcomes for every single student who does not have consistent access to the finest writing instruction. By automatically grading the writing as they work, students are able to receive instant feedback and personalized instruction. This tailored experience enables students to learn faster, and it saves teachers hundreds of hours spent on grading. Quill currently provides four writing tools that enable students to build writing, grammar, and proofreading skills, and we will continually launch new tools that advance student writing and thinking. Through our tools, students gain the ability to express, with clarity and precision, complicated thoughts in writing. Although some of the steps might seem simple, each activity helps teachers progressively build the skills students need to read deeply and think critically about the world around them. In September of 2014 we launched Quill Proofreader, a tool that helps teachers identify which students need support in basic grammar. We then supplied lessons to improve those skills. These Common Core-aligned lessons help students with basic concepts such as possessive nouns and subject-verb agreement. Students receive instant feedback on their work and personalized pathways for advancing through the program. Quill’s curriculum now provides over 40 hours of instruction spanning 42 Common Core standards. While exploring new ways to expand our program, we found that literacy experts consistently recommended “sentence combining” as a high-leverage strategy for teaching writing skills. In sentence combining, students take multiple ideas and combine them together into a single sentence. At its core, sentence combining requires students to examine the relationships between ideas, order those ideas, and then express them logically and succinctly. Writing Next, one of the seminal reports on literacy development, lists sentence combining as one of eleven highly effective strategies for developing writing skills. The main hurdle in building a sentence combining tool is that students can produce a myriad of answers, a technically challenging problem. How do you fairly evaluate student work when there are potentially hundreds of correct or almost correct answers? With the advice of experienced technology advisors, we believe we have solved this challenge. Our sentence combining tool employs cutting-edge language analysis software so that we can assess the quality of student responses and provide students with immediate feedback. A team of a dozen or so educators, including teachers at KIPP and Achievement First, are working on our product to ensure that it meets the needs of our targeted end-users: teachers who work in schools in impoverished neighborhoods and the low-income students they serve. By applying innovative technology to a research-validated strategy, we believe that we are on the verge of creating a revolutionary learning experience, which will be made available, for free, to millions of students. Since launching in September of 2014, over 200,000 students have answered 20 million questions, an average of 100 questions per student. Once they have completed these questions, students master six to twelve Common Core writing standards. There are over 2,000 schools using Quill, and 62% of our students attend low-income schools. Quill’s rapid growth is largely attributable to word-of-mouth traffic, with many teachers discovering Quill through press and then sharing it with their colleagues. We publicly publish our impact metrics at Quill.org/stats. Quill is free for students and teachers so that every person can use our tools to become a better writer. Quill then builds partnerships with schools through our Quill Premium service, where schools receive in-depth data on student progress across national writing standards. Quill is now working with over a hundred schools through its premium service. Furthermore, Quill raises and dedicates funds in order to provide financial aid for Premium to schools with low-income populations and limited budgets. If you work in a school with low-income populations, you can apply for Quill Financial Aid. Quill is an open source organization, and we work with a large community of developers and educators to launch new literacy tools aligned with our mission. More than 100 educators and developers have helped to build Quill, and our vision is to be like Wikipedia, enabling thousands of people to launch their own activities on our platform. Through a crowdsourced, community-led effort, we will be able to scale Quill to meet the needs of every learner in the world.

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One challenge school librarians have faced in collaborative work is being acknowledged as equal partners with classroom teacher colleagues. In states where school librarians are required to hold classroom teacher certification and have classroom teaching experience, this may not be as much of a challenge. If, on the other hand, teaching certification and experience is not required, classroom teachers may need to be convinced that the school librarian is indeed an “equal.”The reverse may also have been true. I may be that when professionals serving in school libraries are perceived of as “coaches” or “mentors,” their classroom teacher colleagues may feel “less than” in terms of knowledge and expertise. A hierarchy—whether or not it is intentional—is implied. If school librarians position themselves as professionals who know more than their colleagues—in all areas of teaching and learning—classroom teachers may perceive that the school librarian is trying to “fix” a classroom teacher’s instructional or other practices. In either case, relationships will suffer and collaboration may not be successful in the long run. If, on the other hand, school librarians and classroom teachers collaborate as equal partners who learn with and from one another, then relationships have a better chance of thriving and collaboration is more likely to be on-going. Educators are adults who need to be respected for their knowledge and experience. Collaboration needs to be experienced by both/all parties as a problem-solving activity that benefits both/all educators and subsequently, all students. In the best of instructional partnerships, mentorship goes both ways. It is reciprocal. There will be areas of the curriculum in which school librarians may lack knowledge or lack teaching experience. Classroom teachers may have little or no knowledge of or experience teaching the inquiry process or reading comprehension strategies. One or the other educator may be stronger in integrating technology tools and devices. One or the other may have better student observation skills or classroom management skills. School librarians who approach collaborative work as educators with both strengths and areas for growth and who communicate the dispositions (character traits) of lifelong learners will have more success as coteachers. School librarians’ opportunities for professional development in their daily practice are truly limitless! Job-Embedded Professional Development In a learning commons library model, adult learning is as important as student learning. It is, after all, the adults who organize the learning environment and create learning opportunities for students. If adults do not engage in on-going professional development and continue growing their practice, then future ready students will be short-changed. “Collaboration” involves “working with a member of the teaching team to plan, implement, and evaluate a specialized instructional plan” (AASL 2016). Collaboration requires effective on-going communication, joint planning, individual and collective action, and commitment to a shared outcome. While coplanning, coimplementing, and co-assessing a lesson or unit of instruction, school librarians and classroom teachers are engaged in a just-in-time opportunity to learn with and from one another. Most educators do not have the golden opportunity school librarians have; they are not positioned to learn with and from colleagues who teach in all content areas. Due to that fact, it’s my experience that collaborating school librarians can accelerate their instructional expertise at a faster rate than most classroom teachers. And still, school librarians have more to learn from every educator and student they have the good fortune to serve. One of the Future Ready Librarians™ gears is personalized professional development. When school librarians and classroom teachers engage in reciprocal membership, they are indeed providing and receiving personalized professional development. And students are receiving a higher quality of instruction. Win. Win. Win. Questions for Discussion and Reflection - What is your definition of a learning commons, and how does your current library measure up to that description? - How do you ensure that the colleagues with whom you collaborate perceive classroom-library collaboration as the work of equal partners? American Association of School Librarians. 2016 “Position Statements: Definition for an Effective School Library Program.” www.ala.org/aasl/advocacy/resources/statements

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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. Do You Think Teaching Children Music Is Impossible If You or Your Children Don’t Have an Ear for Music? Wrong! You and your children can sing! Some of you will disagree and say that the absence of the musical ear runs in the family: your dad, grandfather, great-grandfather and aunt didn’t have one, and so, teaching children music is an unwise decision. Hold on! Let’s come to an understanding once and for all. If you can not repeat a tune and someone else in your family could not sing, this only indicates that your relatives were unable to find the suitable “musical” environment for you. But it was not their fault, because their own childhood was just as “non-musical” and could not find teachers who employed the right techniques of teaching children Most people are absolutely sure that inborn musical abilities and voices are impossible to change. Yet the truth is, everyone has a natural ear for music and a singing voice. Any person who can hear and speak has an ear for music! Moreover, people at any age can learn to sing properly. In this case, you will have to make certain efforts: learn a special breathing technique, special articulation, and learn to control your vocal chords. You must also be very diligent and persistent. All this put together can drastically change your voice and, accordingly, develop your ear for music. If your children show an interest in music and musical instruments, you should immediately indulge this interest and seek ways of teaching children music, for example introducing them to a music teacher. If the teacher tells you that “Your child is a charming boy/girl, but absolutely has no musical talent,” don’t listen! Get a second, third, or fifth opinion, and find a teacher who is a true professional and can instruct you how to work with your child by creating an individual, unique plan of teaching Of course it is more interesting and easier for music teachers to work with gifted children, but if the musical abilities of your kids have not been revealed yet, do not give up on teaching children music lessons. You are not too late; you can still Once I worked at a musical school in small town in Sakhalin, Russia. The number of children wishing to play musical instruments had been limited, and we sometimes had to enrol almost everyone without preliminary testing. Quite often we had up to 40 percent of “tooters,” as we, the musicians, called them. Those were children who were not able to sing. So why did we teach them? Simply because as teachers, we could not refuse teaching children music as the desire to learn and the initiative came from the children themselves. Adults and children who can hear a tune “in their head” but can not reproduce it vocally and would like to correct the problem can reverse this with training. Sometimes this problem is not very obvious, and it can not be seen right away. But as children develop creatively, the problem becomes more apparent and leads to the inability to express themselves. In the future, “tooters” may develop a number of inferiority complexes, such as feelings of isolation and other personal problems. Even when it seems that hearing and voice coordination has been disrupted, this problem can be mended.

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Phonics Instruction Is Bearing Fruit Andrea Neal column for Dec. 10, 2003 INDIANAPOLIS — One of the myths of education reformers is that there is no such thing as a silver bullet. They insist it will take a variety of innovative approaches over many years to effect real change in low-performing schools. News bulletin: There is a silver bullet at the primary level that can work its magic in test scores pretty quickly. It¹s phonics and it improves math skills as well as reading because both rely on a student¹s ability to make sense of stories and story problems. Exhibit 1: In Indianapolis Public Schools, the percentage of third graders passing the ISTEP exam jumped this year from 46 to 54 percent. While students made gains in three of the four grade levels tested, the biggest increase was in third grade, the first class to have experienced two consecutive years of a phonics-based reading program. The program is Open Court published by SRA/McGraw-Hill, which offers the most systematic phonics of any textbook on Indiana¹s state-approved list. Exhibit 2: In Detroit, 55 percent of fourth-graders passed Michigan¹s Educational Assessment Program this year, compared to 33 percent the year before. As reported in the Oct. 4 Detroit Free Press, Kenneth Burnley, chief executive officer for Oakland County schools, "credited the 22-point fourth-grade reading improvement to a program called Open Court, on which the district spent nearly $20 million last year." Exhibit 3: In the Poudre School District in Colorado, an affluent community in comparison to Indianapolis and Detroit, third graders this year achieved an all-time high 84 percent proficiency rate on the reading test of the Colorado Student Assessment Program. The number compared to 81 percent the year before and 76 percent in 1998. Nancy Sebring, executive director of curriculum, instruction and assessment, attributed the growth to the district¹s emphasis on literacy at the elementary level, and the district-wide reading program, Open Court. Memo to Indiana school systems: If you haven¹t yet put phonics back into your elementary reading instruction, you are missing the boat. Whether your ISTEP scores are high or low, you can nudge them higher. "I do believe that our Open Court adoption in grades K-2 has had a big impact on improving our test scores at 3rd grade," says IPS Superintendent Duncan Pat Pritchett. "Open Court is a heavily phonics-based program, which is providing our students with the decoding skills necessary to be successful readers." More good news comes from the federally-funded program for disadvantaged students known as Title I. Indianapolis¹s Title I full-day kindergartens began using Open Court in 1999-2000, two years before the district adopted the series. Three years after implementation, ISTEP passage rates for the Title I students went from 39 percent to 52 percent. Other assessment tools show similar boosts, according to Nancy Beatty of IPS. Scores from the Signposts Early Literacy Battery indicate that 36 percent of Title I full day kindergartners scored above the 50th percentile in 2001 compared to 50 percent in 2002 and 56 percent in 2003. Are there other factors that contribute to these improvements? Of course, Pritchett and Beatty agree, and teacher dedication and professional development are right at the top. But it¹s indisputable that IPS reading scores are moving in the right direction after only two years of intensive phonics. Four other Indiana school districts formally use Open Court — Baugo in Elkhart County, Porter Township, Milan and Western Wayne — and dozens of others have supplemented their reading texts with phonics-based instruction, programs such as Saxon, Direct Approach and Success for All. (As a matter of disclosure, the private school where I teach uses Open Court). In 2000, the Indiana General Assembly passed a bill requiring new elementary teachers be trained in phonetic skills. The same year, the Indiana Department of Education created a "phonics toolkit" to help teachers incorporate phonics into their teaching. Two years later, President Bush signed into law the No Child Left Behind Act, which requires schools receiving federal funds to use phonics-based programs. There were naysayers aplenty, including some high-profile profs from Indiana¹s education schools and leaders in the International Reading Association, who continue to insist there is no best way to teach reading. The proof, thank goodness, is in the pudding. ‹ 30 ‹ Andrea Neal, former editor of the Indianapolis Star editorial page, is a middle school teacher, columnist and adjunct scholar of the Indiana Policy Review Foundation. Contact her at firstname.lastname@example.org.

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The Sandwell Numeracy Test comprises of a revised edition for pupils aged 4-8 (SENT-R) and a version to enable the assessment of older pupils experiencing difficulties with numbers suitable for pupils aged 8 to 14 years (SENT KS2–KS3). The Sandwell Early Numeracy Test assessments enable teachers to assess a pupil's ability with numbers, through exploring five strands of basic numeracy skills: identification, oral counting, value, object counting and language. This standardised assessment is particularly useful in helping to identify targets for pupils with Special Educational Needs and it can also be used with older pupils whose performance is well below average their age group. Administered on a one-to-one basis the assessment has been designed to identify specific number skills that require targeted teaching and to monitor the impact of teaching interventions. For children with Special Educational Needs, it can also be used to identify targets for an individual education plan (IEP) and to provide information to support decision-making within the SEN Code of Practice. Why use SENT-R and SENT KS2-3?

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ERIC Number: ED127177 Record Type: Non-Journal Publication Date: 1971 Reference Count: N/A Numbers and Counting: MINNEMAST Coordinated Mathematics - Science Series, Unit 9. Blair, Kay W.; Thomson, Polly V. This volume is the ninth in a series of 29 coordinated MINNEMAST units in mathematics and science for kindergarten and the primary grades. Intended for use by first-grade teachers, this unit guide provides a summary and overview of the unit, a list of materials needed, and descriptions of four groups of lessons. The purposes and procedures for each activity are discussed. Examples of questions and discussion topics are given, and in several cases ditto masters, stories for reading aloud, and other instructional materials are included in the book. The lessons in this volume are organized into four sections: (1) one-to-one correspondence, (2) tallying, counting, and reading numerals from 0 to 20, (3) writing numerals and counting practice, and (4) ordering and the order-signs. A variety of topics related to these threads is included; among these are estimation of large numbers and names for numbers in other languages. (SD) Descriptors: Curriculum Guides, Elementary Education, Elementary School Mathematics, Elementary School Science, Experimental Curriculum, Interdisciplinary Approach, Learning Activities, Mathematics Education, Number Concepts, Primary Education, Process Education, Science Education, Units of Study MINNEMAST, Minnemath Center, 720 Washington Ave., S.E., Minneapolis, MN 55414 Publication Type: Guides - General Education Level: N/A Sponsor: National Science Foundation, Washington, DC. Authoring Institution: Minnesota Univ., Minneapolis. Minnesota School Mathematics and Science Center.

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An Early Childhood Teaching Resource aligned with the Food and Nutrition for Healthy, Confident Kids Guidelines (2007) and Te Whāriki Early Childhood Curriculum 1996. The activities within the resource focus on promoting sensory exploration, language and literacy development, numeracy skills, an understanding of the living work, motor skills, social development and physical wellbeing. 2x Early Childhood Teaching Resource Handbooks 96 laminated fruit and vegetable cards 12x A4 laminated coloured posters Littlies Snack Ideas for 2-5 year olds Rainbow Mobile Template Set of playing cards You must be logged in to book this resource

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ERIC Number: ED420560 Record Type: Non-Journal Publication Date: 1993 Reference Count: N/A Kids Explore America's African-American Heritage. Westridge Young Writers Workshop. Jefferson County School District R-1, Denver, CO. This book was written by 86 students in grades 3-8 at Westridge Elementary School (Littleton, Colorado) during a summer enrichment class. The book is for anyone who wants to learn about African-American culture and heritage. Chapter 1 gives an overview of African history before American contact, the introduction of slavery into America, the road to emancipation, reconstruction, the civil rights struggles, and America today. Chapter 2 describes famous 'firsts' and heroes with featured biographies of Lucy Terry Prince, Benjamin Banneker, Leroy B. (Satchel) Paige, Thurgood Marshall, Jackie Robinson, Daniel "Chappie" James, and Shirley Chisolm. Another section of the chapter contains short biographies of Estevanico Dorantez, Elizabeth Freeman, Olaudah Equiano, Norbert Rillieux, Elijah McCoy, Edmonia Lewis, Jan E. Matzeliger, Granville T. Woods, Daniel Hale Williams, Sarah B. (Madame) C. J. Walker, Charles Henry Turner, Ida B. Wells, William Christopher Handy, Carter G. Woodson, Bessie Coleman, Bessie Smith, Marian Anderson, Althea Gibson, and Wilma Rudolph. Chapter 3 discusses art, music, and dance in both Africa and the United States. Chapter 4 describes fun, food, and celebrations of African-American heritage. Chapter 5 includes eight stories common to African-American culture, a language section with words of African origin and Black English phrases, and a literature section for additional resources. The last chapter presents interviews with African-Americans who relate the importance of their culture, family traditions and values. The book contains numerous illustrations and photographs and concludes with a list of student and teacher participants and an index. (EH) Descriptors: African Culture, African History, African Studies, Black Culture, Black History, Black Studies, Childrens Literature, Cultural Activities, Cultural Education, Elementary Education, Folk Culture, Social Studies, Student Developed Materials, Student Publications John Muir Publications, P.O. Box 613, Santa Fe, NM 87504, telephone: 505-982-4078 ($9.95). Publication Type: Books; Guides - Non-Classroom Education Level: N/A Audience: Practitioners; Students; Teachers Authoring Institution: Jefferson County School District R-1, Denver, CO.

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Google recently unveiled the latest addition to their Chrome Music Lab line-up. Chrome Music Lab is a website made by Google that aims at making music education more accessible through hands-on experiments. Many teachers have been using Chrome Music Lab as a tool in their classrooms to explore music and its connections to science, math, art, and more. They’ve been combining it with dance and live instruments. Here’s a collection of some uses we’ve found on Twitter. The Song Maker experiment lets users make and share their own songs. You can check out mine here. All of the experiments are built with freely accessible web technology such as Web Audio API, WebMIDI, Tone.js, and more. These tools make it easier for coders to build new interactive music experiences. Users can get the open-source code to lots of these experiments here on Github. Users can play with these experiments across devices, phones, tablets, laptops, by opening the site on a web browser such as Chrome. On top of this, there is no account needed so all you have to do is open it up. Now, despite being quite cool it is worth noting that all of these experiments are quite rudimentary and creating a record selling masterpiece may prove difficult. Despite that, there is a lot of fun to be had here, for adults and children alike. You can watch the video on Song Maker here:

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Summer is the perfect time to get outdoors, play games and to get wet. Why not include a little balance and coordination to an afternoon of Gross Motor Play. Water Balloon Stomp is a fabulous way for your Little Pnuts to practice color recognition, build on counting skills, improve strategic thinking all while enjoying outdoor fun. A great water play activity for a play date or for individual play this activity is sure to elicit plenty of giggles. What You Will Need - Filled Water Balloons in a variety of colors, filled. - A bucket filled with water - A Timer for the variation on play Gather up some water balloons. We usually fill up a bucket(s) with water and then drop the water balloons in that to keep them safer longer. Find a good place for your Little Pnut to “stomp”. The beauty of this activity is you can do it just about anywhere outdoors. We did this activity on our deck but the yard, the driveway, or patio work great too. Gently lay out one or more water balloons on the ground. You may have to demonstrate for your Little Pnut the action you are after but I promise you they will catch on quickly. Our 22 month old did! He had the best time trying to stomp on and break the water balloons with his feet. That alone is a good exercise in concentration and coordination. The older Little Pnuts will be a little more accurate and break the balloons more quickly but it may take the littles a few tries. Mix it up and make a color recognition game out of it for your Little Pnuts by laying out more than one balloon at a time and telling them what color balloon to stomp. Practice counting by challenging them to break a designated number of balloons. For even older Little Pnuts write numbers on the balloons with a sharpie and see how many balloons they can break (ie. points they can score) in a designated time period. Older Little Pnuts will love the added element of a time challenge. The possibilities are almost endless. Most importantly though, have fun & get wet! This activities focuses on the following Developmental Milestones for your Little Pnuts: Gross Motor Skill Development, Focus and Concentration, Strategic Thinking, Balance, Coordination, Color Recognition, Number Recognition, Number Sequencing, Counting Skills, Cooperative Play, Cognitive Development, Group Play and Individual Play.—Jennifer Haas, founder of Plain Vanilla Mom.

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First-year fine motor skills Did you know that tummy time, crawling and side-sitting can actually help with your baby’s fine motor development? These basic movement patterns — and the postural control and stability needed to perform them — can affect skills later in life such as handwriting! What can you do to help ensure that your baby’s fine motor development is on target? Do you need to spend money on the latest gadget/toy to help strengthen those little hands? No! Developmental motor sequences are hard-wired, and babies are set up to naturally master fine motor skills without engineering or technology. You can encourage exploration and competence by providing opportunities throughout your daily routine to practice these foundational skills. Here are some key concepts in fine motor development and some simple activities to try: Postural control and stability This is the combination of strength and balance that enables us to keep one part of the body still while another part moves. For example, shoulder stability affects the ways in which the arms and hands move. Incorporate lots of floor time into your baby’s day. Reaching while in different positions on the floor — on the tummy, lying on his/her back, side-lying and sitting — can help strengthen your baby’s core muscles and improve shoulder stability. This refers to the efficient use of both hands during an activity. As a child gets older, one hand often stabilizes or helps, while the other hand manipulates. Help your baby play patty cake, peek-a-boo or other simple action songs. Hands are one of the most sensitive parts of our body! Our tactile sense interprets what we touch and helps guide movements. For fine motor skills, we rely on touch, vision and proprioception (an unconscious sense of joint position and movement). Allow your baby to learn by mouthing toys (no choking-sized objects) and playing with food (such as “painting” with pudding). There are 35 muscles that move the fingers and thumb — 17 in the palm of the hand and 18 in the forearm. Dexterity skill involves the small, precise, accurate and efficient movements of the hands. - Hand separation: Babies’ hands have two sides that do two different jobs. Precision and manipulation are accomplished by the side of the hand with the thumb and first two fingers, while stability and power are provided by the pinky and ring finger side. Use picture books to encourage pushing, poking and pointing with the index finger. Banging toys on the table or floor helps strengthen the other side of the hand. - Grasping patterns: Encourage babies to hold onto a variety objects of different sizes, shapes, textures and weights. Container play with common household objects of different sizes can help babies practice grasp and release. Start with larger objects and proceed to smaller ones. Encourage your child to put things into containers and then take them out again and again. Dumping, banging, hiding and stacking items should be encouraged as well because such actions all require different grasping patterns. - Palmar arches: The arches of the hand enable grasping objects and help provide a base of support for skilled finger movement. Crawling as well as pushing up while in a tummy-time position can help develop the muscles and arches toward the pinky side of the hand. Rattles and finger foods, meanwhile, help develop the skilled side of the hand (thumb and first two fingers). If you have concerns about your baby’s fine motor development, contact your pediatrician who may refer you to a rehabilitation specialist such as an (occupational or physical therapist). Some red flags in the first year could include not bringing hands to mouth, making no attempt to reach for or hold objects, the absence of bringing both hands together in play or weakness in the ability to hold onto objects. Capernaum Pediatric Therapy of Edina uses a play-based approach to help children achieve developmental milestones and maximize their functional potential. This article was inspired by occupational therapists/teachers, including Mary Benbow, Rhoda Erhardt and Maryanne Bruni.

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Education System in Mali |Primary||Elementary Education||1||6||6||In the sixth grade all the students take the C.E.P.| |Middle||Junior High school||7||9||3||Certificate/Diploma awarded: Diplôme d'Etudes Fondamentales (D.E.F.)| |Secondary||Senior High School||10||12||3||Certificate/Diploma awarded: Baccalaureat| |Vocational||Vocational/Technical School||2||Certificate/Diploma awarded: Certificat d'Aptitude Professionnelle (CAP)| |Vocational||Vocational/Technical School||4||Certificate/Diploma awarded: Brevet de Technicien| |Tertiary||University First Level||2||Certificate/Diploma awarded: Licence (2-3 years of study)| |Tertiary||University Second Level||Certificate/Diploma awarded: Maitrise| |Tertiary||University Third Level||2||Certificate/Diploma awarded: Diplôme d’Etudes Approfondies (DEA)| |Tertiary||University Fourth Level||3||Certificate/Diploma awarded: Doctorate (Ph.D)| There is an element of imbalance in Mali Education because the ministry of lower education is increasing throughput, whereas the ministry of secondary and higher education still does not have sufficient secondary schools. As a result, many secondary students are deprived of opportunities, and this still happens more frequently to girls than boys. Education is provided free of charge and legislated as compulsory between ages 7 and 16, of which the first 6 years are primary schooling. Despite improved facilities many poorer children still do not attend because of high ancillary education costs. Students wishing to continue with their schooling must first pass the diplôme d’étude fondamentale on finishing primary school. Of those who succeeded in 2008, almost 21% were unable to obtain admission to middle school. Those who did, followed a standard academic curriculum for the next 3 years. Upper secondary schools are clustered in urban areas, and the best of these are privately administered. This sad reality of life ensures that the path to progress is largely obscured for those young people whose fathers are not either wealthy, or otherwise influential. The Mali government is addressing the secondary education bottleneck by expanding vocational training and introducing a national apprenticeship system. Practical skills like literacy and basic agricultural knowledge are also being provided. The country remains one of the poorest in the world, and of necessity, progress is slower than it might have otherwise been. One of the world’s most ancient education institutions is Sankore Masjid which still operates in Timbuktu as a seat of Islamic learning. Its modern counterpart, the University of Bamako illustrated here, was founded in 1996 and is named after the capital city where it stands. Its 5 faculties include science & technology, medical, humanities arts & science, law & public service, and economy & management. It also hosts an institute of management, and an institute of training and applied research. The medium of education is French.

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best selection of fire safety prevention resources free in the community worksheets 4 places for kindergarten collection download them. community helper worksheet matching helpers 1 places worksheets for kindergarten social studies resources. places at school worksheet worksheets for all download and share community kindergarten free library print on dow. community places worksheets for kindergarten stranger danger and colouring pages. more worksheets coming soon places different in school for kindergarten community work. careers worksheet 2 community places worksheets for kindergarten social studies resources. careers worksheet 1 community places worksheets for kindergarten social studies resources. a journey worksheet community places worksheets for kindergarten people live in unit plan teach starter. places in the community worksheets for kindergarten. worksheets theme worksheet teaching grade community for workers places kindergarten place. community helpers worksheets original 1 places for kindergarten teaching resources teachers pay. describing places worksheets for kindergarten in the community preschool. kindergarten social studies community places worksheets for. picture places worksheets in town prepositions community for kindergarten. collection of solutions community helpers worksheet for kindergarten everyday lesson plans the mailbox les. examples of safe strangers community places worksheets for kindergarten stranger danger and colouring pages. community helpers matching worksheet by the learning center preschool 1 places worksheets for kindergarten. places in town science for kids worksheets and picture dictionary community kindergarten. community helpers worksheets crafts and for preschool toddler kindergarten free activity pages math places. free urban community worksheet places worksheets for kindergarten to visit. related post ity places coloring pages sheets our printable animals place in neighborhood and tigers free page 8 oriental trading fr community worksheets for kindergarten color. places in our community worksheet free printable worksheets for kindergarten. places in the community full screen 1 worksheets for kindergarten worksheet free printable. grade art lesson plans collection of fun math coloring plan new on top first st social studies worksheets for com. community places worksheets for kindergarten related have fun teaching kinderg. community connections places in the worksheet free printable worksheets full grade social studies communities for kindergarten writing a printabl. places in the community 1 worksheets for kindergarten worksheet free printable. other size s kindergarten map worksheets activities math community my friendly neighbors preschool helpers for lines on places free skills k. good citizenship worksheet 1 learn community places worksheets for kindergarten have fun learning. community places vocabulary bundle worksheets for kindergarten. all around my town places 1 community worksheets for kindergarten worksheet free printable.

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The Primary Years Programme (K-Gr 5) At Stratford Hall, we are authorized by the International Baccalaureate Organization to teach the Primary Years Programme (PYP). The PYP is a framework, designed by the IB, through which we deliver the British Columbia (BC) Ministry of Education’s Curriculum. It is inquiry-based, driven by the questions teachers and students generate. Our Kindergarten to Grade 5 students are encouraged to be active learners, and to stretch their thinking by asking questions that deepen their understanding of a concept or skill. Along with the Learner Profile, the PYP is composed of five essential elements, addressed through the curriculum developed by the teachers. A unique feature is the transdisciplinary nature of our program. Wherever possible, knowledge and skills associated with social studies, science, literacy, numeracy, and fine arts are integrated into our Programme of Inquiry (POI). The POI represents 36 Units of Inquiry (six per grade) taught each year. The POI is reviewed annually to ensure alignment with the BC Ministry of Education’s curricular expectations, along with consistency across, and within, the grades. Standalone instruction in specific Literacy and Numeracy skills also play a part in our balanced programming, ensuring students are set up for success by providing solid foundational skills. Our Language Acquisition program features Spanish exclusively in the PYP. Spanish, along with Physical Education and Music, are taught by specialists, and are a regular part a student’s timetable throughout the week. If you would like to learn more about our programming, feel free to connect with our PYP Coordinator, Ms. Amanda Lempriere.

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The splitting of a single spectral line into a group of closely spaced lines when the substance producing the single line is subjected to a uniform magnetic field. The effect was discovered in 1896 by the Dutch physicist Pieter Zeeman. In the so-called normal Zeeman effect, the spectral line corresponding to the original frequency of the light (in the absence of the magnetic field) appears with two other lines arranged symmetrically on either side of the original line. In the anomalous Zeeman effect (which is actually more common than the normal effect), several lines appear, forming a complex pattern. The normal Zeeman effect was successfully explained by H. A. Lorentz using the laws of classical physics (Zeeman and Lorentz shared the 1902 Nobel Prize in Physics). The anomalous Zeeman effect could not be explained using classical physics; the development of the quantum theory and the discovery of the electron’s intrinsic spin led to a satisfactory explanation. According to the quantum theory all spectral lines arise from transitions of electrons between different allowed energy levels within the atom, the frequency of the spectral line being proportional to the energy difference between the initial and final levels. Because of its intrinsic spin, the electron has a magnetic field associated with it. When an external magnetic field is applied, the electron’s magnetic field may assume only certain alignments. Slight differences in energy are associated with these different orientations, so that what was once a single energy level becomes three or more. Practical applications based on the Zeeman effect include spectral analysis and measurement of magnetic field strength. Since the separation of the components of the spectral line is proportional to the field strength, the Zeeman effect is particularly useful where the magnetic field cannot be measured by more direct methods. Dutch physicist who observed that an intense magnetic field would split single spectral lines into three components, an observation known as the Zeeman effect. Zeeman shared the 1902 Nobel Prize in physics with his teacher Lorentz for his discovery. Pieter Zeeman was born on May 25, 1865, in Zonnemaire, the Netherlands. His father was a Lutheran minister named Catharinus Farandinus Zeeman and his mothers name was Wilhelmina Worst. It was his mother who attended to his elementary education. He attended secondary school in Zierikzee, a town a few miles from his home. He had a strong desire to attend University, for which he had to study the classical languages. And after a couple of years he finally entered the University of Leyden in 1885. Zeeman was a student of Hendrik Lorentz at the University of Leyden. He began lecturing at the University Leyden in 1890. In 1896, at the request of Lorentz, he began investigating the effect of magnetic fields on a light source and discovered what is now known as the Zeeman effect. This discovery proved Lorentz theory of electromagnetic radiation.

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Pre Primary schooling at Bhagirathi International School helps children to learn and grow in a warm and stimulating environment which makes learning fun and an ever cherishing experience. We try to create an environment where children not only Learn, they actually Love to learn. The pre primary school curriculum has been designed to nurture and develop the following objectives within the tiny tots: Knowledge and understanding of the world around them Under the supervision of experienced, dedicated teachers we help your child to understand and explore his immediate environment and the physical world. We also try to inculcate within them the basic technique of exploring, questioning and drawing conclusions from their learning. Our curriculum at the pre primary school level has been designed to introduce mathematical concepts in a simple and tangible manner concentrating on one attribute at a time and progressing gradually. The lessons are properly planned fostering development of problem solving abilities through activities, observation, analysis and discussions. Language arts and phonics Throughout the pre primary school years, emphasis is laid on comprehension, making it an integral part of language development. Phonics is used to teach English in a structured manner. The prime objective of the program is to develop the habit of reading and speaking within your child. Physical and personal development Physical and personal development is given paramount importance at Orchids – The International School, as it is a very important aspect of overall development. It fosters development of gross motor skills, stamina, balance, rhythm, strength, agility and concentration through variety of indoor and outdoor games and activities. Small class size & Individual Attention In order to provide proper individual attention, we maintain a very healthy teacher-student ratio in each section of 1:20. Thematic learning through Field trips A very important aspect of the curriculum, we provide an opportunity to our children to experience real life scenarios by taking them for visits to the post offices, fire station, aquariums etc. thus enriching the learning experience. The primary school curriculum is planned as an extension of pre primary, focusing on all the developmental areas. The curriculum includes a well structured schedule that mixes learning and play, all carefully orchestrated for inspiring the kids to enjoy and learn, expand their horizons and improve their imaginations and creativity. It is Trans-disciplinary, thus helping students to correlate the learning with the real world scenarios. The objective is to inculcate self-study skills within the students, an essential element for success in middle and high school. The syllabus is as per NCERT / CBSE/ ICSE, The focus is on developing the basic concepts in core subjects (English, mathematics, sciences, art, music and physical education) through activities, projects, and work-sheets. English curriculum has been divided into the four key areas of – LSRW (Listening, Speaking, Reading and Writing). The tools used to foster development in the above mentioned key areas are guided reading program, show and tell, role plays, drama, songs, poetry, story-telling, essays and short story writing. These pave way for self-expression. Participation in the classroom discussions is a very important tool for language development and it is highly encouraged at Bhagirathi – The International School. English Language labs Our schools are equipped with Language labs from Pearson Group. It enables the students to improvise on their pronunciation and vocabulary for an active conversation. At Bhagirathi International School, The students are taught and encouraged to go beyond the books and apply the concepts taught to real world problems. By the end of the primary school, children will be very comfortable in handling problems pertaining to numbers, shapes, measurement and data analysis. The school curriculum lays due emphasis on experimentation as it enhances the understanding power of the students and makes the subject interesting for them. Children spend an ample time in various labs (physics, chemistry and biology) to verify and validate their hypothesis on various aspects on learning. Games cultivate a sense of sportsmanship and team. At Bhagirathi International School the children are exposed to various sports – cricket, soccer, basketball, volleyball, tennis etc.(depending upon their areas of interest) for their physical as well as mental well being. Bhagirathi International School has a very strong track record of outstanding student discipline and behavior, which is reflected at every norm of our operations. Treating every individual with due respect and dignity cultivates self discipline and esteem within every BIS ian.

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The Kindergarten program at Hudson Montessori is the third and culminating year of the Primary Program. This year brings to fruition the development and mastery of so many skills, and provides students with numerous opportunities to apply these skills in meaningful ways. Research has shown that children whose educational experience provides a “discovery approach”, are able to build a strong foundation for future learning. The typical day for a Kindergarten student begins with fully participating in the mixed age Primary class in the morning. Montessori materials and concepts are learned and reinforced in this class of 3 to 5 year olds. In the afternoon, after lunch, the kindergartners meet in a designated classroom to extend their focus on Math, Science and Language Arts. The afternoon two-hour session, from 1:00 to 3:00 pm, is dedicated to small group instruction, whole class instruction and individual lessons in one of the three subject areas every day. This juxtaposition of Montessori and traditional curriculums best prepares our children for their continuing education in the elementary program. In Language Arts, the children continue building their phonics and literacy skills with Montessori materials. Additionally, kindergartners sequentially review their literacy skills with the Core Knowledge Language Arts (CKLA) program. This program, which is aligned to the Common Core State Standards, is based on the best available research about literacy development. The CKLA curriculum extends and supports our Montessori morning work cycles. Embedded within Montessori’s cultural and scientific curricula are studies of Geography, History, Biology, Botany, Zoology, Art and Music that are extensions of language development; allowing our children to learn about many other cultures and historical contexts while developing their consciousness as global citizens. In Math, our kindergartners are provided the opportunity to work not only with Montessori Materials, but extend their exploration using the highly regarded Singapore Math. Singapore Math teaches mathematical concepts in a three-step process: concrete, pictorial and abstract. The Singapore Math program nicely builds on the concrete foundation that all our students have developed using the Montessori materials. Singapore Math also has a strong focus on Word Problems, so students learn what computation to use based on the situation. We also apply differentiated instruction and use ability grouping in our math program. This approach complements, enhances and expands our children’s mathematical approach and understanding. Parents receive in-depth information on Core Knowledge Language Skills program and Singapore Math, along with details on the Montessori Kindergarten curriculum, during Back-to-School Night, Parent Conferences and other parent education events. In Science, the children continue their hands-on exploration of the Sciences.The STEAM, (Science, Technology, Engineering, Art and Math) approach uses real world learning experiences to deliver a strong curriculum in Science, combining Technology, Engineering, Art and Math. Our goal is to nurture this curiosity and engage them in the sciences. We encourage them to combine technical knowledge and know-how to develop creativity, critical thinking and problem solving skills. Students learn how to design, set up and carry out simple science experiments, explore technology and engineering solutions and apply math concepts to solve real world problems. In Art, children explore various artists and art forms. They learn about a different artist, medium/technique or theme each month.Some of the artists studied may include Kandinsky, Haring, Matisse, Picasso, Miro, Nikki se St Phalle, Dali and Van Gogh. For each artist, the children explore the artist’s life (bio, stories, anecdotes) and how the artist expresses his/her artwork (ways of expression, definition of art, vocabulary and specific techniques). Children create their own works of art inspired by the featured artist and/or a medium or technique. In Music, kindergarten children are introduced to the Keyboard. In small group classes, they will learn the basics of playing the keyboard. This class is designed to teach children where the notes are, how to properly use our fingers to play these notes, how to effectively practice, and how to play songs. Students also watch and listen to various piano classics live during the class. They will take part in a group recital during the Kindergarten Graduation Ceremony. In Library, the mission of the program is to encourage students to become lifelong learners who are excited to read and research. Kindergartens enjoy weekly visits to the school library for stories, educational and entertaining library programming and book exchange. Students will be introduced to a diverse selection of age-appropriate fiction and non-fiction, and engage in meaningful and fun follow-up activities, such as storytelling, creative drama and reader’s theater, in language arts and other curriculum.The librarian connects students with the resources they need for class projects and introduces them to books they can’t put down in their free time. World News is also covered once a week to share important events happening in our world.

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Not long back, the common sight during the vacation was of children playing around in parks and playgrounds during their vacations. The current scenario has, however, shifting from playgrounds to AC rooms with children glued to their phones or tablets and experts believe it sends out a warning signal for society. Dr. Sumita Saha, Consultant Pediatrician at Fortis Hospital Anandapur has sounded an alert saying, “Parents often proudly describe how adept their little ones are with digital gadgets. Hardly do they realise that they are paving the way for a lot many behavioural and psychological disorders in future.” As per a guideline from the American Association of Pediatricians, children between the age of 2-5years, should not be permitted screen time of more than 1 hour/day and for those above 6 years, the duration of exposure is to be fixed by the parents, who also need to act as a media monitor. Dr. Sanjay Garg, Head of the Department of Mental Health and Behavioral Sciences at Fortis Hospital Anandapur, mentioned the following drawbacks of overexposure to gadgets: - Over excites the brain: Cell phones with backlight puts lot of stress on the brain of the children. With continuous usage of gadgets, the brain gets drained out resulting in memory problem in the long run. - Poor educational performance: The graphics of the gadgets change so rapidly that they fully engage the brain. The children gradually get used to such high levels of stimulation that they expect the same from all media. In the later stage, the books fail to provide the same level of stimulation, eventually resulting in poor academic performance. - Restlessness and hyperactive: Excess screen time and exposure to graphics affects the functioning of the brain. The fast moving graphics of the gadgets makes the children restless and agitated. It can also bring about behavioral changes in the children and makes them hyperactive and fidgety. - Content monitoring: Often the content, that the children get exposed to, is overtly mature for their age. Parents should act as content mentors to avoid children coming across such mature content to avoid them becoming aggressive. If the children watch such adverse content, they may undergo some prominent changes in their social behavior. Dr. Saha further mentioned, “The children, now-a-days are so engrossed in the world of gadgets that the amount of physical activity, they experience, is compromised which in turn hinders their fine motor skill development.” He went on to add, “Earlier, physical games that children played including marbles, cricket, football would help them develop physical balance, hand-eye coordination and keep them fit. Since these physical activities are slowly losing their charm, the children are hardly able to develop these vital skills. He also added that since children hardly move around nowadays, their face-to-face social interaction is also limited. This ends up in the children being socially shy and growing up to be introverts. Since these children do not having many friends of their age and cannot express their emotions, the rate of depression in children is also on the rise. According to the doctor, many of his patients’ parents complain that their children are not sleeping well or are throwing lot of tantrums when laid to bed. Hardly do they know that it is the result of overexposure to screen time during the day. Not only do they have problems in falling asleep, their quality of sleep is also affected. It is high time that parents start spending some quality time with the children so that they slowly take a shift from the gadget world to the real human world. This will ensure that their world expands to a larger space and their behavioral development happens as it should ideally be.

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Personalized learning is somewhat that educators of all kinds are motivated for. A teacher who can make learning relevant, real also appropriate for each student in their class is one who can see amazing successes also empowered students. But with too many students also too little time making learning as personalized as possible is not always easy. Handy info-graphic use in learning is to drive a great example of personalized learning. When you learn to drive, you are basically having a personalized, one on one instruction with real time observation also feedback. Can you imagine if students could learn math that way? Why Learn Math Like You Learn To Drive? Info graphic explores ‘traditional teaching' as compared with teaching ‘focused on point of learning' Teaching focused on point of learning:- 1) Demonstrates skill 2) Watches student perform skill 3) Observes also gives critical feedback 4) Ensures testing is practically applied 1. Demonstrates skill 2. Students practice skill on their own, with little feedback 3. Testing is less about demonstrating that student has acquired practical skill 4. Many ‘life also death' professions are taught in ‘focused on point of learning' method, with one-on-one training also feedback (like surgeons also pilots) 5. Kids who excel in math in elementary school are twice as likely to find out employment as adults, achieve higher levels of education also earn more money in their lifetimes 6. America's GDP is estimated to increase by $77 trillion if students in US could increase their math scores to be equal to those of students in Canada 7. Only 41% of 4th graders scored proficient in mathematics in 2013 8. Only 24% of 8th graders scored proficient in mathematics in 2013 9. US students consistently perform poorly in math despite increased spending per student. Does this approach of teaching math fail even smartest kids? Here is why math education your children need is most likely not what their school is teaching. As sure as one plus one equals two, it happens year after year. Kids who have been bringing home as in chemistry also acing AP Calculus arrive at college with visions of STEM careers dancing in their heads. Then they hit an invisible, but very painful, wall. According to research from University of California, Los Angeles, as many as 60 percent of all college students who intend to study a STEM (science, technology, engineering, also math) subject end up transferring out. In an era when politicians also educators are beside themselves with worry over American students' lagging math also science scores compared to whiz kids of Shanghai also Japan, this attrition trend so troubles experts it has spawned an entire field of research on "STEM drop-out," citing reasons from gender also race to GPAs also peer relationships. One theory for STEM exodus is that American students aren't getting a good foundation in math - a necessary skill in many scientific also technical curricula. After all, about a third of American high school seniors don't score proficient in math. But here's kicker: STEM attrition rates are even higher at most selective colleges like Ivy Leagues places where kids need killer AP scores also grades just to get in. So, why do even most accomplished students burn out of STEM programs when they hit college? From alluring grade inflation in arts also humanities, to what one engineering professor characterized as boring, largely theoretical "math-science death march" of first-year requirements. We have not found the right balance between traditional math and discovery math. The solution above includes one on one teaching which a great idea is if cost was not an issue. Cost is an issue. Find a practical (cost effective) solution that combines teaching traditional foundational skills and allows for creativity but neither should be at the expense of the other. Traditional math skills have been taught in the drill and kill format for years. With technology we can now provide the same principles in a more fun and engaging format and make learning the basics into a drill and thrill format.

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Horatio William Parker (1863-1919) was one of the most respected American composers of the late 19th century and professor of music at Yale University. Horatio Parker was born on Sept. 15, 1863, in Auburndale, Mass. At 14 he began taking piano lessons from his mother and soon wrote a collection of songs for children. At 16 he became organist of a church at Dedham and began to compose hymns and anthems. In 1882 Parker went to Europe to study at the Royal School of Music in Munich. While abroad he married fellow music student Anna Plossl, a Munich banker's daughter. Upon returning to America, Parker settled in New York, teaching at the Cathedral School in Garden City. He taught at the National Conservatory of Music in New York City at the time Antonin Dvořák was its director and in 1893 became choirmaster and organist at Trinity Church in Boston. The following year Parker was appointed head of the Music Department of Yale University, a position he held until his death. While at Yale, he organized the New Haven Symphony Orchestra. Although Parker attempted a number of symphonic and instrumental pieces, his choral music was his finest work. His most lasting composition, the oratorio Hora Novissima (1891-1892), was written during a time when he was grieving over the loss of a sister. Here the composer reveals his ability at massed choral effects, as well as his skill for developing hymnlike themes. The music is masculine and vital, if at times overly calculated. He received the National Conservatory Award in 1892 for his cantata The Dream King and His Love. Parker's first opera, Mona, won a $10, 000 prize offered by the directors of the Metropolitan Opera House for the best American opera. It was premiered on March 14, 1912, but was dropped from the Metropolitan repertoire after four performances. His second opera, Fairyland, was also awarded a $10, 000 prize, this time by the National Federation of Music Clubs; the work was performed six times in 1915 during the federation's biennial in Los Angeles. Parker served as editor in chief for a series of graded songbooks for children and remained actively interested in music education in the public schools. He received a doctor of music degree from Cambridge University in 1902, by which time his choral works were enjoying considerable success in England. He commanded greater social standing than most American musicians of his day, although his strong-willed, individualistic personality made him a figure of controversy among students and colleagues. He died at Cedarhurst, N.Y., on Dec. 18, 1919. Further Reading on Horatio William Parker An interesting, personalized account of Parker is George W. Chadwick's Horatio Parker (1921). Isabel Parker Semler, Horatio Parker (1942), is based primarily on the composer's papers and family letters. The best brief discussion of Parker's life and work is contained in Gilbert Chase, America's Music, from the Pilgrims to the Present (1955; 2d ed. 1966). Additional Biography Sources Kearns, William, Horatio Parker, 1863-1919: his life, music, and ideas, Metuchen, N.J.: Scarecrow Press, 1990. Semler, Isabel Parker, Horatio Parker: a memoir for his grandchildren, New York: AMS Press, 1975.

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For the past ten decades, public schools have had difficulty funding school programs like art class and music course. Not having at least any sort of music or art education gives children a serious disadvantage when they enter college and the work place. In music and art classes, children learn to be creative and use different parts of their brain aside from the logical portion of the brain used in most school subjects. Additionally, studies have shown that art and music help kids in other areas like mathematics and science. Artists back then and today went through different phases in life, both good and bad, that later inspired their work. Some even took to Marijuana seeds in order to appeal to their creativity. Children need not go through this (unless they’d like to when they’re of legal age, of course) because education aims to unlock each kid’s artistic trait. Art and music course can help children gain confidence required to be successful in college and in the professional world. Finally, in art class, students learn how to use tools such as drafting chairs and drafting tables that many professionals use, like architects and graphic designers. Therefore, it’s very important that public schools make sure that they get the funds they need to keep these programs alive. Music and art classes teach children about creativity. When kids are being creative they’re using a different part of the brain they don’t use in regular courses, like science and mathematics. It’s necessary to develop this creative part of the mind, so children have a much better chance of being successful in their chosen career path. A kid who wants to go into marketing as a career option will have to have creativity to think of new and innovative advertisements for a business. If kids just have an education in science, mathematics, English, and social studies, then they won’t be ready for life after college. There have been a number of studies which have proven that music and art education help children do better in their regular courses. It’s a fact that a great music education contributes to better math grades. Art education helps teach kids to be creative, which helps them learn how to think of creative solutions to problems given to them in different classes. Tools which are used in the art classroom and tools used in music course teach children how to be in charge of expensive equipment that they will almost certainly be working with for future companies.

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ERIC Number: ED408122 Record Type: Non-Journal Publication Date: 1997-Mar Reference Count: N/A Primary Education in India. Development in Practice World Bank, Washington, DC. Having steadily raised primary enrollment rates over the past 4 decades, India now has 67 million children aged 6-10 who are attending primary school, but 28-32 million who are not. This book draws on a wide range of sources, including original analytical work by Indian researchers and others, to describe the current state of primary education in India, identify key challenges, and recommend directions for reform. Chapters: (1) provide an overview of Indian primary education; (2) explain the economic and social benefits that justify investment in primary education; (3) examine low attendance rates and widespread grade repetition in certain regions, the need to increase the supply of classrooms and teachers, possible incentives to increase school attendance, and the cost benefits of improved student flow; (4) discuss low student achievement in low-literacy rural areas, achievement gaps by gender and social class, and strategies for improving achievement; (5) explore the effects of poverty on enrollment, persistence, and achievement, as well as strategies for reducing gender, caste, and ethnic gaps in these indicators; (6) describe teacher characteristics and weaknesses, teaching conditions, and strategies for improving teacher performance; (7) examine means for improving textbook quality and the efficiency of their production; (8) discuss recent decentralization of educational governance and strategies for building managerial and institutional capacity; (9) describe educational finance at the federal and state levels; and (10) recommend financial strategies. Appendices summarize studies of school incentive programs and unit costs of elementary education and provide tables of basic education indicators for the 15 major states. Includes notes, an extensive bibliography, and many tables and figures. (SV) Descriptors: Academic Achievement, Access to Education, Disadvantaged, Educational Attainment, Educational Benefits, Educational Development, Educational Finance, Educational Policy, Educational Quality, Efficiency, Elementary Education, Enrollment, Equal Education, Foreign Countries, Literacy, Poverty, Rural Schools, Teacher Education World Bank Publications, P.O. Box 7247-8619, Philadelphia, PA 19170-8619 ($30). Publication Type: Books; Information Analyses Education Level: N/A Authoring Institution: World Bank, Washington, DC. Identifiers - Location: India

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Mental Health Education in Elementary Curriculum This petition had 957 supporters Those who sign this petition wish to see Mental Health Education implemented in states' elementary curriculum, on a national scale. Arming our children, this nation’s future, with knowledge, awareness, and compassion. Mental illness does not target a specific group through race, religion, or salary. In the United States, 1 in 5 people suffer with mental illness each year; half of which are seen by the age of 14. In the elementary levels, we teach our children the symptoms of physical illnesses and diseases, so why not depression, OCD, and anxiety? As a college student at a large university, I come across people with mental health issues routinely. What if children were able to talk about their feelings in the same way they might if they had a stomach ache? If the same emphasis were put on mental health as physical health at an elementary level it would help remove the negative connotation attached to mental health. It is for this reason, I am calling on all state senators to focus their efforts onto the addition of mental health in the elementary school curriculum. In its severity, one person every forty seconds dies due to suicide -- second leading cause of death among 15-29 year olds. There is large correlation between the lack of mental health education and suicide rates. People’s lives are ruined by the lack of mental health education and services. We need to provide our children with a curriculum that includes mental health education in order to give them a future where they are not afraid to ask for help. Today: Summer is counting on you Summer Pylant needs your help with “Lamar Alexander: Mental Health Curriculum Required in Elementary Education”. Join Summer and 956 supporters today.

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Exploration, Discovery, and Learning for Your Toddler In our toddler daycare program, your little one can channel his or her seemingly boundless energy and curiosity into fun activities in a safe, stimulating environment. Professional, patient caregivers guide your toddler through this period of immense growth, fostering cognitive, socio-emotional, and physical development through art, movement, music, reading, and active outdoor playtime. Within our well-structured toddler programs, your child will have plenty of choices with which to express his or her blossoming independence and self-confidence. Boosting Your Toddler’s Early Development Walking and talking at age two, your child is especially inquisitive about the world, and these are prime years for learning. The brain’s ability to develop with new stimuli is greatest in children under three because this is when trillions of brain-cell connections called neural synapses form. Unfortunately, synapses that fail to connect are lost forever. Our learning centers for toddlers are designed to stimulate early development through fun, engaging activities. - Cognitive: A host of factors influence brain development during these formative years. Chief among them are the safety and security of the environment, responsiveness of caregivers, and exposure to talking, reading, singing, and other mentally stimulating activities. - Socio-Emotional: Understanding individual feelings and the feelings of others, managing emotions in a constructive manner, regulating behavior, and maintaining relationships are essential to healthy socio-emotional development in toddlers. Positive ongoing relationships with nurturing caregivers and communication about thoughts and feelings are important as toddlers discover themselves, peers, and adults. - Physical: Eager to explore the world around them and their newfound physical abilities, toddlers’ little bodies sometimes struggle to keep up with their imagination. As their gross and fine motor skills continue to develop, toddlers need plenty of safe indoor and outdoor spaces to walk, jump, run, and play. Developmental Activities Include: - Discovery Time: Toddlers learn best through exploration and discovery, and there’s no better place for this than playtime. Whether casting spells as a wizard, building with blocks, or painting a mini masterpiece, your little one can imagine to their heart’s content with our abundant array of props, costumes, and arts-and-crafts materials. - Early Learning: We nurture your toddler’s budding enthusiasm for learning through our theme-based curriculum, which is full of fun, age-appropriate activities involving language, colors, and shapes. - Talk, Talk, Talk: Exposure to language and participation in conversation in the first three years of life lays the foundation for cognitive thought, reading comprehension, and healthy socialization. In our toddler daycare, your tot will be encouraged to talk, talk, talk with teachers and other toddlers. - Baby Signs®: When your toddler doesn’t know the word for a need or emotion, he or she can express it with Baby Signs®, a sign language program for hearing children that can help alleviate the frustration of learning to talk. - Socialization: Our nurturing teachers guide your little one through his or her first friendships with group songs, finger play, stories, and movement activities. - Growing Independence: As toddlers forge their identities, they want independence. Whether washing hands, picking up toys, or putting on a coat, children have plenty of opportunities to do things “their way” in our toddler programs. - Fun with Fitness: Toddlers learn and express independence through movement, while also developing important motor skills. In our daycare for toddlers, your youngster dances and frolics with music and games. The fun doesn’t stop there—we send home activities and healthy recipes for the family to share. Developing Foundational Skills through Fun The experiences and interactions your child has during his or her first three years are critical to lifelong success. At Cadence Academy, we understand that toddlers learn best through exploration, experimentation, discovery—and, most of all, fun. We’ve designed our toddler programs to engage your youngster in playful, entertaining ways while also constructing the strong neural scaffolding upon which later skills will be built.

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CC-MAIN-2018-51

https://www.cadence-academy.com/programs/toddler-care/

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en

Working to Improve Health and Financial Literacy. Health literacy is the degree to which individuals have the capacity to obtain, process, and understand basic health information and services needed to make appropriate health decisions. Health literacy is dependent on individual and systemic factors: Communication skills of lay persons and professionals Lay and professional knowledge of health topics Demands of the healthcare and public health systems Demands of the situation/context Interested in a GED? Bainbridge College EC Campus Health literacy affects people’s ability to: Navigate the healthcare system, including filling out complex forms and locating providers and services Share personal information, such as health history, with providers Engage in self-care and chronic-disease management Understand mathematical concepts such as probability and risk Health literacy includes numeracy skills. For example, calculating cholesterol and blood sugar levels, measuring medications, and understanding nutrition labels all require math skills. Choosing between health plans or comparing prescription drug coverage requires calculating premiums, copays, and deductibles. In addition to basic literacy skills, health literacy requires knowledge of health topics. People with limited health literacy often lack knowledge or have misinformation about the body as well as the nature and causes of disease. Without this knowledge, they may not understand the relationship between lifestyle factors such as diet and exercise and various health outcomes. Health information can overwhelm even people with advanced literacy skills. Medical science progresses so rapidly that what we learned last year often becomes outdated or forgotten, or it is incomplete. Why do we care? Only 12 percent of adults have proficient health literacy, according to the National Assessment of Adult Literacy. In other words, nearly nine out of ten adults may lack the skills needed to manage their health and prevent disease. Fourteen percent of American adults (30 million people) have below basic health literacy. These adults were more likely to report their health as poor (42 percent) and are more likely to lack health insurance (28 percent) than adults with proficient health literacy. Low literacy has been linked to poor health outcomes such as higher rates of hospitalization and less frequent use of preventive services. Both of these outcomes are associated with higher healthcare costs. We must work together to ensure that health information and services can be understood and used by all Early County residents. We must engage in skill building with healthcare consumers and health professionals. Adult educators in our GED program can be productive partners in reaching adults with limited literacy skills. The Government Accountability Office (GAO) defines financial literacy as: “The ability to make informed judgments and to take effective actions regarding the current and future use and management of money.” The ability to understand financial choices Plan for the future Manage the challenges associated with life events like: -Job loss-Saving for retirement-Paying for a child’s education An international survey recently found that American teens scored in the middle of the pack when it came to answering finance-related questions. The survey found that 18 percent of the American 15-year-olds surveyed could not answer basic financial questions or handle simple tasks, like understanding an invoice. The United States has one of the most developed financial markets in the world, and a country with the most developed financial markets should not be average, given the decisions young people are already asked to make, like whether to take out student loans. Just as students learn math and English, they should learn financial literacy because it is also a basic skill that young people need. Although research on the effectiveness of financial literacy courses is mixed, that doesn’t matter….In other words, personal finance is so important that it should be part of a curriculum, regardless of whether it’s proven to influence later financial decisions or not.

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CC-MAIN-2018-51

https://earlychoices.org/literacy/

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en

Author(s): Jill McDonald This traditional rhyming tale takes children on a counting journey through Jill McDonald's colourful meadow scenes, meeting a variety of busy animal families along the way. Children will relish the vivid descriptions of the animals and their activities, from a bumpy mother toad and her baby basking in the sun to a hairy mother spider and her ten children spinning webs in a den. About this title: Includes a dual-purpose audio and video CD to listen to the singalong on a CD player or listen and watch the video animation on a Mac or PC. Evocative descriptions, charming characters and repetition of words and numbers create an exciting and satisfying rhyming story. Counting the baby animals encourages numeracy skills.

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CC-MAIN-2018-51

https://www.pottspointbookshop.com.au/p/picture-books-over-in-the-meadow-book-cd

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We help improve visual memory to enable children to draw from their mind realistically. We use all our senses to build up 3D images in their mind, from which they can draw on. Fine Motor Control We create building blocks for tackling more complex pictures. Specific shapes- for example an eye– can be especially challenging for younger children. We help children learn the proportion and placement of objects in space through scaling and 3D modelling. Visual Perceptual Skills We teach children observational drawing through patterns, shapes and shading techniques. The art education service for children aged 6-16 expanding across the U.K. Our innovative teaching methods develop artistic skills through learning patterns, observation and memory. students per week When children are young they draw symbolically; typically, around age 6 they start trying to draw realistically. At this point, children are ready for guidance and support to develop their love of art. By understanding the visual skills that children can achieve at each age, we are able to provide a personalised art programme to each individual. We teach a range of mediums and techniques. Once mastered, imagination and skill combine, resulting in creation of original artwork. Working towards an Art GCSE can be daunting; our art lessons help GCSE students with perspective, portrait drawing and techniques that build up their sketchbooks to create structured, well-formed coursework. art-K is a family business with a strong purpose; making art matter. Art is everywhere we look; the TV, the clothes we wear, the buildings we design, the websites we create. “When Kathryn got in touch to ask if the children could use my artwork for inspiration I was more than delighted. With art often being squeezed out of the curriculum its even more important to find alternative ways of getting children creative. The children have produced some wonderful pieces of art with the specialist help of art-K putting their own ideas and influences into them. Well done!” “We were delighted to know Art-K use our paintings to inspire children and the results we saw were fantastic. The peacock paintings in particular are fabulous. We hope you continue to inspire lots more children to pick up a paintbrush in the future and get cracking. It’s the best job there is!“ “It’s wonderful to see how Art-K work with young people to help them find their creative voice. I’m so glad that in some of this work they find my books to be useful creative tools, or catalysts for the imagination. I think it is so important in this world where children are often ignored that they are given opportunities to express themselves and discover the talents that lie within all of us.” Join a Children’s Art Class We help grow children’s visual skills by providing developmental art projects that are educational and fun. GCSE Dedicated Groups Our art lessons help GCSE students with perspective, portrait drawing and techniques that build up their sketchbooks to create structured, well-formed coursework.

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CC-MAIN-2018-51

https://www.art-k.co.uk/art-club-for-children/

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|Caring for children| |Outside the home| |Institutions and standards| A primary school (or elementary school in American English and often in Canadian English) is a school in which children receive primary or elementary education from the age of about seven to twelve, coming after preschool, infant school and before secondary school. (In some countries there is an intermediate stage of middle school between primary and secondary education.) In most parts of the world, primary education is the first stage of compulsory education, and is normally available without charge, but may be offered in a fee-paying independent school. The term grade school is sometimes used in the US, although this term may refer to both primary education and secondary education. The term primary school is derived from the French école primaire, which was first used in 1802. - Primary school is the preferred term in the United Kingdom, Ireland and many Commonwealth nations, and in most publications of the United Nations Educational, Scientific, and Cultural Organization (UNESCO). - Elementary school is preferred in some countries, especially in the United States and Canada. In the United States, "primary school" may refer to a school with grades Kindergarten through second grade or third grade. (K-2 or 3). In these municipalities, the "elementary school" includes grade three through five or grades four to six. In some places, primary schooling has historically further been divided between lower primary schools (LP schools), which were the elementary schools, and higher primary schools (HP schools), which were established to provide a more practical instruction to poorer classes than what was provided in the secondary schools. A Shōgakkō or Elementary school class in Japan - Blab school - Early childhood education - Elementary school - Educational stage - Secondary school - Virtual reality in primary education - "Online Etymology Dictionary". - Primary school. In Encyclopædia Britannica. Retrieved on 12 June 2007, from Encyclopædia Britannica Online: http://search.eb.com/eb/article-9061377 - Bruce Ryburn Payne, Public Elementary School Curricula: A Comparative Study of Representative Cities of the United States, England, Germany and France (1905), p. 155. - National Center for Education Statistics (NCES) (United States) - Elementary Schools with Education and Crime Statistics (United States)

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https://en.wikipedia.org/wiki/Primary_schools

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en

Albert Einstein said: “I am enough of an artist to draw freely upon my imagination. Imagination is more important than knowledge. Knowledge is limited. Imagination encircles the world.” Creativity is essential to the development and continued evolution of humans. However, through legislation and budget cuts, we have undermined the full potential of the youth by placing the arts in a lower caste — even though they have a direct correlation to math. Decision-makers who have helped defund the arts see only the trees, not the forest. One of the reasons that art is critical is that it requires active participation. Ancient Chinese philosopher Confucius said, “Tell me and I’ll forget; show me and I may remember; and involve me and I’ll understand.” As an engineer, web developer, photographer, parent, food grower, entrepreneur, author, mentor and more, I know I would not have some skills or talents today if not for art education in elementary and middle schools. Premium content for only $0.99 For the most comprehensive local coverage, subscribe today. The achievement gap that continues to widen for low-income students and students of color will increase unless a change is made. This can occur by having art in our schools. Ask legislators to not cut arts programs and agencies in the 2019-2020 budget.

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https://www.kentucky.com/opinion/letters-to-the-editor/article202998789.html

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The Praxis® program occasionally adds research sections to certain tests. These sections will allow us to try out new kinds of questions, including: - questions assessing Content Knowledge for Teaching (CKT)* - questions that take advantage of computer delivery to assess knowledge and skills that go beyond what can be assessed using standard single-selection selected-response questions. For example, instead of selecting an answer to a mathematics question, the candidate might be asked to enter a numeric answer using the computer keyboard or by transferring the display from an on-screen calculator. Or, instead of selecting an answer choice to a question about a reading passage, the candidate might be asked to locate the portion of the passage that answers the question. Participation and Incentives The research sections will be voluntary and will be administered after candidates have completed their tests. As an incentive, candidates will be eligible for an award of $150, which will be given to those 200 individuals who score highest on the research section relative to their performance on the preceding test. In this way, test takers at all ability levels will be eligible for an award. Candidates who do not wish to participate may exit the section, and their decision to participate or not will have no effect on their scores. Responses will be used for internal research, but no scores will be reported to candidates or institutions, and the anonymity of the candidates will be preserved. Tests that Currently Contain Research Sections - Elementary Education: Curriculum, Instruction, and Assessment (5017) - Elementary Education: Content Knowledge (5018) - Mathematics: Content Knowledge (5161) *Content Knowledge for Teaching (CKT) items are tied to teaching practice and are designed to measure the specialized types of content knowledge that teachers need, including "tasks of teaching" and common student misconceptions. These "practice-based" assessments are specific to a subject area and grade range. Since CKT assessments are practice-based, they are defined from the teaching perspective — the items focus on content knowledge unique to teaching practice rather than on straight content knowledge. Practice-based assessments take into consideration the problems teachers may encounter in teaching the content, not just on providing a correct or defensible answer to a content problem.

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CC-MAIN-2018-51

http://origin-www.ets.org/praxis/scores/understand/research_sections/

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Learning materials in the home, learning activities, and meaningful conversations as infants and toddlers make children more likely develop early cognitive skills that can help them succeed in school later. “…strong home learning environments arm children with foundational skills that are springboards to long-term academic achievement…” The study, which appears in the journal Applied Developmental Science, followed a group of children from birth through 5th grade to track the influence of early home learning environments on later cognitive skills and understand the factors that might explain long-term influences. “There is growing evidence for the power of early learning environments on later academic success,” says Catherine Tamis-LeMonda, the study’s lead author and a professor of applied psychology at New York University’s Steinhardt School of Culture, Education, and Human Development. “Our study confirms that strong home learning environments arm children with foundational skills that are springboards to long-term academic achievement,” she says. Research shows that the home learning environment powerfully shapes children’s language and cognitive development. Children’s participation in learning activities, the quality of parent-child interactions, and the availability of learning materials like books and toys are three key features of the home learning environment that support language and pre-academic skills in early childhood. In this study, Tamis-LeMonda and her colleagues examined early home learning environments and whether they predict 5th grade academic skills for children of families from ethnically diverse, low-income backgrounds. The researchers studied 2,204 families enrolled in the Early Head Start Research Evaluation Project. Children’s learning environments were measured through a series of home visits at 14 months, at 2 and 3 years, and at pre-kindergarten. The researchers looked at literacy activities (including book reading, storytelling, and teaching letters and numbers), learning materials in the home (including books, toys, or games that facilitate expression and learning), and the quality of mothers’ interactions with their children. Examples of high quality interactions included labeling objects in the environment and responding to children’s cues; these sensitive interactions are attentive to children’s needs and cognitively stimulating. Learning environments were again assessed in 5th grade based on the number of books in the home and the quality of mothers’ engagement with children, both spontaneous interactions and during a discussion-based task. At the pre-kindergarten and 5th grade visits, children were assessed on age-appropriate academic skills. The pre-K visit included measures of vocabulary, letter and word identification, and math problem-solving; the 5th grade visit measured vocabulary, reading, math, and general cognitive abilities. The researchers found that early learning environments supported the emergence of pre-academic skills that persisted into early adolescence to predict children’s 5th grade academic skills. Pathways from early learning environments to later academic skill were similar for children from White, Black, Hispanic, English-speaking, and Hispanic Spanish-speaking backgrounds. Notably, learning environments were highly stable over the 10-year study, suggesting that the experiences parents provide their infants as early as the first year of life may solidify into patterns of engagement that either continue to support or impede children’s emerging skills. The study highlights the importance of early childhood experiences for children’s skill development and long-term academic success, and reinforces the notion that families have a major influence on children’s academic outcomes. The researchers note that the findings have implications for policy and practice, including the design of interventions for young children and parents from disadvantaged backgrounds. “Improvements to early learning environments, whether it be in the home or through early childhood programs like Early Head Start, can effectively support the development of children exposed to socioeconomic disadvantage,” says Tamis-LeMonda. Additional coauthors of the study are from Rutgers University-Camden, Brooklyn College, Mathematica Policy Research, and Michigan State University. The study used data from the Early Head Start Research and Evaluation Project, which the Administration for Children and Families, US Department of Health and Human Services funded. Funding from the National Science Foundation also supported the research. Source: New York University

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https://www.futurity.org/early-home-learning-1519802/

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The purpose of this study was to assess the Parents as Teachers program and its relationship to literacy and school readiness among kindergarten students enrolled in three elementary schools in southwestern New Mexico, using the Dynamic Indicators of Literacy Skills assessment system. Data were collected by trained teachers and parent volunteers and used by the Parents as Teachers program as part of their program evaluation. Analysis of these data showed that the PAT program is having positive results for participating students in this school district in comparison to non-PAT kindergartners. The overall results from this study support continuing implementation of the PAT program in this area because it appears that PAT children are entering school with sufficient literacy readiness skills based on the Fall 2005 and Spring 2006 outcome of the DIBELS assessment outcome. College and Department David O. McKay School of Education; Counseling Psychology and Special Education BYU ScholarsArchive Citation Ockey, Teresa Lynn, "The Parents As Teachers Program And Kindergarten Literacy Readiness" (2008). All Theses and Dissertations. 1516. Kindergarten Literacy Readiness, Parents as Teachers Program, DIBELS, Dynamic Indicators of Literacy Skills, Literacy Development

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CC-MAIN-2018-51

https://scholarsarchive.byu.edu/etd/1516/

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California stained-glass artist William Poulson uses his knowledge of carpentry and color to create unique stained-glass artwork. by Jennifer King 1988, glass, 8’ 5” x 14’ 3”. Collection the artist. Like many artists, William Poulson is constantly—and sometimes unexpectedly—inspired by unique qualities in nature. Activities, such as rock climbing near his home in Arnold, California, often awaken solutions to piecing together stained glass back in his studio. Piecing things together is one of the most important considerations for a stained glass artist. "When I'm creating a pattern for a new image, I have to think carefully about how to break things up," the artist explains. "With stained glass, you have to design a structure that will be technically sound—that won't weaken or jeopardize the glass." Integrating solid shapes is a valuable lesson for all artists, whether they are working with glass, wood, clay, or paint—all of the elements have to fit together to create a cohesive whole. 1997, sculpted wood and slumped glass, 30 x 20. Today, Poulson is fortunate to be earning his living primarily from his art, but this wasn't always the case—his first career was in carpentry. In the mid-1930s, however, when the intense labor of the trade began to take its toll on his body, Poulson began looking for an alternative. A friend encouraged him to look into working with stained glass, which appealed to his lifelong interest in art as well as his ongoing desire to work with his hands. Without much formal art education, Poulson has learned to establish effective compositions by studying other artists' work. Establishing golden proportions to position his focal areas, paying attention to positive and negative space, and using aerial perspective to create the illusion of depth are just some of the principles he has learned. “The key to learning from other artists,” says Poulson, “is to ask yourself, ‘How can I adapt what they're doing to what I'm doing?’” Some of his studies have focused on artists of the past, particularly the great Japanese woodblock printmakers, Hiroshige and Hokusai. "Back in the 1970s, when I was living in Hawaii," explains Poulson, "I met a fantastic older woman, a potter and artist, who used to say, 'If it's big, make it bigger.' I still follow that principle of exaggeration today to enhance the mood of my pieces and make them more exciting." 1998, sculpted wood and slumped glass, 30 x 20. Much of his work now combines his dual interests in working with glass and wood, which couldn't make Poulson happier. "I love designing pieces because it appeals to my artistic, creative side," he says, "but I also love building the screens, tables, and lamps that house my stained-glass work. That's the part of me that likes to construct things." Color is also vital to Poulson’s stained-glass pieces. "I usually start with the local colors found in nature," the artist notes, "but when that gets translated to glass, the colors usually become far more dramatic. I think it's the way the light comes through the glass. Color in glass is brilliant!" A lot of Poulson's work is commissioned—such as two recent wall murals for a hotel in Tokyo—and his process includes some painting. "After I've come up with a concept for a commissioned piece, I like to sketch it out in watercolor," he explains. "That way, the client can see and approve the painted sketch before I start building the piece." From there, he gets to indulge in what is clearly one of his favorite parts of the process: purchasing the glass for the piece. "I'm like a kid in a candy store," he says gleefully. 2001, glass with sculpted wood, 6’ x 5’. Private collection 2002, leaded art glass, 6’ x 3’ 6”. Private collection. In addition to his commissioned work, Poulson makes sure he spends a few hours each day working on personal pieces. His current project is the second in a series depicting Yosemite National Park in all four seasons, the first of which is called Tissiack. This piece “describes the patterns and colors of nighttime,” Poulson explains, and leaves the viewer wondering exactly how Poulson puts the pieces together. About the Artist Primarily self-taught, William Poulson has worked in stained glass since the early 1970s, when he combined his love of woodworking with his love of glass work to create one of a kind art pieces for homes and businesses. He works out of his studio in Arnold, California.

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CC-MAIN-2018-51

https://www.artistsnetwork.com/art-techniques/technique-william-poulson-piecing-stained-glass-together/

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According to children researchers there are some components that are essential to a child’s literacy development. They are listening, speaking, phonics, phonemic awareness, vocabulary development, comprehension, understanding concepts of book and print and phonological awareness. The State of Texas has recognized the important of music to a child’s literacy development and has made the inclusion of musical instrument / equipment an essential requirement for Texas child care, daycare and child development centers. Experts believe that music enhances the brain’s ability to absorb critical information.Music may alter children’s brain waves to make them more receptive to learning. According to Texas Minimum Standard for Child Care Centers guide, “It appears that music’s rhythm and harmony might stimulate vital patterns in brain growth and neurological development. Because music evokes emotion, it can heighten emotional involvement in learning. Recorded music is great, but so is impromptu singing and music-making by children and adults alike. There should be simple musical instruments in the child care setting for toddlers to create their own music.” Playground Musical Instruments that Meets Texas child care center standards At Playtime Playground equipment we manufacturer two musical playground equipment (xylophone and musical chime) designed to increase verbal communication. These sounding toys creates soothing music that stimulates the sensory of the brain and bring fun and excitement to any playground.

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CC-MAIN-2018-51

https://playtimeus.com/2017/08/

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ELA is the heart of the kindergarten curriculum. Our map encompasses literacy, foundational skills, and writing to meet the goals set for kindergarten. We use Wilson Fundations and Collins writing to introduce early reading skills to foster lifelong readers and writers. We progress from letter recognition, letter sounds, and building sight words, to reading and writing full sentences. Using a variety of literature, the students are able to apply comprehension skills such as summarizing, comparing, and contrasting, and making inferences. They also learn the basic elements of literature including characters, setting, plot, and solution. After introducing these skills, our students are capable readers and independent writers. The kindergarten math curriculum encourages students to manipulate, model, and reason with mathematics to build number sense. Though the emphasis is on number sense (composing and decomposing), students are encouraged to share their ideas and use math vocabulary to express their own understandings. The EnVision Math program builds a foundation that will spiral into the subsequent grade levels. Social studies instruction utilizes a cross-curricular approach. We use Time for Kids as an emergent non-fiction source for reading news. As stated in the Massachusetts Curriculum Frameworks, "at the preschool and kindergarten level, learning in history and social science is built on children’s experiences in their families, school, community, state, and country." We focus on special people, special celebrations, and holidays in the lives of our students. The purpose of the pre-kindergarten and Kindergarten curriculums is to build a foundation for students’ civic awareness while also strengthening our Catholic identity. Our Catholic identity is a crucial part of our learning and growth during the year. The religion curriculum is outlined by Sadlier Religion in our We Believe text. Students learn the roles of the Holy Family, Jesus’ teachings, the Saints, and God’s gifts which are imparted in our lessons through text and teachings. We prepare our students to be prayerful, caring, and appreciative children of God’s world in how they act in and out of the classroom. Students also share their talents in our annual Nativity performance, which is one of the longstanding traditions in our school community Students transform into scientists through a variety of hands-on activities and experiments that help them to gain a better understanding of their surroundings. The theme of Kindergarten Science standards, as stated in the Massachusetts Frameworks, focus on patterns and why changes occur in our world. We collect observations from changing weather patterns, states of matter, and what living organisms need

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https://www.saintjoes.com/elementary-school/academics/kindergarten

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en