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We believe EVERY KID IS AN ARTIST, we offers so much more than just painting a portrait or drawing some fruit. Art cultivates imagination, teaches children how to problem solve and strengthens the right brain. Unlike much of the curriculum in which correct answers and rules prevail, in art, it is judgement. Art nurtures the whole child and this strengthens our children’s ability to make solid judgements about qualitative relationships. After 5+ years dedicated to children art education, we are now in the progress of developing the new InnoArt Drawing Programme, major changes will be: - extend and deepen the art area. - classify the InnoArt programmes into 7 groups:

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http://www.innoworld.com.sg/kids

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Tarantula venom could help muscular dystrophy, pain and more Biophysicists from University of Buffalo plan to study tarantula venom for treatment of muscular dystrophy (MD). The company – Rose Pharmaceuticals – named after the laboratory’s resident tarantula has been investigating the peptide GsMTx4 in tarantula venom that could help other diseases, including atrial fibrillation, neuropathy, sickle cell anemia, and Parkinson’s disease. Researchers first plan to study muscular dystrophy, a condition for which there is no known cure. Muscular dystrophy causes muscle weakness, delays in motor skill development, and can become worse over time. The scientists will then move forward, studying tarantula venom for treatment of neuropathic pain and atrial fibrillation (abnormal heart rhythm). The discovery of peptide in tarantula venom that could cure disease comes from Fredrick Sachs, PhD, professor of physiology and biophysics at UB. The peptide is known as GsMTx4. Dr. Sacks hopes the FDA will approve use of the peptide in humans within two years. The peptide from tarantula venom, GxMTx4, has been found to increase muscle strength in mice, and has been studied extensively. The drug caused no toxicity, and has not been found to cause mortality or morbidity. Rose Pharmaceuticals has a patent on the drug derived from tarantula venom, and are now focused on delivery methods. There are no similar drugs that act the same way. Sachs says “Unlike most drugs, GsMTx4 seems to generate only positive side effects. In addition to its effectiveness in MD, it inhibits atrial fibrillation, a cardiac arrhythmia that affects 2 million Americans, and for which there currently is no reliable drug therapy. A second use of GsMTx4, studied by research groups in Korea and UC San Francisco shows that the tarantula venom peptide can stop pain originating in nerve fibers, known as neuropathy, or neuropathic pain. “This therapy is at least half as effective as morphine, but does not act on the brain, only at the site of increased sensitivity,” said Sachs. Another application for tarantula venom includes treatment of Parkinson’s disease. Robert Punkett MD, a researcher at UB has shown that the peptide in tarantula venom stimulates the growth of neurons, making it a potentially useful treatment. The GxMTx4 peptide targets ion channels.

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THE THEORY AND PRACTICE OF TEXT COMPREHENSION DEVELOPMENT In the first part of the paper, the author discusses the changes that the notion of 'reading' has undergone in the past few decades, with special regard to the way 'literacy' is understood in the PISA surveys; then, she gives an overview of the most important components and factors of reading skills on the basis of the models of Laszlo Toth, Jozsef Nagy, and Ferenc Lenard. She also reviews - referring to studies published in other countries, mainly in the United States - the most important prerequisites of the development of text comprehension, touching upon characteristics of the Hungarian situation with respect to some factors. She writes more in detail about reading comprehension strategies and possible ways of teaching them, given that this is a fairly little known area in this country, even though in the States it has been a research topic for the past thirty years or more. The final part of the paper - making no claim for completeness - includes text comprehension exercises and techniques whose regular use may advance a successful development of children's comprehension skills, their turning into reasoning and strategic readers, active and reflective learners. CEJSH db identifier

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Building a Strong Foundation...From a Sponge? Children are like sponges. They soak up the world around them with curious eyes and listening ears. They are interested in life, and they take everything in attentively and excitedly. Constantly stimulated, their brains are susceptible to all kinds of different influences. A neurological process called synaptogenesis is the reason behind this principle. When a person is very young, more pathways to the brain are open, and every new activity is stored in the brain for later use. This stage of development is extremely important, as it is responsible for storing basic skills and interests in the brain. For this period of time, a child's scope of learning is almost unlimited. This is why it is so important to expose kids as early as possible to music education. It helps to build a strong foundation for easier learning later on, before the pathways become narrower and more specialized. Education is best enhanced by nurturing while the child is still impressionable and more apt to absorb information. Programs such as KiddyKeys and Itsy Bitsy Music encourage a love of music in young ones and give them a professional start! These programs impact children during their most important time in learning development and fuel evolving interests. What better way to take advantage of a child's "sponginess" than to give them a headstart on their musical journey? Author: Kirstan D.

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An international science festival focused on core literacy and STEM education took place at Xi’an Jiaotong-Liverpool University, attracting hundreds of students and their parents to see the latest science and technology innovations. The 2016 International STEM Science Festival featured a series of activities including project experiences, a forum and the 2016 World Robot Olympiad East China competition. The four-day event invited experts from the United States, United Kingdom, Germany and Finland, as well as more than 40 well-known domestic and international enterprises, including Microsoft, Hewlett-Packard Development Company and Oracle. Students and their parents were especially engaged in the practical demonstration areas. In the microscope showcase area, several attendees used the microscopes to observe cells. Wenhui Xiong, who was in charge of the microscope area, said the microscopes were electron microscopes that use a beam of accelerated electrons as a source of illumination and therefore have higher levels of magnification than the more common optical microscopes, and are easier to operate. Bin Ma, head of the Elementary Education Division at the Jiangsu provincial Department of Education, said: “The science festival aims to cultivate students’ scientific and rational thinking and allow them to think about how to integrate science and rationality with life. We hope to train students’ innovative thinking and practical abilities through the demonstrations on offer.” The 2016 International STEM Science Festival was co-organised by XJTLU, the Jiangsu provincial Youth Science and Technology Centre and the Basic Education Division of Jiangsu provincial Department of Education. STEM stands for science, technology, engineering and mathematics. STEM education focuses on practical experience and equips young people with the knowledge and skills to solve tough problems, gather and evaluate evidence, and make sense of information.

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News And Events Learning Through Play22 February 2017 Educators in a homebased setting provide a learning environment for children to experience a range of opportunities. Educators are supported to notice, recognise and respond to individual children’s interests so that learning can be naturally interwoven into children’s play. This ensures children’s learning is meaningful and interesting, resulting in positive experiences with an increase in knowledge and skill. For example, a child might be interested in cars and roads as evidenced during their play, or a family member may work in the construction industry. An Educator might support this interest with a range of opportunities and experiences such as visiting the local library to look up children’s resource books on cars and roads; provide a range of materials for the child to build with such as recyclable materials, clay/playdough, or natural resources including sticks, small rocks and harakeke, or visiting a site where roadworks or building might be taking place to see a range of different vehicles. All of these experiences provide the child with opportunities to explore their interest with guidance and support to gain new knowledge and skills. Throughout this learning, children can build literacy and numeracy skills as we encourage the child to share their thoughts and ideas about what they see, what they know, what they think is happening. The Early Childhood Education Curriculum, Te Whāriki, states that: The curriculum is provided by the people, places, and things in the child’s environment: the adults, the other children, the physical environment, and the resources. The curriculum integrates care and education and includes both specifically planned experiences and activities and interactions that arise spontaneously. Homebased care and education provides opportunities for children to engage in learning in an unhurried environment and enables children to interact as part of a smaller group whilst still having their individual care needs met. Working together in partnership with families and whānau to discover children’s interests allows Educators to implement a quality curriculum for each individual child, focussing on their interests. We also encourage the following teaching strategies: - Giving children time to think and respond - Listening to children; join in their play - Asking children about their own learning - Using words to name objects or actions - Encouraging children to persist - Showing interest in what a child is doing - Demonstrating how to do something - Explaining how something works - Suggesting ideas, ask questions When children engage in meaningful learning through play that is of interest to them, they are more likely to learn skills and gain new knowledge of the world around them.

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In this compelling and fascinating article, Bodrova and Leong argue that “a certain kind of play has its place in early childhood classrooms and that the proponents of play and academic learning can find some much-needed common ground” (paragraph 3). They describe the evolution and positive effects of play on early childhood learning and development, tracing it to the emergence of “mature play,” somewhere around kindergarten. The authors then offer suggestions for, and the reasoning behind, teachers encouraging imaginative play in early childhood classrooms. I wasn’t exactly sure about Bodrova and Leon’s point about “pretend play” being “positively and significantly correlated with such competencies as text comprehension and metalinguistic awareness and with an understanding of the purpose of reading and writing” (paragraph 4), but I guess I’ll just have to look at Roskos and Christie’s book to find out. Not coming from a strictly education background, I found the descriptions of the transition from immature to mature play and of all the rule-making that children do in their imaginative play to be truly thought-provoking–in no small part as a source of reflection on my own childhood play. (Was my imagination more or less free as I played more D&D and more video games throughout my youth?) I’m also now resolved to take away from the piece a reminder I hope to keep at the back of my head as I design in the future–the objects and elements of great play need not be tech-intensive or super-realistic in and of themselves. Let–or rather help–imaginations do as much work as possible.

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General Science is a broad base of knowledge in the field of science, with preparation for teaching at the middle school level. Students study a range of introductory courses from different areas of science, including biology, chemistry, physics, and geology. Western’s Science, Mathematics, and Technology Education Program (SMATE) is a visionary and practical program designed to enrich the training and education of K-12 pre-service teachers and, through them, their students. From a collaboration of the disciplines, chemistry, geology, biology, physics/astronomy, mathematics, and Engineering, SMATE offers an opportunity for teachers and future teachers to gain specific skills within their chosen discipline. This major satisfies the academic major requirement for teacher certification with an endorsement in elementary education and leads to a middle level science endorsement. It must be accompanied by the professional preparation program in elementary education. See the Elementary Education section of this catalog for program admission, completion, and teacher certification requirements. Western’s Science, Mathematics, and Technology Education (SMATE) Program is part of the College of Science and Engineering. Western’s Elementary Education Department is part of Woodring College of Education.

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Create successful practice, explore a composer's historical lifestyle, learn about modern composers, experience local performances - Musical Notes will enhance your music education and capture your imagination. Be Inspired! These colorful little castanets are perfect for little fingers to explore. Not only will your child experiment with rhythm, but he'll also work on developing his fine motor skills! Sturdy Paper like poster board or a manila folder Pairs of Buttons Hot Glue Gun or Elmer's School Glue Cut the paper into rectangles that measure anywhere from 4 to 6 inches long and 1/2 to 1 inch wide. Fold each rectangle in half so there's a crease in the middle. Next, choose two buttons and glue one on each end of the rectangle. The buttons will need to be the same size, and if your child is like my son, they'll have to be the same color too! Allow the glue to dry. Let the fun begin! What types of rhythms can you create with your new instrument? Can you click the buttons together fast and slow? Can you make a steady beat? How about tapping the rhythm of your favorite song with your castanets? Turn on some music and experiment with all different types of rhythm! ***If doing this craft with young children or with young children present, do be careful to keep an eye on the buttons. Don't let young children put them in their mouths!*** Originally Posted on Kindermusik's Blog, Aug 12, 2013 One of the fabulous benefits of your enrollment in Kindermusik is Kindermusik@Home – a whole new way to access and enjoy your Home Materials throughout the week. But how can Kindermusik@Home make parenting a little bit easier? Well, you might turn to Kindermusik@Home when you… Jessica's Piano Studio Teacher at Jessica's Piano Studio to many talented students! Here's some helpful tips and interesting information to create a wonderfully educational musical experience!

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This site is for evaluation purposes only. Please contact your local ROE/ISC to register for this event Exploring Rigor in Elementary Math ESL ONLY - ROE50 Wednesday, December 13, 2017 12:30 PM - 3:30 PM The registration period has closed for this event. This workshop is for East St Louis Teachers K-4 ONLY! Math-Literature connections allow learners to communicate their thoughts and make meaningful connections in mathematics from their own personal experiences. This is an excellent method of demonstrating math concepts in a real-life story format. Math literature connections naturally brings a more complex mode of communication to math instruction in exciting new ways and ideas to develop numeracy skills. All learners are engaged in mathematics and provides opportunities for the learner to write in mathematics. Math-Literature connections allows teachers to see if a learner is representing mathematics and other information correctly while supplying a visual connection to learning to help increase retention of a concept. This program is fully (100%) funded by the United States Department of Education using No Child Left Behind, Title I Part A Funds, through a grant from the Illinois State Board of Education, Statewide System of Support funds.

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The IntMath Newsletter - August 2007 By Murray Bourne, 16 Aug 2007 In this newsletter: 1. This month's math tips 2. What's new 3. Latest Poll 4. From the math blog 1. THIS MONTH'S MATH TIPS Have you written down your math goals for tomorrow? How about for next week? For the coming semester? Does goal-setting work for you? Someone once said: "Nobody plans to fail, but many fail to plan." This is certainly true when it comes to success in mathematics. Let's consider time management. One of the things I hear all the time from students is "I would have done a better job if I had more time." But when I probe a bit further, the student always admits there was plenty of time to complete the assignment, it's just that they left it to the last minute. Goal setting definitely increases achievement. Think of elite athletes and other sports heroes. Without clear goals and new challenges to overcome, they would never reach their potential. Goal setting helps you to focus on what's needed and it leads to much better time management. Your math goal for tomorrow could be: "I will read over tomorrow's math lesson tonight, so I have a better idea of what we are going to do in class tomorrow." [This makes tomorrow's lesson more time-efficient.] Next week's goal could be: "Create a study diary for the rest of the semester." [This makes the whole semester more focused - and enjoyable. Even better if you stick to your plan ^_^] The goal for 2008 could be: "Increase my math achievement by one letter grade each semester." [You can do it!] Taking some time now to plan and to think through where you are going with math is definitely worth it. Many of you are going back to school in the next few weeks. I wish you all the best with your plans for math success! 2. WHAT'S NEW IN INTERACTIVE MATH a. IntMath Newsletters Archive All of the previous newsletters can now be found at IntMath Newsletters b. Response to Forum Suggestion (last month's newsletter) Last month I suggested that we have an IntMath Forum so everyone can benefit from discussion about homework problems. The following concerns were raised by those who responded: (1) Other math problem-solving forums exist, why create another one? (2) Is it going to be paid, or free? (3) Will students abuse the forum by getting the instructors to do all the work? (4) Many find that typing mathematics in a forum is difficult - especially fractions, Greek symbols and so on. (5) Would it be private (to those who subscribe) or open to the world? At this stage, I will leave it open for discussion. If enough of you feel that a forum would be worthwhile, I will go ahead. Please reply to this newsletter if you feel that a forum would be worthwhile. c. August Math Did you know that in the USA, the month of August (among other things) is: # National Inventors Month (find me an invention that does NOT involve mathematics) # Home Business Month (goal setting is important here - and money math, too) # National Water Quality Month (a world-wide issue, and becoming more so. Differential equations are important in water quality calculations). # Foot Health Month (applied math is important here - think force, mass, acceleration. Forget those high heels..!) 3. LATEST POLL Last month's poll asked: "For you, what is the best time of the day to study mathematics?" The poll results are in and 1000 of you voted. The conclusion is something I always knew as a math instructor - students don't like afternoon math classes! See the Poll Results. The current poll asks about the music you like to listen to while doing maths. If you haven't already, add your vote on any page on the site: 4. LATEST FROM THE MATH BLOG 1) BASEBALL BAT MATH Baseball bats provide us with a plethora of interesting mathematics applications. 2) MORE EDUCATIONAL TECHNOLOGY NEEDED A recent survey regarding educational technology reveals some interesting findings. 3) MICROSOFT MATH 3.0 REVIEW MS Math 3.0 is a well-designed computer-based math tool. 4) ZIPF DISTRIBUTIONS, LOG-LOG GRAPHS AND SITE STATISTICS Word frequency follows the Zipf Distribution. We use log-log graphs to display the information. There are applications in many fields, including web page popularity. See the 1 Comment below.

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Taking Off With Numeracy (TOWN) Taking Off With Numeracy (TOWN) is a whole-class intervention initiative which focuses on improving numeracy skills of students in the upper primary years identified as not performing at expected stage level. The initiative provides ongoing professional learning over the school year to assist teachers to assess each student’s current numeracy understanding and to monitor student progress against a research-based framework. Beyond this, the program aims to provide explicit guidance in designing whole class teaching programs to further develop each student’s numeracy understanding. Emphasis is given to the teaching sequence related to developing Place Value, as it underpins the four operations and decimals, as well as important concepts in measurement. Focus is also given to the teaching of Multiplication and Division concepts. Outline of TOWN - Taking Off With Numeracy uses a phased implementation model. - School teams will identify some or all of Stage 2 and Stage 3 teachers to participate, one of whom will be team leader and will coordinate the initiative within the school and facilitate local discussion. - The school TOWN team will participate in an introductory professional learning led by a TOWN Lead Trainer. - It is anticipated that each teacher may require approximately one day's release to go assess students as part of phase one. - Phase 2 professional learning sessions will be scheduled after school hours. There are six sessions each of two hours duration. All team members are expected to attend each session and complete between-module tasks. - Schools will develop an implementation action plan for Phase 1, Phase 2 and for sustaining the program initiative. TOWN Phase 1 TOWN Phase 1 provides site-based professional learning for participating teachers, coordinated by a school team leader and led by a TOWN Lead Trainer. Resources, including assessment materials (at a cost to the school) are provided to assist schools in conducting self-paced professional learning sessions. The focus for Phase 1 is on teachers developing a strong understanding of the numeracy continuum and on completing an assessment process in order to determine where each student is having difficulties. The duration of Phase 1 is one term. TOWN Phase 2 Participating schools are supported to implement TOWN Phase 2 through the delivery of six professional learning modules face-to-face, via video conference or other ICT modes. Participating teachers will have access to the TOWN website which provides resources, including classroom teaching materials and presentations, to support the professional learning in each module. For schools interested in TOWN 2015, please contact your local Educational Services curriculum advisors. Details for your school’s Educational Services contact can be found here https://detwww.det.nsw.edu.au/publicschoolsnsw in the right hand menu. If you require further information please contact:

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This is a collection of five short stories - one for each short vowel sound. Titles include Max and Sam, Ted's Red Sled, The Big Hit, Frogs that Hop, and Fun in the Sun. Each book contains a decodable story that the students must illustrate. The teacher will be able to asses the students' progress based on their illustrations. The books build on one another and become increasingly difficult. Most words are decodable, but high frequency sight words are also included. *These books are also included as a bonus (along with the long vowel set) in my Reading: Foundational Skills Worksheets/Activities for Kindergarten Common Core packet. Check it out in my store (only $4.75 and over 70 pages!)

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Correggio is an Italian artist, whose real name was Antonio Allegri. He was nicknamed Correggio because of his place of birth. Fundamental art education in the biography of Correggio was obtained from Uncle Lorenzo Allegri. The early work of Correggio shows the strong influence of the divergent styles of Mantegna, Leonardo da Vinci. The first important authority of the artist was the design of the monastery of San Paolo in Parma. Imagining an impressive array of gods in tympanums, Correggio added a group of capricious boys. Correggio painted many mythological scenes. For example, “Io”, “Danae”, “Antiope”. In 1520 he began to work on the fresco in the building of St. John the Evangelist in Parma. Several years later, Correggio completed his most famous project “Assumption of the Virgin” in the cathedral of Parma. He introduced the maiden, surrounded by carefully detailed apostles, patriarchs, saints emerging from the clouds. Correggio used bold angles for his figures. His illusory decoration of ceilings, sensual, mythological paintings had an extremely great influence on baroque artists. Filled with a sense of grace, tenderness, work is characterized by a soft play of colors, light. Other famous works in the biography of Correggio are: “Madonna of St. Jerome”, “Adoration of the Child”, “Madonna and Saints”.

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Who, whose, whom, which, that relative adverbs (e.g. Finally, to wrap it up, your child should have a conclusion either a statement or, if necessary, camp cardiac essay a section labeled conclusion. After presenting all of her research-supported reasons, she should close her argument with a concluding statement or paragraph that sums up how her evidence supports her opinion. When the writer uses this technique, he or she must be sure to include all the conventions of storytelling: plot, character, setting, climax, and ending. That is, it is a description of "what happens in the book." But this leaves out an awful lot. After so much grammar work last year, your child will get to focus on details this year, like capitalizing the right words, putting a comma before connecting conjunctions in compound sentences (e.g. Creative story starters, animals, vacations, endangered species, music, environment, family, say Writing Prompts 4th Grade essay writing prompts 4th grade to provide you with a variety of writing topics and model essays.essay writing prompts 4th grade Narrative Essay Prompts For 4th Grade Narrative Essay Prompts. Many students write narrative reports thinking that these are college essays or papers. Narrative essay prompts Writing Prompts for Paragraph Writing and Essay Writing These writing prompts, graphic organizer, checklists, rubrics, and writing templates for rough drafts and finals copies were designed for 4th Grade paragraph writing Narrative Essay Prompts Fourth Grade history homework help Essay Writing Prompts. Writing in 4 th Grade Elementary Education - Seattle The Three Crisis Notes Slums and Slumming in Late-Victorian London LibGuides: Starting Your Research Paper: Writing Alexander, pope ' Generic ap argument essay rubric, Descriptive essay describing an object, Argument essay on abortion, What make a good commentary essay, Yet sometimes they are so fused with other memories that a lot of the time spent in writing narrative is in the prewriting stage. To summarize, the narrative essay is told from a particular point of view makes and supports a point is filled with precise detail uses vivid verbs and modifiers uses conflict and sequence as does any story may use dialogue, the purpose of a narrative report. Fourth Grade Writing Standards Grade 4 persuasive essays should establish a controlling idea, Creative Writing Worksheets for Grade 4 TeacherVisionYour fourth ovarian cancer essay paper grade students will love to show their creative sides, with our most popular creative writing printables. Each of her reasons needs to be supported by facts and details (a.k.a. Conventions of Narrative Essays, in writing your narrative essay, keep the following conventions in mind. Check out this related worksheet: Prepositions Perfecting spelling, punctuation, and vocabulary Building on your childs arsenal of spelling and root word skills, the big hurdles this year all involve using language precisely. Essay writing strategies for 4th grade narrative

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The Makara and Ikuchi vases are specially made for the project ‘Kunstkast’ (‘Art cabinet’), initiated by foundation ‘Op Visite’ from Delft. They have designed two Art cabinets with each containing 5 works of Art. The ‘Kunst kast’ is traveling around different locations, mostly care institutions, in combination with an art education program. The Makara vase This vase is inspired by an image of a sea creature on a Chinese porcelain plate found in the wreck of the ‘Lena Shoal’, a Chinese ship, (a so-called’ Jonk ‘) that sank around 1490, during the Ming dynasty in the Philippines. The hybrid sea creature has the head of an elephant (and sometimes also of a deer or crocodile) and the body of a marine animal / fish. This sea creature, also known as ‘Makara’ in Hindu culture. The name Makara comes from Sanskrit and means ‘sea dragon’ or ‘Sea monster’. The Makara has many different forms The Ikuchi vase The inspiration for this vase comes from various Japanese myths. The Ikuchi is a strange fish, which according to myths has been regularly seen in the seas around Japan. It would be a sea snake sometimes kilometers of length. According to one of the stories about this sea monster comes a sticky oil from the skin of the sea battle, that on one ship can end up, causing it to sink. The sea monster is described in a famous story, ‘Tankai’ from the Edo period in Japan.

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Kindergarten-Animals in Action 1 To begin this unit, the students heard a story about our PLTW characters Angelina, Suzi, and Mylo creating animal animations that show how animals behave in their habitats. Our students were given a problem: How can we teach PreK students about animals and their habitats using animations in ScratchJr. The students began using the design process to identify the problem and plan their animations. The students had to identify which animal they would use, and the habitat that would be best for the animal. When their animations are complete, they will be sharing them with our PreK classes at Jamestown. 1st Grade-Scratch & the Butterfly 2 In our last cycle, the students acted our programs in teams. That information was applied to ScratchJr with Scratch the cat and a butterfly. After programming a butterfly to jump and fly, the students programmed Scratch to trigger the butterfly to begin its program. They learned how to use the bump trigger and the message trigger. The students also learned how to create their own characters in ScratchJr by drawing them, editing existing characters, and using the camera to put themselves into their programs. 2nd Grade-Moving with Math 3 The students completed their race car program, their farm programs, and completed any unfinished pages in their Launch Logs. 3rd Grade-Code Sketches 2 Now that students have an understanding of basic programming, they used the iPad app Hopscotch to program actors to draw shapes. The students learned how to add an actor, draw a line, use loops and functions to make the program efficient. After completing a basic square, students were challenged to use repeating squares to create colorful patterns. 4th Grade-Senses Exploration 1 Each part of the brain regulates specific functions in the body. The students learned about how our senses receive input, how our sense receptors are specialized, and the part of the brain responsible for each sense. Rotating through stations, the students watched a short animated video about the sense, labelled a diagram of the body for that sense, and completed an experiment using the sense. 5A & 5B-Inputs/Outputs 1 To identify inputs and outputs within a robotic system, the students learned how to connect the robot brain to the controller and motors. Using the controllers, the students identified the direction and speed of the motors depending on the direction they moved the controller. They also learned how to use the bumper switch and the LED lights. 5C & 5D-Data Collection & Display 1 Using the Tynker iPad app, the students are learning to code their first game by following step-by-step directions. The students learned about x and y axes, how to add characters to the game and code actions the characters can follow. Welcome to the STEAM Studio Blog for Jamestown Upper & Lower Elementary Schools in Hudsonville, MI. Here you will find the latest projects and concepts we've been working on in class. comes to Hudsonville with 17 years of teaching information and technology skills to elementary students. After earning a BA in Elementary Education at the University of Northern Iowa and a Master’s degree from the University of Iowa in 2000, she drew a circle on the map and chose Southwest Michigan.

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I am delighted to be finally creating a resources page for you all. As you can imagine, I have lots for children's book people. I'm going to start with some of my articles on children's picture books, some of which might be helpful, while others might be a bit academic. Pick and choose what you like. Over time I'll be adding more and more resources. Reisberg, M. (2008a). Finding value(s) for a currency of caring: Exploring children’s picture books, a dollar bill, and fine art sources. Art Education, 61(6), explores the illustrations in Harvesting Hope and their many important real and symbolic elements. Reisberg, M. (2008c). Social/ecological caring with multicultural picture books: Placing pleasure in art education. Studies in Art Education, 49(3), 251-267. Reisberg, M. (2008c). Maya Gonzalez: Portrait of the artist as a radical children’s book illustrator. Visual Culture and Gender 3, 48-62. www.emitto.net/visualculturegender/ A digital film, article, and transcript. Reisberg, M. & Han, S. (2009). (En)countering social and environmental messages in the Rainforest Cafe, children’s picture books, and other visual culture sites. International Journal for Education and Art 10(22) 1-24. http://www.ijea.org/v10n22/ Books on Writing and illustrating Children's Books Writing Picture Books: A Hands-On Guide from Story Creation to Publication by Ann Whitford Paul The Writer’s Guide to Crafting Stories for Children by Nancy Lamb. Writing Bestselling Children’s Books: 52 Brilliant Ideas for Inspiring Young Readers by Alex Gordon Smith Writing Children’s Books for Dummies by Lisa Rojany Buccieri and Peter Economy Yes! You Can Learn How to Write Children’s Books, Get Them Published, and Build a Successful Writing Career by Nancy I. Sanders Writing with Pictures: How to Write and Illustrate Children’s Books by Uri Shulevitz. Illustrating Children’s Books: Creating Pictures for Publication by Martin Salisbury Illustrating Children’s Picture Books by Steven Withrow and Lesley Breen Withrow The Encyclopedia of Writing and Illustrating Children’s Books by Desdemona McCannon, Sue Thornton, and Yadzia Williams Books on Publishing SCBWI publication guide Children’s Writer’s & Illustrator’s Market The Complete Idiot’s Guide to Publishing Children’s Books, 3rd Edition by Harold D. Underdown. The author is both an editor and author and knows his stuff. The Business of Writing for Children: An Award-Winning Author’s Tips on Writing Children’s Books and Publishing Them, or How to Write, Publish, and Promote a Book for Kids by Aaron Shepard Websites and Blogs There are so many websites and blogs out there on children’s book writing, illustration, and publishing that it would take another book to explore them. Here are a few to get you started. The Write Routine Banana Peelin': The Ups and Downs of Becoming a Children's Writer Writing for Kids (While Raising Them): PiBoIdMo (Picture Book Idea Month) Julie Hedlund, 12x12 Author Freelance Writer Tim McCanna: KidLit Writer November Picture Book Month: A Celebration! Writing Picture Books: The Basics by Margot Finke Writing Picture Books: Writing Tips for Children's Writers by Bethany Roberts So You Want to Write a Picture Book: Hints by Mem Fox 20 Tips for Writing Children's Books by Pat Mora There's also my free video Mondays with Mira teaching children's book reviews right here and soon I'll be adding recommendations as well! Join our Tribe and receive 7 Steps to Creative Happiness, access to free webinars, and lots more! Your email addresses are always safe and respected with us.

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This free Education essay on Essay: The purpose and importance of a good education is perfect for Education students to use as an example.The nursing program needs a lot of focus and concentration to become successful in the course.It goes without saying that education has a positve effect on human life. Top 20 Reasons why Education Is Important - Listovative Free Essays on Why College Is Important - Brainia.com Secondly, education plays such a rudimentary role on our society that we cannot even imagine a life without it.It is a life-long process to each person that need to be reinforced throughout life.We must aim to ensure that each citizen of our nation is educated and independent. But the university in Nunavut is actually struggling quite hard to get the best quality education possible.Elementary education can be compared to the first stride that a person takes in life, it is impossible for people to run without first learning how they can walk (Long, 2000).Because the development of a country depends vastly on the standard of education, it must do everything in its power to improve it.Our Marking Service will help you pick out the areas of your work that need improvement. Educated people can enhance their lives through reading, writing, visiting. Opinion Essay Why Art Is Important in Education? Essay There are a lot of Eskimos in these career colleges because it is not the type of colleges where you have to participate for at least 1 or 2 years, you can just attend the college for at least 9 months. Important Of Schema In Education Essays - WordPress.comIt offers a small number of degrees in conjunction with Dalhousie University 2012 (Wikipedia).There is also a man named Bartlett who was very pleased to attend SOVA.Also, most universities have a large number of part-time or continuing students who are being educated.In conclusion, edcation is absolutely beneficial for society on the whole. The territory of Nunavut has approximately 32,000 people in it.Find long and short Speech on Importance of Education for Students. Importance of Education by Islamic Perspective | LinkedInIt is not very hard to achieve and potential immigrants should atleast get a score of 75 percent.Have you ever wanted to do something that you thought was important and someone told you no.UKEssays Essays Education Why Is Education So Important In Canada Education Essay. 10 Reasons Why Education is Important - iDream IncIn Nunavut there is also higher education, (Nunavut is the province in the north of Canada).This is one of the factors assessed by the Canadian government in Education. Essay Paper on The Importance of Education Education can be considered to be the most vital asset that the society has because knowledge is the priceless wealth that people will never mislay under any circumstances, and the further the knowledge gets shared, the further it will advance.The majority of student remain unexposed to higher learning, as well careers because they grow in environments where majority of people lack professional careers or college degree. Why is Higher Education Important? - Dr. Heather AllenIt shapes the lives of people even into adulthood by promoting wise decision making.Usually, the skills, attitudes and knowledge that children gain in elementary schools provide a foundation for success in the future.Consequently, the impact becomes adverse when a nation comprises of a population whose greater percentage is illiterate.Education develops logical and critical thinking and a sense of intelligence makes us lead ourselves to a prosperous and...Forum for essay writing for IELTS and TOEFL. Education is considered to be an important factor to start our steps to be a well develped country,.Having poor quality of primary education or the absence of it leads to high levels of illiteracy such that people who work in factories, ministries, farms and hospitals are not efficient due to lack of the appropriate skills and knowledge.The Canadian school system actually accepts Inuit languages due to cultural reasons. Only with the advent of education can people gain knowledge and enlarge their view over the world.

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The topic for Y5&6 this half-term is ‘Secrets of the Deep’, where pupils study Cardiff Bay and also learn about the Titanic. To help the children put their learning into context, we organised a trip to Cardiff Bay. Mrs Hollings’, Mrs Cooke’s and Mrs Robinson’s class went on Wednesday and Mr Mansfield’s/Mrs Lewis’ and Mrs Hayward-Price’s/Mrs Daly’s class went on Friday. Luckily, the weather was dry both days! Upon arrival, we were met by Bryan and Carol from Cardiff Bay Tours, who guided us around the bay, teaching us about its Geography and History. We rode the land train (which the children thoroughly enjoyed!!) across to the Barrage to learn how the amount of water and the amount of fish are controlled in and out of the bay. The nice man in the control tower also opened up one of the bridges, so the children could see how it lifted – although most of them were more concerned with a pigeon which looked like it was about to get squashed when the bridge dropped back down (thankfully he escaped)! We then had a chance to explore the attractions along the Barrage Coastal Path, including a quick play in the Treasure Island playground. After that, we had a quick stop for lunch, before going on to survey people who were visiting the bay. The children were great and were so polite to members of the public, who seemed to enjoy being stopped to take part. We will analyse our results and develop our numeracy skills next week, when we calculate percentages and produce graphs to present our findings. We were also given a historical tour around the Bay, learning about: - how it used to be called Tiger Bay - how it was one of the busiest ports in the UK for exporting Coal around the world - how sailor Harry Cook chained himself to a tree to stop it being cut down - how Roald Dahl got baptised in the Norweigian Church - and how Captain Scott set sail on his voyage to the South Pole, but never made it back We also had time for a quick visit into the Senedd building to see where the Welsh politicians debate. We had a great trip and were shattered when we got back to school! We’re looking forward to doing some follow up work on all that we learnt.

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WE BELIEVE THAT QUALITY EDUCATION CHANGES EVERYTHING Around the world, far too many children are not in school. Globally, 57 million primary-aged children are not in school. Due to diverse barriers, not enough children stay in school. Progress is being made, however slowly. Globally, primary school enrollment has increased from 84% in 1999 to 91% in 2010. However, secondary school attendance remains low – 23% in Guatemala, 54% in India and 41% in Kenya. Low rates are due to limited space, low value on education, and the high costs of secondary school. Millions of children who are in school are not learning. National education systems are overwhelmed in the race towards universal access to education. Classrooms are too full and educators are ill-equipped, poorly paid, and inadequately supported. Scores show that most students are not gaining the minimum literacy and numeracy skills during primary school, causing parents to question the value of their children continuing to attend. Quality education drives economic and social change. Education has significant social and economic returns. But simply the number of years in school is not enough. It is the acquisition of knowledge and skills (cognitive and behavioral) achieved through quality education, rather than schooling alone that promotes employ-ability, productivity and growth.

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What is a child's "occupation".... Playing with toys, developing friendships, learning new skills. Children need to be able to take in and respond to sensory inputs in their environment and use their bodies in a coordinated fashion to do these things. Occupational Therapists (OT) help children learn these things and carry them over at home, school and in the community. Your child may benefit from OT if they have: -Decreased balance (“clumsiness”) -Delayed motor skill development -Low muscle tone or strength -Difficulty with handwriting -Been diagnosed with a learning disability -Difficulty completing tasks that -seem easily attained by peers -Behavioral challenges or social skill issues -Decreased attention or ability to participate in age appropriate activities -Decreased self-esteem and self-concept -Decreased visual skills including visual perceptual skills and ocular motor skills -Difficulties with feeding, is a picky eater or a messy eater

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The Wildhorse Mountain Flutes website has been revised. During the past 30 or so years, we have witnessed a remarkable and stunning evolution of both Native American Flute craftsmanship and the role of this simple instrument in the expanding world of music. From songs of forebears centuries ago to the concert stages of today, the Native American Flute maintains its influence amongst flute players and flute makers. Interest by the general public in music of Native American culture probably began with the studies reported by Alice C. Fletcher in 1893, “A Study of Omaha Indian Music”. Emphasis was on songs and she describes the tremulous voice as a prominent feature. Perhaps the “warble” created by some of the old flute makers represents an extension from voice to flute. John C Fillmore in reporting on Ms. Fletcher’s study, described the Native American flute, noting its similarity to the open ‘pipe’ in a pipe organ. Subsequent study of Native American music over a period of 20 or so years, was conducted by Frances Densmore. She includes several photos of flutes in her reports. Some of those are included as black/white photos herein. A summary of her work is presented in “The American Indians and Their Music” (Reprinted by The Woman’s Press, 1976) “The Art of the Native American Flute” by R. Carlos Nakai and James DeMars (Pub. Canyon Records), introducing the tablature concept, was a seminal event accelerating the entrance of this flute into the mainstream of musical performance including solo, small groups and full orchestras. The evolution continues and as the Native American Flute assumes an ever increasing role in the world of music, so we see it become part of music education beginning with the youngest students (visit Northern Spirit Flutes) Not a great deal remains documented about the sounds and features of the Native American Flute from days long past but some of what remains is offered in this revised website. There are two galleries herein: - A gallery of flute photos from the 19th and early 20th centuries and - A gallery of selected old flute melodies A few selections are songs to illustrate how many of the old flute melodies are based upon songs from the human voice. Several of the old flute melodies are also characterized by a rather unique sound, the “warble”, considered by some to reflect the traditional Native American flute. Some selections are traditional melodies played by contemporary musical artists. These are ‘look and listen’ galleries for your pleasure and knowledge. Links provided on this site provide additional learning experiences relative to the sounds, craftsmanship, history, and versatility of the Native American flute. This website is dedicated to the memory of three respected members of the Comanche Nation. Carney Saupitty Sr.: One of the last full-blood Comanche Indians; an honored Comanche Elder; a Comanche language scholar and master craftsman of the traditional Comanche flute. George “Woogee” and Eva Watchetaker: Spiritual leader; artist champion dancer; flute player and singer. Oliver W. Jones

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Askew, B. J. (n.d.). Voices on word matters: Learning about phonics and spelling in the literacy classroom. Helping young readers learn how to problem solve words while reading. (143-154). Berninger, V., Graham, S., & Weintraub, N. (Sept 2001). Which manuscript letters do primary grade children write legibly? Journal of Educational Psychology, 93(3). Retrieved November 24, 2006, from http://web.ebscohost.com.www.msvu.ca:2048/ehost/detail?vid=15&hid=104&sid=0bc0aef8-6573-4103-9ad4-451d77e1e9b6%40sessionmgr107 Brewer, J. (2004). Introduction to early childhood education: Preschool through primary grades. Boston: Pearson Education, Inc. Chanquoy, L. (March 2001). How to make it easier for children to revise their writing: A study of text revision from 3rd to 5th grades. British Journal of Educational Psychology, 71(1). Retrieved November 24, 2006, from http://web.ebscohost.com.www.msvu.ca:2048/ehost/pdf?vid=19&hid=104&sid=0bc0aef8-6573-4103-9ad4-451d77e1e9b6%40sessionmgr107 Corneille, Birgitta (1995). Getting More From Math Manipulatives . New York: Scholastic Frater, G. (July 2004). Improving Dean's writing: Or, what shall we tell the children? Literacy, 38(2). Retrieved November 25, 2006, from http://web.ebscohost.com.www.msvu.ca:2048/ehost/pdf?vid=18&hid=104&sid=0bc0aef8-6573-4103-9ad4-451d77e1e9b6%40sessionmgr107 Gray, A., McCutchen, D. (2006). Young readers’ use of Phonological information: Phonological awareness, memory, and comprehension. Journal of Learning Disabilities, 29 (4), 325-333. Hall, S. L., Moats, L. C. (1999). Straight talk about reading: How parents can make a difference during the early years. Contemporary Books. Hetherington, E.M., Parke, R.D, & Schmuckler, M. (2003). Child psychology: A contemporary viewpoint. Toronto: McGraw-Hill Ryerson Limited. Indrisano, R., Chall, J. (1995). Literacy Development. Journal of Education, 177 (1), 63-84. Integration of phonological awareness activities in classroom literature. 13 National Conference on Learning Disabilities [Guidebook]. Bray, C: Author. September 28, 2001. Linking language to learning (LINKS) program. (2006). Volunteer and tutor training guide. [Pamphlet]. Rhyno, C: Author. Lu, M. (Dec. 2000). Writing Development. ERIC Digest D159. Retrieved November 24, 2006, from http://www.ericdigests.org/2001-3/development.htm Reading comprehension strategies. Foothills Academy, Estelle Slebens Community Services. [Guidebook]. Bourgeault, L: Author. (n.d.). B. & Koedinger, K. R. (2005). Designing knowledge scaffolds to support mathematical problem solving. Cognition and Instruction, 23 (3), 313-349. Siegler, R.S. & Wagner Alibali, M. (2005). Children's Thinking. Upper Saddle River, New Jersey: Prentice Hall. Yopp, H, K., Yopp, R. H. (2000). Supporting phonemic awareness development in the classroom. The Reading Teacher, 54 (2), 130-143.

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Via the New England Board of Higher Education (nebhe.org) Today, children of all ages experience rigorous career preparation as part of their education. School systems strive to implement mandated standards to help students excel in standardized testing and gain necessary skills for future job opportunities. In this worthwhile pursuit, many creative school programs such as art and music are deemed unnecessary and cut from the curriculum. What many schools do not realize, however, is that programs such as music education can have major positive impacts on growth and development. In fact, these six benefits of music education not only show how music can benefit children now, but how it goes hand-in-hand with their preparation for future endeavors. Enhanced language capabilities Would you like your child to have larger vocabulary and enhanced reading comprehension skills? Studies show consistent music education improves both areas. How does it work? Emerging evidence suggests the area of the brain controlling both musical ability and language comprehension are more related than previously thought. Music education requires students to recognize and repeat pitch, tone or enunciation of words. Especially in young children, music directly benefits the ability to learn words, speak them correctly, and process the many new sounds they hear from others. Music education involves a high level of memorization. Students must be able to read music by sight, play the proper notes on their instrument or recall lyrics. This process benefits the overall memory center of the brain. In one study, musicians outperformed non-musicians in auditory, visual, and memory tests. Music is also easily stored in our memory. Have you ever had a song stuck in your head? You can use music to help children remember things. Examples include using common tunes to memorize facts, playing meditative music during study time, and using music resources when presenting materials. Strengthened hand-eye coordination Playing a musical instrument has long been known to enhance dexterity and hand-eye coordination. When playing an instrument, a musician must be able to create the correct notes through the proper hand motions, whether it be hitting keys, closing valves or using another apparatus to produce sound. In addition, the musician is also required to read the sheet music and follow the conductor. This opportunity to grow motor skills is especially significant in younger children. Even a basic introduction to an instrument, such as a hitting a triangle or learning a song on a recorder, can be beneficial. Powerful study habits As children grow and are exposed to more rigorous courses of study, time spent reviewing and retaining is essential to success. More and more time in the classroom is spent on introducing new subjects and ideas, requiring students to work at home to ensure they have grasped onto the necessary information. When children are exposed to proper music education, they learn powerful study habits. Mastering their specific musical craft takes a concerted effort, consistent practice and patience. These disciplined habits translate into other areas of study. Music is often thought of as a way to foster individual expression. While it definitely is that, music can also teach teamwork. No place is this more evident or powerful than in schools. Students work together to create a cohesive, technically correct performance. Together, they form a community of like-minded individuals who can help each other reach goals. Many students find a sense of belonging in school music programs. Mental processing & problem-solving heightened In the end, one of the most useful benefits of music education is the increased ability to process situations and find solutions mentally. Those with musical training have been found to have higher levels of grey matter volume in their brains, which are directly tied to auditory processing and comprehension. Surprisingly, one of the areas of life this is most important for is forming relationships. Musicians learn to listen to others, sense emotion,and react with greater depth and understanding. Music education for kids Music education is an important aspect of providing children with a well-rounded education. When allowed to work in harmony with other subjects and areas of study, music helps children grow in self-esteem, build essential skills and prepare for bright futures. Jenny Silverstone is the primary author of Mom Loves Best, a research-driven parenting blog that covers important topics such as education, child safety and healthy childhood development milestones.

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rdg570 | Graduate Curriculum Const And Assmt: Reading And Lang Arts For Spe topic title goes here The Place of Explicit and Systematic Phonics in Learning - Investigate the utility of phonics and structural analysis generalizations. - Analyze the place of phonics in a reading program for exceptional learners. - Analyze methods of evaluating phonics mastery. - Identify instructional strategies and activities for language acquisition and how they relate to different learning styles. - Examine word attack strategies readers use to process written language for meaning. - Identify pre-reading, reading, and post-reading strategies and learning tasks that enhance comprehension when working with children with exceptional learning needs. - Evaluate the use of pre-reading, reading, and post-reading activities in a tutoring or small group or classroom context. - Identify instructional practices and methods for teaching comprehension. - Deliver and evaluate lessons based on continuous diagnostic assessment. - Examine the relationship between fluency and comprehension. - Examine the elements of reading comprehension in reading to learn. Vocabulary Building and Applications of Writing in the Classroom - Evaluate pedagogical approaches in vocabulary development. - Identify methods for developing studentsâ writing. - Identify strategies to introduce and improve vocabulary skills for students with and without disabilities. - Evaluate how vocabulary development relates to reading comprehension goals in the response to intervention (RTI) process. - Identify the connection between vocabulary, word recognition, and reading fluency. Study Strategies for Writing Across Content Areas and Applications of Writing in the Classroom, Contâ d. - Identify student and teacher behaviors during the various stages of the writing process. - Identify methods for evaluating student writing, including analytic scoring. - Explain how syntax, spelling, and handwriting are integrated in the writing process. - Identify instructional strategies for teaching writing to exceptional learners. - Analyze various study strategies and their interdisciplinary application. Managing the Reading Language Arts Classroom - Examine the ways in which literature and basal readers are used in the reading classroom. - Identify ways in which teachers can organize and group students for reading instruction. - Identify ways that learners with exceptional learning needs can be grouped with general education students for reading instruction. Theories and Strategies for Reading Instruction for Exceptional Learners - Identify theory and research-based principles of effective reading instruction including phonology and phonemic awareness, among others. - Analyze the reading process as it pertains to learners with exceptional needs. - Examine the developmental timeline of literacy skills for all children. - Analyze the response to intervention (RTI) process and its strengths and limitations. - Identify various research-based reasons that students struggle with reading. - Describe typical signs and symptoms of dyslexia. Assessing Growth in Literacy and Childrenâ s Literature - Interpret a formal reading assessment to identify student strengths, weaknesses, and reading level. - Investigate the use of informal assessments. - Implement planned supports based on assessment findings. - Integrate childrenâs literature into units and lessons. - Analyze the elements of assessment for oral reading and listening comprehension. Reading Comprehension and Literacy - Examine the roles of listening comprehension and oral expression in the development of literacy. - Examine the use of effective oral reading practices to support literacy development. - Identify instructional strategies and learning tasks for language acquisition. - Examine the depth of present knowledge of phonics elements through pretest and post-test measures. 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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Specific Learning Disabilities (SLD) / Dyslexia Initiative Specific Learning Disability (SLD) as defined by IDEA means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. SERC's Specific Learning Disabilities (SLD)/Dyslexia Initiative was established in January 2015 at the request of the Connecticut State Department of Education (CSDE) in response to Connecticut Public Act 14-39 which added SLD/Dyslexia as a primary disability category. This legislation was crafted to support the unique educational needs of students in Connecticut who have a learning disability, some of whom may not be appropriately identified or receiving specialized "structured" literacy instruction because of dyslexia. SERC's Specific Learning Disabilities (SLD)/Dyslexia Initiative seeks to inform educators and families about issues and best practices related to the needs of students with all types of learning disabilities, including dyslexia. SLD/Dyslexia Free Online Modules and Courses 2018-2019 online modules are now available! Increasing Awareness of SLD/Dyslexia: Implications for CT Educators Available on demand! - A 2-hour archived webinar that traces CSDE's response to the Connecticut's SLD/Dyslexia legislation, explores issues related to identification, presents an overview of evidence-based practices for structured literacy instruction, and offers a systematic method for school teams to conduct special education file reviews. Using Literacy Screening Data to Support Students with Reading Difficulties Available on demand! - A 2-hour archived webinar that explores different patterns of reading difficulty based on screening data derived from the curriculum-based assessments in Connecticut's Approved Menu of Research-based Grades K-3 Universal Screening Reading Assessments. Remediating and Accommodating Students with SLD/Dyslexia at the Secondary Level Available on demand! - A 2-hour archived webinar that focuses on secondary-level specialized reading and writing instruction and assistive technology (AT) that supports access to general education. Identifying Students with SLD/Dyslexia: An Online Course - A 6.5-hour self-paced online course that uses a case-study comprehensive approach to understanding reading difficulties, supporting literacy development via tiers of general education support, and appropriately identifying students with SLD/Dyslexia. It's Never Too Late: How to Motivate and Teach Older Struggling Readers with SLD/Dyslexia - A 2¼-hour online learning module that discusses setting priorities for older students with SLD/Dyslexia and providing evidence-based instructional approaches most effective for his population of students. Case Study Review of a Connecticut Student with SLD/Dyslexia - A 2-hour online learning module that describes the educational profile of a Connecticut public school student identified with SLD/Dyslexia and follows the student's trajectory of learning to read in the early elementary grades through high school. SLD/Dyslexia: Connecting Research to Practice in Connecticut - An advanced-level 12-hour course that addresses the foundations of reading acquisition, identification of SLD/Dyslexia, and evidence-based structured literacy instructional practices. Identifying Students who are Gifted and Talented and Have SLD or SLD/Dyslexia - An awareness-level 1-hour online module that discusses principles of giftedness and how to use data from curriculum-based assessments and standardized measures of cognitive and reading ability to identify students who are Gifted-SLD. Distinguishing Between Typically Developing English Learners (ELs) and Students with Reading Difficulties - An awareness-level 2-hour online module that explores the factors related to distinguishing between below-level linguistic proficiency and a reading disability in ELs. Assistant Director, SERC (860) 632-1485 ext.322 Education Consultant, CT State Department of Education at Learning Resources in SLD/Dyslexia The SLD/Dyslexia initiative has collected a large curated collection of Learning Resources. They are arranged in collections, below:

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First Words Valentine is a free app for iPhone/iPad providing basic vocabulary for Valentines Day. Learning Touch ‘s First Words Valentine is one of more than 10 other First Words apps providing interaction with vocabulary words for iDevices. First Words Valentine provides 8 holiday words users can match the letter tiles to create the word. Words are spoken out loud after tiles are matched correctly. A short animation of images about the word is provided to engage the user. Although words can not be customized in this app, options are available allowing change of word order, how long the longest word can be, speech on/off, spelling speed and more as shown in the settings image below: No verbal feed back is provided when letters are incorrectly matched (there are definitely pros and cons to that!). Letters can only be correctly matched to complete the word and move to the next word. If you are interested in a app with a valentines theme for students who love to work with letters and words, First Words Valentine might be the app for you for free. Remember all those words on conversation candies you got on Valentines Day? With the Little Speller app (there are at least 3 to choose from), you can choose words or create your own word list with in the app by going into the settings and choose “Customize Items > select the “+”> Create New List> name the list and add your words. You must choose your list to play your newly created list. If you are looking to add a phrase, such as “Be True”, consider using Grasshopper App’s Sentence Maker to create a sentence or phrase. An earlier post describes how to customize Sentence Maker app and can be found here: http://wp.me/p1w0d0-m8 . The Grasshopper apps mentioned above are .99 and sometimes free. If you join their Free the Apps, they will alert you of new apps you can download for a limited period for free. The Grasshopper apps folks are developing new emergent literacy apps all the time which are very useable for young children as well as older students who benefit from literacy development tools. As customizeable apps they are well worth adding to your mTool Kit!

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Music is a natural vehicle for language acquisition. It’s easy to remember new words when they’re set to music and paired in rhymes. And studies show that music education has a profound impact on phonemic awareness (the ability to recognize and distinguish between phonemes, the smallest units of sound in oral language), and on phonological awareness (a more general skill that involves the ability to recognize and manipulate all the structural units of oral language—sounds, words, syllables, etc.). Both phonemic and phonological awareness are absolutely vital to reading. Kindermusik classes are chock-full of language learning. Silly rhymes and catchy songs offer opportunities for vocal development, phonemic awareness, and vocabulary building, and storytime strengthens pre-reading skills such as print awareness and auditory discrimination. Through musical activities and interactions with their teacher and peers, children also develop conversation skills and the ability to speak rhythmically and expressively. And, results from a recent independent research study showed that preschoolers who participated in the Kindermusik curriculum for as little as 30 minutes each week showed a 32% greater gain in their phonological awareness than the control group. Hello! Bonjour! Buenos días! Researchers often cite the power of music as a tool for teaching a second language. Music has been shown to help second language learners acquire vocabulary and grammar and develop reading, writing, speaking, and listening skills. All Kindermusik classes provide a fun, natural, and non-threatening way for non-native speakers to learn English through music and movement. Our ABC English & Me curriculum is designed to introduce English as a foreign language in international preschools and schools. We also offer supplementary support and materials for U.S.-based classes with students learning English as a second language. Our EFL and ESL offerings are rooted in research on second language acquisition and utilize methods such as repetition and Total Physical Response (TPR), a language teaching system based on the coordination of language and physical movement.

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- Medical experts are traditionally list eight clinical symptoms, see them not in all cases. - Tone muscle s tension when the body alone - Reflections, the speed at which someone does a physical response to stimuli - Balance ability to remain upright and steadfast - Movement control and coordination of appropriate member response - Posture position during the sitting or standing body - Gross motor skills tasks, with which the large muscles of the body, such as arms and legs - Fine motor skills tasks, with which the small muscles of the body such as fingers - Oral-motor skills control of mouth and tongue Cerebral palsy is condition which occur due to some damages in brain. The complete cure of cerebral palsy is not possible but specialist or doctor can gives better improvement in the behaviour of cerebral palsy children. But diagnosis of this condition are very critical to know, is their child is affected from cerebral palsy problem or not? Before diagnosis appropriately child first need to know about medical background of child mother because in some cases mother’s medical background can gives some causes of cerebral palsy. Doctor check child motor functions, reflexes and other baby behaviours. After that physician can test child body effectively to know which part of body affected by cerebral palsy. Those part of body affected by cerebral palsy is weak compared to other body part. Doctor or specialist may go through x-rays, ct scan, MRI, and magnetic resonance imaging to determine the possible causes and for complete diagnosis of cerebral palsy. Weakness, abnormal gesture, delayed or impaired speech, irritability, early hand performance, feeding problem, feeble or excessive crying, slow or failure in motor skill development are some sign and symptom cerebral palsy to justify that cp is present in children or not. Approaches for cerebral palsy treatment When child diagnosed with cerebral palsy problem then it need different type of treatment require according to condition of CP. Firstly, Physical Therapy cerebral palsy treatment is helpful to provide better strength in body, keep walking and it helps to make better body balance. Second is Speech & language therapy helps child to make better communication among people and pronounce word accurately. In speech & language therapy child learn to understand language and know how to talk to each other. Third, Occupational therapy, which helps cerebral palsy child to complete its daily routine work independently. In occupational therapy cp children learn how to take bath, how to feed yourself, dressing etc.

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If your topic isn't assigned, ask yourself these questions to get going: Consider the scope of your assignment - writing about World War II in general is too broad; there's no way to effectively write about all of WWII in a standard sized research paper and make a coherent point. Instead, move to a specific aspect of WWII. For instance, how about focusing on the Battle of Midway, and then going to a specific focus of that battle - the role of communications intelligence in the U.S. victory in the battle. Stating your topic as a question and then turning it into a hypothesis can also help you focus your topic and find supportive research data. A hypothesis is a statement of what you anticipate your research will show. Just like a thesis statement, a hypothesis must be manageable, interesting and specific, and it must be arguable - a debatable proposition that can be proved or disproved by research data. For example, say you're interested in the effect of music education in grades K-8 on academic achievement, then you might come up with a question such as, "What effect does participation in music education programs in grades K-8 have on individual student achievement in U.S. public schools today?" Once you have a question, then you can do some preliminary reading to learn more about your topic, and then you may propose this hypothesis: "Participation in a music program during grades K-8 can have a positive affect on individual student achievement for students attending public school in the U.S. today." Here's another example of narrowing and focusing by finding a research question and hypothesis: Topic: Frida Kahlo's art Issue: Influences on Kahlo's art Research Question: What were the major influences on Kahlo's work? Hypothesis: The events of her own life were the central influence on Kahlo's work.

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The Music and Literacy Program at West Side Montessori! The Music/Literacy Program for the Children’s House students is unique to West Side Montessori. It is an integrated curriculum that incorporates music, movement, and literacy. The program enriches all Children’s House students (aged 3-6 years old) with multidisciplinary literacy instruction and blends seamlessly into the Montessori curricula. The Music/Literacy program is comprised of two parts: whole group music and movement lessons and related small group Literacy lessons. Once a week, each Children’s House class engages in 30 minutes of music and movement: songs, games, dances, silliness, fun, and mindful silence. Then during the work time, literacy lessons are given in small groups. The literacy lessons are related to the music and movement circles. Songs are often written in large print on chart paper for shared reading: interactive “choral” reading experiences in which all the children read the text under the teacher’s guidance. Even the youngest students can be successful in this reading environment because they have already sung the song and they have the support of their classmates and the teacher. The integrated curriculum allows for not only students with high verbal-linguistic intelligence to be successful, but also those with high musical, bodily-kinesthetic, or interpersonal intelligence. After shared reading, children have often said, “I didn’t even know I could read!” While shared reading is the keystone of the Music/Literacy program, other components of balanced literacy are utilized in the program as well. Kindergartners practice independent reading in personalized folders that contain songs they have learned. They enjoy reading their folders repeatedly and feel rightfully proud of their reading abilities. Filling in the blanks in songs allows for opportunities for modeled writing, interactive writing, and independent writing. Child-drawn Illustrations provide opportunities for reading comprehension. The Montessori method is evident throughout the program. Each whole group class begins with an original song that expresses Montessori values: “Be peaceful with our things. Be peaceful with each other. Be peaceful with yourselves. Let’s have a peaceful day.” Maria Montessori said, “The child who concentrates is immensely happy.” Children in West Side’s Music/Literacy program are concentrating, learning, and immensely happy. By, Risa Cohen Risa is a passionate progressive educator. She teaches an integrated curriculum of Music and Literacy and has been called “a Literacy teacher in disguise.” She holds an M.S.Ed. in Early Childhood/Elementary Education from Bank Street College, has been teaching since 1994, and has been “sneaking” Literacy into Music at West Side Montessori since 2010. West Side Montessori is an independent, accredited Montessori school educating children 13 months through 8th grade (preschool, kindergarten, elementary and middle school) with locations at 13587 Roachton Rd in Perrysburg, Ohio, and 7115 W. Bancroft Street in Toledo, Ohio.

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Kindergarten-Animals in Action 4 1st Grade-Setting the Scene 3 After listening to or reading a familiar fairy tale, the students chose one scene from the story to recreate in ScratchJr. They were responsible for creating the scene with backgrounds, characters, action, and voice recordings. 2nd Grade-Computer Science Explorers 3 The students worked on a program that will keep score as they play a math game. Using ScratchJr, the students used functions and conditions to move a soccer ball toward the net. Each time a player scored in a card game, the ball got closer to the corresponding goal. 3rd Grade-Variables Rule 3 Using Hopscotch ( a coding app on the iPad), the students built an interactive program that responds to new events like tilting, shaking, and tapping the tablet. The students learned how to move characters around the x-y grid and learned how to create a variable to track score, lives, and a timer. 4th Grade-Brain in Action 2 With this activity, students investigated how the brain processes sensory information to store it as memory and how it effects their reaction times. The students participated in a memory card game, a reaction test on the iPad, and "remember the objects." After completing these initial investigations, the students came up with their own investigations using the scientific inquiry process. 5A & 5B-Create a Toy 2 Teams worked collaboratively to create a prototype of toy using the engineering design process and VEX IQ® components. The criteria for this problem was that the toy had to have at least one moving part, but could not use the robot brain, motors, or sensors. Each team designed, sketched, built, and presented the prototype to the rest of the class. 5C & 5D-Reaction Test 1 Using the Tynker app, the students followed step-by-step directions to create a game that allowed the player to test their reaction time. The students chose a background and actors that would randomly move around the screen. Each time the player tapped the character, a score would be recorded with a reaction time (fast, medium, slow) displayed at the end of the game. Welcome to the STEAM Studio Blog for Jamestown Upper & Lower Elementary Schools in Hudsonville, MI. Here you will find the latest projects and concepts we've been working on in class. comes to Hudsonville with 17 years of teaching information and technology skills to elementary students. After earning a BA in Elementary Education at the University of Northern Iowa and a Master’s degree from the University of Iowa in 2000, she drew a circle on the map and chose Southwest Michigan.

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Every day in the car, Julie Donnison plays spelling and times tables games with her granddaughter after picking her up from school. The daily activity brings them closer together and helps her granddaughter to learn in a fun way. Earlier this year, Julie along with 30 others parents attended Parents Victoria's forum to discuss the role of parents in literary and numeracy. The forum was an opportunity to talk openly about topics important to them. Many parents said they are often so busy doing multiple activities with their kids that it can be easy to lose sight of the bigger picture in education. 'Any way families support their children with their learning, attendance, and engagement makes a huge, positive impact on the whole school experience,' says Gail McHardy from Parents Victoria. 'Successful engagement starts with respectful and effective communication.' Colleen Coath also attended the forum with her colleagues from the Parents and Friends Association (PFA) for Meadows Primary School. She said she found it to be informative and a chance to meet other parents and share stories. One of the ways Meadows Primary School engages with parents is by holding the Maths Expo. It's an opportunity for kids to show their work and play maths games with their parents and families. 'We all want the best for our kids and to succeed in life,' Colleen says. 'School and home provide the skills they need to achieve their goals.' Parents lead the future of education Parents and carers said they supported developing further supports and resources for schools and independently by families. They provided suggestion on resources parents and carers would want and use. Importantly, the message was clear parents and carers can be partners in learning and education when it comes to literacy and numeracy. 'Sharing ideas and unpacking common concerns with Department representatives was greatly valued and gave parent participants an opportunity for a discussion,' Gail says. Parents Victoria looks forward to continuing the conversation on family engagement at their upcoming two-day conference. Literacy and numeracy strategy Strong literacy and numeracy outcomes for all children and young people are a key part of the Education State targets. Phase 2 of the Literacy and Numeracy Strategy was released this year, focusing on providing resources and professional learning to teachers, improving literacy and numeracy for primary and secondary students. Research shows that families are the most significant influence on their children's learning, development, health, safety and wellbeing. Family can play a key role in helping a child prepare for school, and then succeed when they reach school. Through everyday activities at home parents can also help them develop their numeracy skills, such as calculating and using numbers, recognising patterns, and using language to develop mathematical understanding. A guide for parents of children aged 0-12 is available in Literacy and numeracy tips to help your child every day. Parents Victoria 2018 Conference: Shedding light on family engagement Parents Victoria provides practical help for school leaders to work with families and create great outcomes together. The organisation is hosting a two-day conference on family engagement. A key focus is building better relationships with families to improve outcomes for students and the school. - 20 and 21 August 2018 - Pullman Melbourne on the Park Further information see: For School Leaders – the benefits and why it matters

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21st Century Career Exploration |According to the standards set forth by the American School Counseling Association (ASCA), the career domain allows students to investigate the world of work in relation to knowledge of self and to make informed decisions. In the Student Services Office, it is our hope that students will employ strategies to achieve future career goals with success and satisfaction. We aim to help students understand the relationship between personal qualities, education training and the world of work. Below are some helpful resources and tools for students to explore interests, careers and post-secondary education. Students at Whitewater High School are encouraged to explore careers of interest and related educational programs through the Career Cruising Internet based computer program. User Name: wwusd |Other Career Exploration Resources: Career One Stop - Explores the fastest growing and highest paying occupations in the U.S., as well as the ability to compare local wages with other areas. Provides employment trends, declining employment and what jobs currently have the most openings. O*Net - A research tool that has detailed descriptions of the world of work for use by job seekers, workforce development and HR professionals, students, and researchers. U.S. Bureau of Labor and Statistics - The official site of the U.S. Department of Labor. It has great information and statistics on various careers. See what careers are on the decline and which ones are on the rise. It also provides information on the nation’s labor market as a whole and projections/predictions for 10 years into the future. UW Help - A tool from the UW School System that provides a wide varietyof career-related resources including self-assessments, career planning guides, tools for comparing occupations with schools, universities, and colleges, and more. Free access to WISCareers, along with our other resources, can help answer many of your questions about potential careers. WISCareers - This is another great resource for checking out future jobs. It also can show you colleges and university that specialize in a student’s area of interest, cost of those schools and requirements needed to get into those schools. ASVAB - The ASVAB was originally designed to predict future academic and occupational success in military occupations. Since its introduction in 1968, the ASVAB has been the subject of extensive research. Numerous validation studies indicate the ASVAB assesses academic ability and predicts success in a wide variety of occupations. My Next Move - Helps students explore various careers by allowing them to search by keywords, browse careers by industry or by answering questions based on their interests. Supported by the American Job Center Network and O*Net. The Princeton Review - Match your personal interests and skills to different careers that could be best suited for you. It's free, but creating an account is required. There are only 24 questions. Institute of Museum and Library Services - This site offers a comprehensive list of the skills and qualities employers are looking for when hiring candidates. Explore the foundational skills that are required in a high-performance workplace. The Career Key - There are 17 foundational skills required of all 21st century workers and they are grouped into four clusters: Basic Skills, Thinking Skills, People Skills and Personal Qualities. The Career Key provides a PDF that lists the different skills and qualities employers are looking for in the workplace. CareerBuilder.com - Provides a list of the 20 best paying jobs of the 21st century. Wisconsin Health Careers Information Center - This website is specifically for those interested in going into the health field. It has over 60 health careers and links to explore relevant to Wisconsin. University of Wisconsin School System - Information about the UW School System, its policies and various campuses. Wisconsin Technical Colleges - Information about the various technical colleges in Wisconsin, their policies and various campuses.

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MA Reading Education Language, Literacy, and Sociocultural Education College of Education Motivation in education; Language arts (Elementary) Elementary Education and Teaching The purpose of this study is to determine the type of mindsets held by first graders and to determine what happens when they are exposed to ways to have a growth mindset. The goal is to see what happens when children use a growth mindset when asked to engage in challenging literacy activities. First graders were first evaluated using a mindset survey and reading levels were determined. Logic puzzles were given and timed to determine if work effort matched that of the mindset survey. Students showed a change in mindset and growth in reading abilities. Implications for future research are discussed. Saia, Katherine, "Impact of mindset on literacy: what happens to literacy skills when a growth mindset is taught to first graders" (2017). Theses and Dissertations. 2346.

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False Bay TVET College recently piloted a reading intervention programme to boost independent reading among first year students. "Illiteracy is one of the major challenges that African countries grapple with and South Africa is no exception "says Carol Dwyer, E-learning Manager and Russell Chisango Open Learning Centre Co-ordinator at False Bay. "In 2016 South Africa was ranked last in the International Reading Literacy Study (Pirls) survey. The study found that 78% of South African pupils at Grade 4 could not read for meaning." Reading is recognized as the foundation of all learning and research shows that most learning difficulties stem from poor reading skills. "Reading proficiency is one of the most fundamental predictors of academic achievement" ,explains Dwyer and Chisango. Strong literacy skills lead to academic and career opportunities, yet many students don't have the necessary foundations for success. In an effort to fight this epidemic False Bay TVET College launched an online reading programme known as Accelerated Reader(AR). The programme developed by the UK based Renaissance Learning Company was a "whole-group reading management and monitoring programme that aims to stimulate the habit of independent reading among primary and secondary age pupils." The programme was piloted at False Bay on a trial basis over an 8 month period with the aim of exploring the link between reading skills and academic performance. "The evidence gathered in this study recognises that literacy is a key issue regardless of the subject taught." The study called for reading interventions to be implemented in TVET institutions in order to assist first-year students. "The campus administration needs to envisage ways of integrating Literacy Development programmes for incoming learners into the curricula as the data presented has showed that 18% of the participants achieved a lower reading age average which is between 5-8 years." The report also stated that the onus fore developing literacy skills rests with educational leaders. "Academic institutions need to equip learners with the skills needed to immerse themselves in factual information, to internalise this new information into their current body of knowledge and argue and engage with new facts. This encourages flexibility and adaptability in critical thinking skills." Click link to see the full report

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https://www.skillsportal.co.za/content/tvet-college-tests-student-reading-levels

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The Three ‘R’s of Extraordinary Education We’re known for our strong academic program but we believe that elementary education should go far beyond. Our 3 'R's are Reach, Relatability and Readiness. Because our teachers are focused on these innovative goals for their students, they plan activities that will take kids beyond basic memorization. Reach - The Sky's The Limit For Learning There is no limit to kids’ curiosity so we want to ensure that the experiences we give them stretch to meet their insatiable appetite for learning! On a field trip to New River beach, we arranged to have marine biologists from the University of New Brunswick explore this amazing ecosystem with the kids, to provide expert answers to all their questions, like the ones that Thomas asked about the European Green Crab that he found in a rock pool. Although Thomas is in Kindergarten, he was not too young to learn and understand why this invasive species can be found on a New Brunswick beach. Relatability: Connecting The Curriculum To Real World Experiences Teaching moments often occur in everyday conversations because Touchstone classrooms are fun and friendly spaces where children comfortably share stories and observations in a warm, home-like atmosphere. In his Junior Kindergarten class, Eben created a tower from blocks and related it to something he had recently seen on a trip with his family. "Look, Ms. Kelsey, I made the CN Tower!" This flowed beautifully into a math-rich conversation about the way simple shapes combine in the real world around us to make new shapes. Readiness - Learning Designed For Long Term Success A child’s development in elementary school creates a strong foundation for future academic success, career readiness, engaged citizenship and lifelong learning. Learning should develop the abilities of the whole child – encouraging their cognitive, linguistic, social-emotional, and physical growth. In the Learning Buddies program, older students are paired with younger students for weekly sessions. In this math activity, Grade 5 student Abbie compares notes with James, a first grader, on the transportation survey they designed and conducted together. Learning how to work with partners who have different abilities and skills is an essential life skill and a wonderful habit to start developing right from the start of every child’s learning journey.

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Specific disorders and broader phenotypes: the case of dyslexia. Two studies investigating the cognitive phenotype of dyslexia are described. Study 1 compared three groups of English and Italian children on speed of processing tasks: (a) children with dyslexia, (b) generally delayed poor readers and (c) CA-controls. In tests of simple and choice reaction time and two visual scanning tasks, children with dyslexia performed like controls and significantly faster than generally delayed poor readers. A second prospective longitudinal investigation of children at family risk of dyslexia showed that problems of literacy development were less circumscribed, with affected children showing phonological deficits in the context of more general oral language difficulties. An important finding was that the risk of dyslexia was continuous in this sample; among at-risk children with normal literacy development, mild impairments of phonological skills were apparent early in development, and subtle difficulties with reading fluency and spelling emerged in early adolescence. A case series extended these findings to show that phonological deficits alone are insufficient to explain literacy difficulties, and it is children with multiple deficits (including language problems) that are more likely to succumb to reading failure.

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We pay special attention to talent support. We tailor our programme to the child's individual needs, which includes the development of moral, social and intellectual skills. For us every child is an individual and we take care of them according to their interests and personality Children reaching school age receive individually appropriate development beyond morning micro group activities. We pay special attention to language skills, Mathematics and sports. Children are in daily contact with English since one of the group teachers speaks only English to them so they acquire the language during everyday situations just like their mother tongue. Teaching happens through circle times and controlled play. Through our micro group activities we focus on the development of basic numeracy skills, which is an essential step towards a successful start of the first year in school. Children have an opportunity to develop interest in Maths through these playful activities and they gain an optimal level of numeracy skills. It will also form a foundation of logical thinking, which will help them greatly benefit them in many ways later in life. One of the favourite activities in our pre-K and kindergarten year groups is the vocabulary and language games, which will help children in school with their reading and writing. We find time for these activities almost every day. The speech and auditory perception exercises and word games are very popular activities with our children. Micro group activities Children can explore the world around them and gain basic experience in Maths in free and controlled activities. Through art (music, literature and Arts&Crafts) activities their creativity will also develop. It is important to us to spend as much time as possible with children on a one-to-one basis. In addition to that we hold micro group sessions.

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The reading courses are taught by Barbara Pickard Reading With Phonics Course Overview These reading courses use phonics to teach children to read. The first grade course consists of 180 lessons which equates 5 lessons per week for 36 weeks. You can watch and use the first 40 lessons of Reading 1 for free and then purchase the remaining 140 lessons. The Reading 2 course has an additional 180 lessons for teaching reading to 2nd grade homeschoolers. The videos do the heavy lifting. All you have to do is go to the daily lesson, click the video’s PLAY button, and observe how your child does. Also, you must print out the work sheets or answer sheets, and hand them to your child. Then grade them with your student’s assistance. You’ll be listening to Dr. Gary North, Director of Curriculum, interview Barbara Pickard about the reading program of the Ron Paul Curriculum. About the Instructor Barbara Pickard was a first grade teacher for 9 years. She presently serves as the Archivist/Librarian at the Ludwig Von Mises Institute in Auburn, Alabama. Mrs. Pickard earned her bachelors degree in Psychology/Religion at Randolph-Macon College and her masters degree in Elementary Education from Auburn University at Montgomery. Barbara Pickard teaches first grade and second grade reading for the Ron Paul Curriculum. Subscribe now so you won’t miss a single episode! If you have a chance, please leave me an honest rating and review on iTunes by clicking here. It will help the show and its ranking in iTunes immensely. I really appreciate it. Enjoy the show!

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For this discussion, please choose either a focus on fostering fine motor or gross motor skill development. Develop a curriculum/activity plan designed to foster either fine motor or gross motor development in two (2) year old children. Include your implementation plan and assessment plan for the activity and an analysis of how the plan supports learning standards.© BrainMass Inc. brainmass.com October 25, 2018, 7:55 am ad1c9bdddf "Vaida takes the point of view that any movement of the human body requires motor skills. If it is developed correctly, motor skills will combine (Vaida, 2010). The study looked at factors, which contribute to the development of motor skill strength (Vaida, 2010). Vaida looks at strength as less influential from a genetic point of view (Vaida, 2010). The researcher looks upon strength as being important to any movement the body can make (Vaida, 2010). Vaida refers to age, sex, and daily rhythms that have as an objective to the development and muscular contraction (Vaida, 2010). Capacity for this begins at the age of seven (Vaida, 2010)." Physical exercises, which developed this capacity, take into account body weight exercises with external resistance, the resistance of the partner exerciser or static exercises (Vaida, 2010). Specialist in this area recommended, depending on the age of the child, lifting weights, power training, and isometric exercises. Prior to the age of 10, strength is developed based on improvement of coordination (Vaida, 2010). She does advocate isometric exercise because it can put a strain of the child's heart (Vadia, 2010). Also ... The physical development standards are examined. Describe the professional Ethics standards regarding medical law of torts and obligations to provide care. As a new member of the Institutional Policy Review Team, you are seeking information about institutional, unique ethical dilemmas and professional Ethics - law of torts and obligations to provide care. Describe the professional standards that exist to address these dilemmas, as well as specific steps that management at Tri-state can take to model and uphold these standard.View Full Posting Details

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Although every child learns differently, there are commonalities. Children and adults alike need review and repetition when learning new skills. We have to practice to gain mastery, whether we’re learning to ice skate, learning a new language, or learning to read. At HOMER, we do therefore weave review and repetition throughout our HOMER Reading program. Review and repetition seem similar, and the content sometimes is similar, but they are in fact different teaching tools. Review is a reminder of how you do something you’ve learned before but might not have practiced recently or fully mastered. Repetition is used for initial skill building. We know that children need repeated exposure to skills before they become automatic. We create lessons that are short but that target a particular skill, and then we give repeated practice with that skill to move a child toward mastery. We know that sometimes this seems repetitive, but it is repetition with a clear purpose: making sure that HOMER kids master the foundational skills to become strong, independent readers! Was this article helpful? 0 out of 0 found this helpful Have more questions? Submit a request

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Education is one of the most effective agents of change in society. When a child is able to go to school today, he or she sets off a cycle of positive change. But, thousands of children in India lack access to education and can’t even write their own names. Moreover, underprivileged children between the ages of 11 to 14 years are hugely vulnerable to dropping out of schools. An educated child stays away from an early marriage and is empowered to stand up against exploitation. As children grow, they are able to make better choices for themselves and influence the communities they live in. This transforms their present life and ensures a secure future for them. But even today, one of the major problems is rampant illiteracy in India. The literacy rate in the country stands at 74.04% (according to the National Census, 2011). When it comes to children, the effects of illiteracy are manifold. While the goal of universal elementary education is a long way from being achieved, and affects the condition of education for children, even adult illiteracy has effects on them. Statistics have shown that children of uneducated mothers are more prone to problems like malnutrition and anaemia. Illiterate adults are also less likely to send their children to school. Education is, in all probability, the most influential tool required to break the vicious intergenerational cycle of abuse, malnutrition, poverty and oppression. Literacy thus requires a lot of attention. In addition to this, about 35% children in India with disabilities remain out of Elementary school (District Information System for Education – DISE, 2011-12) and the National Dropout Rate at the Elementary Level is over 40% (DISE, 2011-12). Despite the Right to Education (RTE) Act coming into force in 2010, access to education for every child remains a huge concern in the country. The following are statistics that portray the seriousness of the situation: - 1 in 4 children of school-going age is out of school in our country – 99 million children in total have dropped out of school (Census 2011) - Out of every 100 children, only 32 children finish their school education age-appropriately (District Information System for Education (DISE) 2014-15) - Only 2% of the schools offer complete school education from Class 1 to Class 12 (District Information System for Education (DISE) 2014-15) - There are 10.13 million child labourers between 5-14 years in India (Census 2011) - India has 33 million working children between the ages of 5-18 years. In parts of the country, more than half the child population is engaged in labour (Census 2011) - 42% of married women in India were married as children (District Information System for Education (DISE 3) - 1 in every 3 child brides in the world is a girl in India (UNICEF) - India has more than 45 lakh girls under 15 years of age who are married with children. Out of these, 70% of the girls have 2 children (Census 2011) Unless these underlying causes are dealt with, the situation for children will not change. CRY, along with its partner organisations are working at the grassroots level to make sure that children do not have to face these barriers and can fully exercise their right to education. Donate now so that children can enjoy a future full of opportunities because of the quality education they receive today.

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https://testsite.cry.org/issues-views/education-illiteracy

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Help the child learn to deal with the right way generally. The youngster might need to be followed up periodically whenever the problem is seen to be stable and there are not any other complications. The children wind up sharing educational material and although that isn’t ideal they do learn. When you own a child with a visual impairment in your classroom, you have to be organized. Children are wonderful in lots of ways. It’s crucial that you look out for your youngster’s vision from a young stage, particularly if there’s a strong family history of ocular conditions, as the visual system is thought to have matured by age 7. It isn’t always simple to recognize that a kid may be visually impaired. Children that have a visual impairment in both eyes because of congenital condition may sometimes have other difficulties, including learning difficulties or behavior issues. Whispered Partially Sighted Child In Classroom Secrets The kid will learn to create a mental mapinformation linking one portion of the room or building to anotherof an area. If he or she does not cooperate, the doctor may prescribe eye drops in an attempt to help the child adjust to the glasses. No kid is too young to have an eye examination and an authentic strabismus doesn’t disappear. Sometimes young children who don’t walk well actually have difficulties with their vision. At length, encouraging children to advocate for themselves is perhaps the one most important thing a teacher can do in order to enable a student. Since each kid differs, the age once the kid is prepared for a prosthetic eye varies. Anisometropia Some children can have a different prescription in every eye. What Everybody Dislikes About Partially Sighted Child In Classroom and Why Some of your daughter’s teachers may wish to be more lenient with her due to her visual impairment. In a perfect situation the teacher isn’t alone. There are several talented exceptional needs teachers who have made wonderful inventions and don’t have any manner of sharing them with other folks. Students will generally have a preference for taking tests. As a result, they can suffer from lower self-confidence which can have a negative impact on learning. Blind students can’t view teacher song gestures that are often utilized in elementary education music class. Some blind students utilize guide dogs which are specifically trained and usually well disciplined. Provided that the blind student understands what’s happening, audio-visual materials can genuinely help the learning approach. Some blind students with just central vision loss do not need a guide dog or cane. The next thing to do is to step back and see the way the student implements her or his action program. Actually, some partially sighted students have the ability to receive driver’s licenses. They will usually need extra time on their test, especially if they are reading the test themselves. A student who’s legally blind may retain an excellent quantity of vision. Students with visual impairments might feel self-conscious about their problem. They often need to learn special skills such as how to use a walking cane and how to use special computer applications. Students have to be encouraged to make an effort to locate things before asking for help from others. With the appropriate support, visually impaired students may receive all the advantages of an extensive education. Most visually impaired students will have the ability to get a normal high school diploma and keep on with higher education.

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How Educators Can Infuse STEAM Topics Together One of the largest educational initiatives over the past decade has been the STEM movement which seeks to increase students’ knowledge of science, technology, engineering and mathematic related subjects. Recently, there has been a push to include art and design within this initiative, extending the name from STEM to STEAM. While the STEAM movement has been gaining substantial momentum, it’s still relatively young, so its important for educators to have a solid understanding of the various components and benefits of the STEAM movement, as well as how teachers can infuse STEAM topics together in the classroom. Introducing the STEAM Movement The STEAM movement was originally started by the Rhode Island School of Design (RISD) when the prestigious design school noticed a dire lack of art and design within the STEM movement that was dominating the educational scene in the early 2010s. The key objectives of the STEAM movement are: - encourage the placement of art & design with the STEM movement - promote research that signifies the equal importance of art and design alongside STEM subjects - support the inclusion of art and design within the k-12 and university level curriculum - stimulate the hiring of artists and designers for creativity and innovation Benefits of the STEAM Movement The STEAM movement has quickly rose in popularity thanks to its promotion from many major universities and corporations, as well as its major educational benefits. One of the most important of these benefits is that a STEAM curriculum provides students with a more holistic educational environment. For example, with a STEAM curriculum, students will not only understand how STEM principles connect together, but they will also have knowledge on how these technical skills connect with more artistic sensibilities. Likewise, art and design have been a key factor of a number of our leading science, engineering and technology companies. Take Apple for instance, a company whose CEO, Steve Jobs, went through excruciating lengths to ensure that Apple products were aesthetically-pleasing pieces of art. In fact, Jobs so well understood the impact and importance of art that he would often handpick the music featured on Apple commercials. Another great example is the websites and applications that we use on an almost daily basis – all of these leverage art and design to not only create innovative products and services, but also design brand logos that attract and connect with a fan base. Tips for Infusing STEAM Topics in the Music Classroom Given the breadth and volume of content, music teachers have an almost endless amount of opportunities to infuse STEAM topics together in the classroom. One of the most logical examples is using music to teach mathematics, or vice versa. This can easily be done through the analysis of the circle of fifths, wave lengths and frequencies within individual notes or chords. Another option would be analyzing music instruments from the perspective of each STEAM component. So, for example, for one 10-minute segment, you may observe a piano from an engineering perspective, then a design perspective, then a technical, etc. Or, from a more traditional academic perspective, you could highlight the various STEAM components and then discuss as a class how each industry has relied upon another in order to advance. For example, whether its instruments, amplification or music listening products, music has greatly aided in the advancement of the electrical engineering industry. Likewise, technology has continuously helped music elevate to new platforms. Ways to Aid with the STEAM Movement If teachers are interested in aiding the STEAM movement, there are a number of steps that they can take. To start, simply incorporating STEAM projects into the curriculum can not only be extremely helpful for the movement, and also for students’ education as well. Teachers could also set up a STEAM student club, or if there already is a STEM club they could slowly incorporate some art and design elements into club meetings. Lastly, if teachers are interested in learning more about the STEAM movement and networking with peers, they can attend STEAM Conferences – such as the US STEAM Conference Strand – or explore STEAM research and databases online. Are you passionate about music education? Well, why not share your passion with others by becoming the next graduate of Kent State’s online Master of Music in music education program. You can study entirely online and graduate in as few as 23 months – find out more today! Image source: https://nvbots.com/wp-content/uploads/A53AF5EC-0056-45BF-A593-87A43C3841C4.png

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Common Core State Standards College and Career Readiness Reading Anchor Standards for Grades 6-12 for Literature and Informational Text - Reading 4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. - Reading 7: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. College and Career Readiness Writing Anchor Standards for Grades 6-12 in English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects - Writing 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. College and Career Readiness Anchor Standards for Speaking and Listening for Grades 6-12 - Speaking and Listening 2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. Social Studies – National Council for the Social Studies (NCSS) - Theme 1: Culture - Theme 2: Time, Continuity, and Change - Theme 3: People, Places, and Environments - Theme 4: Individual Development and Identity National Standards for Music Education Core Music Standard: Responding - Select: Choose music appropriate for a specific purpose or context. - Analyze: Analyze how the structure and context of varied musical works inform the response. - Interpret: Support interpretations of musical works that reflect creators’ and/or performers’ expressive intent. - Evaluate: Support evaluations of musical works and performances based on analysis, interpretation, and established criteria. Core Music Standard: Connecting - Connecting 11: Relate musical ideas and works to varied contexts and daily life to deepen understanding.

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In common, classrooms have the same kids and the exact same teachers each day. Although implementing the intervention, activities has been taken like, Identification of CWSN, Medical Assessment and Rehabilitation Assistance Solutions, Educational Help Services and so on. Therefore sex education is essentially a warning and a caution for such youngsters who are stepping into the phase of life exactly where they would need to know all this. People who claim that sex education in schools have much more cons than pros, often come up with the statements suggesting that sex education in classroom must be avoided because the most efficient tool for supplying sex education, according to them is Television, films, magazines and media. Standard of education to either passing or failing of external examinations like WAEC, NECO, NABTEB, JAMB,(NOW UTME) among others. Home and family members has never and will in no way play an integral part in conveying sex education to teenagers, therefore to rely on the alternative of house, is to deceive your personal self from the expected exigency in the future. These learners are taken through various drawing lessons that serve as a foundation for specialization into various elements of visual art education. While covering the full spectrum of education policy, Education Commission of the States dives deeply into important problems impacting all states. These students by means of many encouragements are capable to pave their own creative paths in various parts of visual art education. Technology plays an increasingly substantial role in enhancing access to education for people living in impoverished places and building nations Charities like One Laptop per Child are committed to offering infrastructures by means of which the disadvantaged may access educational materials. He also use written and spoken English as a yardstick for measuring regular of education which University of London conducted a research in West Africa and the outcome showed that teachers educated by colonial masters had been much better of than those trained by indigenous teachers.

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Showing all 11 results Learning Language and Loving It Guidebook -(Second Edition Weitzman & Greenberg 2002) ISBN: 0-921145-18-7$86.00 A Guide to Promoting Children’s Social, Language, & Literacy Development in Early Childhood Settings Promoting Children’s Social, Language, and Literacy Development in Early Childhood Settings Learning Language and Loving It DVD plus DVD User Guidebook – The Learning Language and Loving It™ guidebook and DVD offer a comprehensive, step-by-step learning experience for educators who work in early childhood settings. Learning Language and Loving It Poster – Adjust the way you talk – The way you talk to children is quite different from the way you talk to adults. Learning Language and Loving It Poster – Encourage interaction in group situations – Encouraging all children to get involved in interactions begins with you and a small group of children. Learning Language and Loving It Poster – Extend the Topic – When you extend the topic, you provide additional information that increases a child’s understanding. Learning Language and Loving It Poster – Follow the child’s lead – When you follow the child’s lead, you pick up on her interests and go with them. Learning Language and Loving It Poster – Keep the conversation going with questions & comments- Asking genuine questions that build on what the children have said and making comments that show your interested provide the kind of conversations that are the building blocks of children’s language development. Learning Language and Loving It Poster – Make turn taking easy in social routines – Infants and children who are inexperienced turn-takers learn a great deal from familiar, repetitive, predictable interactions that contain clear cues as to when to take a turn. Learning Language and Loving It Poster – Step in set up & fade out Drawn from Hanen’s Learning Language and Loving It Program, these delightful posters provide teachers, SLP/Ts and early childhood educators with a colourful tool to help support young children’s learning in classroom and child care settings.

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Videos are listed chronologically by date added, beginning with the most recent Supporting the Troops. Episode 6 The video investigates the importance of supporting the fighting forces through the merchant marine that transported many resources required to fight the enemy in the Second World War. Training and Preparing for War. Episode 1 The video explores the challenges, sense of duty and loyalty that veterans experienced as they trained and prepared for the Second World War. Understanding Ratio and Proportion This video assists students to develop their proportional reasoning skills. Ideas that are introduced in the program include: 1. concept of ratios and proportions, 2. correct way to express and write rations and proportions, 3. ratios and proportions in their simplest form and 4. comparing ratios... Two of Everything In this video, Mr. Haktak digs up a brass pot and takes it home. He puts his purse that contains his last five gold coins in the pot for safekeeping. Mrs. Haktak puts her hair pin into the pot. They discover that the brass pot is magical as their possessions double. Mr. and Mrs. Haktak try other ... Teaching for Numeracy Series: Teaching and Learning This video shows educators how to encourage students to learn and develop their numeracy skills. The activities are designed with a clear purpose, helping students to explore and think for themselves, show strategies and gain understanding. Opportunities are presented for students to share their ... Naming and Measuring Angles Key concepts of angles are introduced such as defining and writing information about an angle, mathematical notation for rays, line segments and lines. Other topics introduced include obtuse angles, acute angles and congruent angles. A teen girl creates a mobile to hang above a baby's crib by using the following: bisecting an angle, perpendicular bisector of a line, construct a triangle, determine the centre of gravity, determine the inscribed circle of a triangle and determine the circumcircle of a triangle. Linear Functions: An Introduction This video introduces linear functions. The presenter, Sharpie, outlines the different forms of linear functions: tables, graphs and equations. The students explore the concept of the y-intercept and learn how to determine the slope of a line given any two points on the line. As students plot lin... Blockhead. The Life of Fibonacci In this video, the life of Leonardo Fibonacci is examined. Living in medieval Italy, Leonardo constantly thought about numbers. People called him blockhead because he daydreamed about numbers. As Fibonacci grew older and travelled the world, he studied how other countries use numbers and how they... Betsy Franco explores birdsongs and behaviour. Counting backwards, the woodpecker pecks ten times as he searches for food. The hummingbird is the last bird presented with its one high-pitched peep. The second part of the video, called Feathery Facts, features facts about the birds found in the st...

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https://rover.edonline.sk.ca/en/rover/videos/english/Mathematics/all

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Students are advanced to a higher-level class that covers material more suited to their abilities and preparedness. This program does not require prior teaching credentials or experience. Student characteristics include self-confidence, tendency to dominate and ability to adapt to new situations. Micaela Bracamonte is the principal and founder of The Lang Schoola New York City private school designed exclusively for twice-exceptional students. Gifted education teachers are not limited to the traditional classroom, and they are able to work within a number of learning environments. The National Association for Gifted Children NAGC compiled a nationwide database of all colleges and universities that offer coursework, certification and degree programs in K—12 gifted education. Successfully direct individuals or groups to a common goal or decision and capable of negotiating in difficult situations. All teachers should understand, plan and implement a range of evidence-based strategies to assess gifted and talented students, to differentiate instruction, content and assignments for them including use of higher-order critical and creative-thinking skillsand to nominate them for advanced programs or acceleration as needed. To become a certified gifted education teacher, most programs require students with prior teaching certification. Gifted students are assigned to a class with a special curricular focus outside the regular classroom for two to six hours per week. Gifted students are taught full time in a separate class or independent school, such as Long Island School for the Gifted. Evidence of a discrepancy between expected and actual achievement Evidence of an outstanding talent or ability Coincident evidence of a processing deficit Return to Top Equal Rights and Advocacy There are over 3 million academically gifted students in the United States alone, yet there are no federally mandated requirements for gifted and talented students. Return to Top Gifted and Talented Education Standards for All Teachers All teachers should understand the issues in definitions, theories and identification of gifted and talented students, including those from diverse backgrounds. This program does not establish rights for gifted children as IDEA does for Special Education ; instead, it focuses on research and advocacy for gifted children in underserved populations. It is important for all educators connected to gifted education to familiarize themselves with the research, curriculum strategies, pedagogy theories and educational practices in place to enhance learning in high ability students. Demonstrate special talents in art, music, dance, drama and similar studies Psychomotor Ability: Return to Top Curriculum and Teaching Standards for Gifted Education Teachers Whether you are a general education teacher or a teacher for the gifted, it is the responsibility of classroom teachers to both identify and serve gifted and talented students. Student characteristics include preference for complexity, positive self-image and openness to experience Leadership Ability: High IQ scores, a wide-range of general knowledge and high levels of vocabulary, memory and abstract reasoning Specific Academic Aptitude: A number of schools across the country offer coursework, certification and degree programs in gifted education. Synthesize new ideas by bringing together seemingly abstract, independent or dissimilar elements. Visual and Performing Arts: NAGC identifies those areas of giftedness into the following six domains: On the other hand, they tend to simultaneously perform very poorly on one or more of the local, state, or national standardized assessments used to measure individual student progress.School-age children are typically tested using group testing methods through their school's gifted and talented screening program. It is rare that any individual test of ability or achievement will be offered to gifted students by their school or district. Did You Know? Quantitative Research Methods National Association for Gifted Children Research and Evaluation Network Given the differing viewpoints on the effectiveness of identification methods in identifying Black, Hispanic, and Native American gifted students and the number of studies that have been conducted in the field of gifted education, a meta-analysis was appropriate to synthesize the wide range of studies. The System of Music Education for Gifted Children in Russia: Evaluation and Explication Damilya Nadyrova1 Abstract Recent researches in psychology and. Education and parenting articles offer expert tips and information on raising kids. Read educational articles, parenting articles, & more Kindergarten Intellectual Development Kindergarten marks a year of huge intellectual growth in children. Educational articles are an excellent resource for parents who are interested in learning about. Gabriela Kelemen • Identification of highly gifted children Skills, Methods, Education Introduction Brilliant intelligence is rare and human abilities to identify it are rather limited. Most Gabriela Kelemen • Identification of highly gifted children. Gifted Education International.Download

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ERIC Number: ED193113 Record Type: RIE Publication Date: 1980 Reference Count: 0 Key Competencies: Art Education, Elementary Schools. Philadelphia School District, PA. Office of Curriculum and Instruction. This booklet outlines key competencies for art education in kindergarten through grade six in the Philadelphia school system. The goal of art education is to provide an understanding of elements and principles of composition and design such as color, line, shape, mass, and texture. Art education should involve students in creating, analyzing, and evaluating works of art in terms of art history and the contributions of various cultural groups. Art education activities are stressed as an interdisciplinary experience. The competencies listed in this document are specific to each grade level: grades one through six have 10 competencies each, and kindergarten has one. Each competency is followed by numerous behavioral objectives, or activities by which mastery can be evaluated. For example, a fourth grade competency is that students will explore the realms of fantasy and imagination in art. A related behavioral objective is to contrast the two painting styles of surrealism and realism. Other competencies include becoming familiar with art material (kindergarten); creating forms that are recognizable, sturdy, and attractive using self-hardening clay (grade two); and considering texture as an art element (grade five). (AV) Descriptors: Aesthetic Education, Art Activities, Art Appreciation, Art Education, Art History, Art Materials, Behavioral Objectives, Competency Based Education, Course Objectives, Creative Art, Educational Objectives, Elementary Education, Interdisciplinary Approach, Learning Activities, Minimum Competencies, Sequential Learning, Skill Development, Visual Arts Publication Type: Guides - Classroom - Teacher Education Level: N/A Authoring Institution: Philadelphia School District, PA. Office of Curriculum and Instruction. Note: For related documents, see SO 012 813-821.

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The Anthropology Department offers this combined major in partnership with Western's Woodring College of Education. Anthropology is particularly valuable for teachers, because it provides a broad understanding of human behavior, cultural diversity, and learning as a process of social interaction. Teachers today work with students of various cultural backgrounds and awareness of specific cultural learning influences, attitudes, motivations, and patterns of interaction is an integral part of working effectively and respectfully in diverse communities. Through the required basic courses in Anthropology, majors will acquire an understanding of cultural context, the evolution of contemporary institutions, and both similarities and differences that are both the heritage and potential of humanity. With faculty Advisement, Anthropology — Elementary students will identify topics for advanced coursework, including: - Diverse Cultures and Ethnic communities in the Pacific Northwest - The relationship of cultural and political realities to civic engagement - Linkages between cultural expectations and learning processes This major satisfies the academic major requirement for teacher certification with an endorsement in elementary education and must be accompanied by the professional preparation program in Elementary Education offered through Woodring College of Education.

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The Ofsted report into music education in schools in the United Kingdom, published November 2013, reported that good music education “reaches only a minority of pupils” with the headline on their homepage reading “music hubs fail”. In this age of austerity with funding cuts hitting the arts particularly hard and with less money in parents pockets it is important to look at how beneficial a good music education is to our children and society as a whole. The Ofsted report comes two years after the Department of Education published The Importance of Music – A National Plan for Music Education in which plans were laid out (albeit alongside funding cuts) pledging that music education was of great importance and replacing local authority with so called ‘music hubs’. In doing this it seemed to recognise the 36 recommendations set out in Darren Henley’s report on music education in England, promising a shake-up to help music education move forwards. The government is sending [a] message: the arts are secondary and expendable in an age of austerity… A key quote from the plan is that music and instrumental lessons should be “available and affordable to all young people”. Music lessons are primarily paid for by parents and are anything but cheap. With the global financial crisis taking hold many parents have been rendered unable to pay the bills for music tuition. Speaking with instrumental tutors it is evident that the amount of pupils taking instrumental lessons has dwindled and the consensus is that not enough has been done to prevent this. In times gone by music was an important part of everyday life with most people able to play at least some rudimentary piano. Today the application for GCSE Music courses are low compared to many other subjects. Most older pupils in one of the secondary schools visited by Ofsted were not involved in any school musical activity at all and the students who had chosen GCSE Music almost always had additional experience of playing instruments or singing engraved by their home lives. Research has shown a direct link between music and improved reading ability in children as well as improved Maths and Science results. The study of an instrument promotes the rewards of hard work and discipline, teamwork from playing in various ensembles and can increase children’s health and well-being, not to mention the practical benefits of increased creativity and self-confidence. Music is part of the United Kingdom’s cultural heritage; from Benjamin Britten to Gustav Holst and Andrew Lloyd Webber. The arts are part of what makes our country great. The music industry is a big contributor to our economy and should be held in high regard as such. …instrumental lessons should be available and affordable to all young people [but] are primarily paid for by parents and are anything but cheap… The Ofsted report reads that most pupils reach the age of fourteen without being able to understand the basics of music with teachers shying away from the subject as they think it too difficult. It also states that the introduction of music hubs has done little to improve on support previously given by local authorities. The plan asks each music hub to produce a “school music education plan” to address the issues raised. The report also makes recommendations to schools asking them to make better use of provisions and funding provided through hubs with accurate evaluation of spending and results. The government is sending the message that the arts are secondary and expendable in an age of austerity. Unless this attitude to music education changes then the shackles are firmly fitted as to what the music hubs and schools can achieve. The shake-up of the music education system has clearly failed to make the significant improvements needed and it is time to re-think again before another generation misses the chance to experience the joys that music can bring.

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Education is a universal right for all children between 6 and 16 years. It is compulsory and free for everyone living in the town and registered at the Town Hall. In Spain there are three types of schools: public schools, private schools and concerted schools. Public education is free of charge for families (except for tuition, books, room, bus service ...). The private education implies a cost that can be higher or lower depending on the chosen school (the books are extra, also the dining room and transport ...). Concerted education corresponds to private schools with public funding, so the monthly cost has a subsidized part. To access a public school must be registered in that population. You can apply for a vacancy in a public school in another town, but the scoring system to access gives preference to those registered in the municipality ahead of other applicants. It also takes into account the proximity of the student's home and school, among other criteria. Therefore, if the demand exceeds the supply of places and not being registered in the municipality, it will be very difficult to reach a school. Then be allocated a place at a school in the municipality of residence. To enroll a child in school, you have to take into account the educational stage: - 0-3 years: First early childhood education - 3-6 years: Child Education - 6-12 years: Elementary Education - 12-16 years: compulsory secondary education. - 16-18 years: Baccalaureate school and vocational training intermediate level - More than 18 years University studies, higher level vocational training. To enroll a child in a school in Sitges: (during the pre-registration period, around March, this office moves to OAC). The documentation required is: - If you are over age student ID card (original and photocopy) or residence where has the NIE if the student is abroad) - If you are a minor: family book or other documents relating to the affiliation (original and photocopy) and ID Card (original and photocopy) of the applicant, who must be the father, or mother, or guardian or in fact, or in case of foreigners, the NIE. The vaccination card and health card must be provided too.

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Strong leadership, engaged parents and teachers who want to learn have been identified as key characteristics of NSW public schools that create a culture of excellence. Research by the department’s Centre for Education Statistics and Evaluation (CESE) identified five schools that excelled in education delivery all shared the quality practices of: - Providing students with additional learning support and involving parents in student learning to ensure it continued outside of school - A strong emphasis on staff learning, development and evaluation to improve teaching practice - Strong, effective principals who modelled leadership within and beyond their schools, and who mentor and build leadership capacity in staff. The schools – Lansvale Public School, Rooty Hill High School, Sefton High School, Taree West Public School and Woonona High School – were selected based on their effective implementation of the 14 elements underpinning quality learning, teaching and leading, known as the School Excellence Framework (SEF). Lansvale Public School principal Mark Diamond said it was gratifying for the school to receive recognition for innovation in the CESE research study, ‘Creating a culture of excellence’, given that students had to overcome barriers to succeed. Around 94 per cent of students at the school come from a non-English-speaking background and the school’s population has a higher than average level of economic disadvantage. Mr Diamond said the school had worked hard at creating a partnership with parents in their children’s learning. This started in the early years, with a preschool on site and playgroups for toddlers run by the school. “We have a really strong emphasis on early intervention and our preschool and playgroups allow us to develop very early on partnerships in lifelong learning with our parents,” Mr Diamond said. Other parent-focused initiatives were PaTCH (parents as teachers and classroom helpers) where parents learn how to assist their children with literacy and numeracy skills, and forums to help parents better understand teaching practices. Mr Diamond said the school was adaptive to students’ individual learning, with teachers working to a fortnightly learning cycle so modifications could be made based on student feedback and teacher observation. “Our focus is on engagement – we really do believe in teaching our students to learn how to learn,” he said. Like Lansvale Public, Rooty Hill High School has a high level of disadvantage, yet embraced a philosophy of high expectations of staff and students. To take pressure off parents, the school had introduced junior and senior learning centres where students could drop in and get support with assignments and homework. Principal Christine Cawsey said the initiative recognised that many parents could not support their children’s learning either as a result of work commitments or a lack of confidence. The school also had a strong emphasis on leadership with all teachers expected to take on a leadership role from their second year in the school. Ms Cawsey, who has led the school for 20 years, said the school also focused on engaging with the local community. The school had reimagined its Year 10 work experience program into a social enterprise program that aimed to solve problems in the local community. Ms Cawsey said the new approach was a form of “radical localism” where students could develop the skills they would need to help build the community in which they wanted to live.

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https://education.nsw.gov.au/news/latest-news/parent-engagement-the-key-to-great-schools

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Starting high school is an exciting time--you'll have many new opportunities and new challenges. Throughout high school, you'll be working with your parents and teachers to help you make your course selections. Based on your interests and career aspirations, you will choose the courses that you need to progress towards your diploma and your future goals. Ontario Secondary School Diploma (OSSD) 18 compulsory credits Students must earn the following compulsory credits to obtain the Ontario Secondary School Diploma: - 4 credits in English (1 credit per grade)* - 3 credits in mathematics (1 credit in Grade 11 or 12) - 2 credits in science - 1 credit in Canadian history - 1 credit in Canadian geography - 1 credit in the arts - 1 credit in health and physical education - 1 credit in French as a second language - 0.5 credit in career studies - 0.5 credit in civics Plus one credit from each of the following groups: - 1 additional credit (group 1): additional credit in English, or French as a second language,** or a Native language, or a classical or an international language, or social sciences and the humanities, or Canadian and world studies, or guidance and career education, or cooperative education*** - 1 additional credit (group 2): additional credit in health and physical education, or the arts, or business studies, or French as a second language,** or cooperative education*** - 1 additional credit (group 3): additional credit in science (Grade 11 or 12), or technological education, or French as a second language,** or computer studies, or cooperative education*** In addition to the compulsory credits, students must complete: - 12 optional credits† - 40 hours of community involvement activities - the provincial literacy requirement * A maximum of 3 credits in English as a second language (ESL) or English literacy development (ELD) may be counted towards the 4 compulsory credits in English, but the fourth must be a credit earned for a Grade 12 compulsory English course. ** In groups 1, 2, and 3, a maximum of 2 credits in French as a second language can count as compulsory credits, one from group 1 and one from either group 2 or group 3. ***A maximum of 2 credits in cooperative education can count as compulsory credits. † The 12 optional credits may include up to 4 credits earned through approved dual credit courses.

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IB PYP Early Years Curricula at OWIS: Inquiry-led, Play-based Learning At One World International School, we welcome our youngest learners into our Early Childhood environment from the age of 3 years. OWIS follows the IB Primary Years Programme (PYP), a curriculum framework designed for students aged 3 to 12 years. PYP includes an “Early Years” component tailored to the academic, social and emotional needs for pre-primary school age children. At OWIS, our youngest learners participate in the PYP Early Years curriculum, benefitting from the programme’s special focus on inquiry-led and play-based learning. To further support early childhood development, OWIS offers rich and stimulating indoor-outdoor learning environments that integrate the natural world into the classroom. While our young students are encouraged to initiate their own inquiry, we also use the early learning goals and developmental milestones from the Early Years Foundation Stage. This ensures high standards of learning and allows teachers to accurately assess their young students' academic, social and personal progress. PYP and Reggio Emilia: Similar Philosophies Emphasize Self-Directed Learning and Rich Learning Environments While OWIS does not formally follow the Reggio Emilia approach, many educators consider the PYP Early Years programme to be aligned with the goals of Reggio Emilia. Reggio Emilia is an educational philosophy focused on student-centered, self-directed, and experiential learning. Core tenants, like the belief that children need control over the direction of their learning and need to learn through a variety of experiences (touch, movement, listening, observation), is reflected in both Reggio Emilia and PYP. Both curricula seek to create a rich and appropriate classroom learning environment, which is considered to be a “third teacher” for young children. Parents searching for an Early Years curriculum that prepares students for IB PYP success and values the Reggio Emilia philosophy may find both at OWIS. PYP Teaches Valuable Pre-Numeracy and Pre-Literacy Skills In addition to honoring the importance of inquiry-led, play-based learning, PYP Early Years teachers at OWIS skillfully support the development of critical pre-literacy and pre-numeracy skills. The PYP Early Years curriculum emphasizes the importance of building a strong pre-literacy and pre-numeracy foundation so young learners are prepared to succeed in the IB PYP curriculum in their primary school years.

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What are the race-related struggles that African-American students experience throughout their school years? Here's the story of Tyrone. Police in schools are being asked to deal with a range of issues, such as being a mental health counselor for a traumatized child. It is unfair to the police and can be harmful for children. On the 20th anniversary of Bill Clinton's promise to "end welfare as we know it," a social work scholar asks why child poverty is still such a problem in the U.S. and what race has to do with it. The learning loss that occurs over the summer for poor students can lead to a growing academic achievement gap in subsequent years. What are community schools and how do they help low-income students? Summer is not an idyllic time for all. Two researchers who are black and are parents to two black children describe why they feel the weight of the summer. A 'leaky STEM pipeline' keeps many women, racial and ethnic minorities as well as adults from low-income families from pursuing STEM careers. How early do these leaks begin? The majority of music education teachers in American schools are white, and education focuses on Western classical music. What impact does it have? Two students -- one black and one white -- with the same math and reading achievement could have very different likelihoods of being identified as gifted. Every Student Succeeds Act (ESSA) is replacing No Child Left Behind (NCLB). How much of an improvement is it over the earlier law? What happens when kids are put through harsh disciplinary measures?

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http://theconversation.com/africa/topics/african-american-children-21586

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Curriculum News (Issue 1 2016) Written on the 11 February 2016 Testing - The Australian Curriculum has been developed to enable all young Australians to develop the personal qualities and skills required for them to function as active individuals and citizens in the 21st century. This development is guided by a commitment by the Council of Australian Governments (COAG) to the '2008 Melbourne Declaration on Educational Goals for Young Australians'. The goals of the Declaration are: The Melbourne Declaration emphasises the importance of knowledge, skills and understandings as students engage in learning in the 21st century. The general capabilities and cross-curriculum priorities which underpin this include a strong emphasis on literacy and numeracy skills as a cornerstone for learning. The Australian Curriculum describes a learning entitlement for all students and includes core knowledge, understandings, skills, capabilities and priorities. Further Information and Resources for Parents/Caregivers I invite parents/caregivers to peruse these documents. Should you have any questions about the Australian Curriculum or teaching and learning matters regarding your children, please contact the relevant Senior School or Middle School teaching staff for assistance.

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The Kodaly Approach. What is it that is so distinctive about a Kodály-based approach? Kodály left us a philosophy – a set of guidelines – about his thoughts on music education. There is no “method”. Some of his ideas are as follows: - Singing is the best instrument and the starting point for music education. - Music education should start as early as possible - Unaccompanied singing is best for children. - Children should engage in Singing Games and movement Only the best is good enough for children – it’s up to us to be the best we can be, and to use the best material we can find. Music belongs to everyone The sound should come before the symbol – in other words that children absorb musical sounds and experience sounds before being introduced to notation. Just like learning to read. All children can be taught to read and write music. - Music should be taught in a joyful way “Teach music and singing at school in such a way that it is not a torture, but a joy for the pupil; instill a thirst for finer music in him, a thirst which will last for a lifetime” Zoltán Kodály For more information about Kodály. In other words, the acquisition of vital music skills happens naturally through singing…… Key Principles – Musical components break down into a few simple elements which can be creatively combined in an infinite number of ways. Children learn by moving and doing, (which largely holds true for adults too!), and the best way to learn about music is through active participation in musical games and activities. All that is needed for this is the voice and movement. Our bodies are essentially wind instruments, with added percussive potential. Kodály-based musical pedagogy is built on the following sequence : Preparation – just sing and play the games! The children will be subconsciously experiencing music, and will be building a song bank from which concepts can be introduced later. The preparation stage can take a long time but is a crucial stage in ensuring that the child understands. Just like learning to read, the child catches the language before reading it. Presentation – this happens only when the children are secure with a particular aspect of the activities – then is the time to give the concept a name! Practice – open to a life-time of creative uses of a skill – eg ‘feeling the beat’ – counting people in to the beginning of a phrase or song, being able to identify whether a piece of music is in 3:4 or 4:4, making up dance steps or lyrics to the music.

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- When we think about the future of work—and all the jobs that will have to be created for India’s expanding youth population—we should hold one thought above all in mind: most children who are currently in primary school will be earning their living in employment that don’t yet exist. A work sector that did not exist: - today India is home to 4 million app developers—a work sector that did not exist less than three decades ago. - In the same space of time, the word “Amazon” has gone from meaning a mighty river in South America to one of the largest online retailers in the world. These transformations in society are the result of technological progress. Digital technologies are changing the shape of work: - Digital technologies are changing the shape of work before our eyes. Yes, they are enabling firms to automate and this will reduce employment in some old, typically low- and medium-skill sectors. But they also help firms to increase productivity, to innovate, and subsequently to create new products and sectors. - Emerging markets like India stand to gain—but they need to have the right skills at the ready. The demand for certain skills is going up: - complex problem-solving and analysis, and social skills such as teamwork and relationship management. Reasoning and self-efficacy are also increasingly important, particularly as they improve adaptability. - Building these skills requires strong human capital foundations—and building these foundations is especially important in early childhood development - Most of these traits are learnt by infants up to the age of 5-6 - If children miss out during this period in life, it is hard to catch up - These foundations can be established through effective early childhood development programmes and basic education - Investments in nutrition, health and stimulation in the first thousand days of life build stronger brains Need for education sector reform - India needs to focus even more strongly on the quality of education it offers to its greatest asset—its citizens- its human capital - For most children, skill foundations are formed through primary and secondary education - Yet, the acquisition of foundational skills that one would expect to happen in schools is not occurring Impact of investments in human capital - Through investments in foundational human capital—India can prepare its people for the coming shifts in jobs, skills and market structures - Lack of investments, instead, will leave future generations—especially the poorest—at a severe disadvantage, amplifying inequalities that already exist - In the worst-case scenario, this might create instability when rising aspirations are met with frustration instead of an opportunity India’s efforts at building human capital - A lot of investments in human capital have already begun in India and are likely to have a positive impact in the coming years - The shift in the education sector towards more competitive federalism and results-based financing is expected to improve accountability and learning outcomes - India’s agreement to participate in PISA is a major step forward in its policy landscape that will help rank India with global peers based on education outcomes - PISA (Program for International Student Assessment) is a survey conducted by the Organization for Economic Cooperation and Development to test education systems by comparing the test performance of 15-year-old pupils - The two-hour test not only evaluates the cognitive skills of students in science, math, and reading but also assesses their ability to solve problems in new and unfamiliar conditions Reforms required in the tertiary education sector - India’s tertiary education system is the second largest in the world, after China - It is home to more than 35 million students and over 50,000 institutions\ - The most prestigious institutions within this system have global standing and are responsible for making India a world leader in the high-tech sector For this success to be taken to the next level, India’s tertiary education system needs three sets of reforms - It requires more flexibility between the general and technical tracks - More focus on building the skills - Ensuring that specific universities become effective innovation clusters - Investing in human capital now and over the long term is an investment with profound implications for people’s future prosperity and for national economic growth.

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Benjamin WestIn a time when we can push a button on a remote control and see the sparkling colour images of history being made at six o'clock every evening, it is difficult for us to realise what it must have been like when the only visual chronicler of history was the highly skilled "history painter" with his contrived, painted strokes of pigment and binder on a massive framed canvas displayed at an annual salon. Not exactly Tom Brokaw with the Nightly News. When one reads about the strong governmental domination of the art academies in France, England, and many other European countries, we may ask ourselves, in light of our twentieth-century art scene, "Why would the government care much what artists painted?" The answer of course is that history painting was deemed the highest realm to which an artist could aspire, and what these painters put on canvas, to a great extent, determined how people viewed history. In other words, history painters were something on the order of today's "spin doctors". Governments have always had a stake in how history is recorded, thus, you better believe, they "cared" what these artists painted. One such history painter was the American-born, Benjamin West. West lived from 1738-1820 and though he began his art education in Philadelphia he studied mostly abroad, in Italy and England where he lived most of his life. West didn't forget his American roots however. Though a founder of the Royal Academy, his studio in London was a haven for Colonial artists studying there. His friendship and encouragement benefited American artists such as Gilbert Stuart and John Singleton Copley, among others, who studied at what was in effect, an "American Academy" West's most famous history painting was the Death of General Wolfe painted in 1770. By history painting standards, the work is not all that large, measuring some 5' x 7'. It depicts a scene from the French and Indian War and is formal, yet stark, noble, yet human. Even while the painting was still a "work in progress", King George III let it be known he would not purchase a painting wherein British heroes were depicted in modern dress. No less than the godlike Sir Joshua Reynolds, then president of the Royal Academy, tried to prevail upon West not to continue such an "aberration of taste". Undaunted, West did continue. When it was displayed at the 1770 Salon, the painting was met with great critical acclaim. Reynolds apologised for his "error of judgement" and in effect, so did the king. He ordered a copy for the royal collection, inasmuch as the original had quickly sold. In fact, West actually painted four replicas of the original. Added to that, he also collected royalties from hundreds of engravings based upon the painting. It wasn't the "evening news" perhaps, but the pay was still pretty good. Contributed by Lane, Jim 13 May 1998

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National inquiries into the teaching of reading have been held in Australia, the UK and the USA. All the reports are online so you can read them yourself – here are the links and what I regard as a few key excerpts: “The evidence is clear, whether from research, good practice observed in schools, advice from submissions to the Inquiry, consultations, or from Committee members’ own individual experiences, that direct systematic instruction in phonics during the early years of schooling is an essential foundation for teaching children to read. Findings from the research evidence indicate that all students learn best when teachers adopt an integrated approach to reading that explicitly teaches phonemic awareness, phonics, fluency, vocabulary knowledge and comprehension. This approach, coupled with effective support from the child’s home, is critical to success (p11). (NB This report followed on from a House of Commons report on Teaching Children to Read – click here to read it). “Despite uncertainties in research findings, the practice seen by the review shows that the systematic approach, which is generally understood as ‘synthetic’ phonics, offers the vast majority of young children the best and most direct route to becoming skilled readers and writers. When thinking about phonic work, what most people have in mind is the teaching and learning of reading. However, phonic work is also essential for the development of writing, especially spelling. The teaching of beginners must lead them to understand how reading and writing are related. “It is widely agreed that reading involves far more than decoding words on the page. Nevertheless, words must be decoded if readers are to make sense of the text. Phonic work is therefore a necessary but not sufficient part of the wider knowledge, skills and understanding which children need to become skilled readers and writers, capable of comprehending and composing text. For beginner readers, learning the core principles of phonic work in discrete daily sessions reduces the risk, attendant with the so-called ‘searchlights’ model*, of paying too little attention to securing word recognition skills” (p4). * In Australia the ‘searchlights’ model is called the ‘three-cueing model’ or ‘multicueing‘. “The results of the meta-analysis were impressive. Overall, the findings showed that teaching children to manipulate phonemes in words was highly effective under a variety of teaching conditions with a variety of learners across a range of grade and age levels and that teaching phonemic awareness to children significantly improves their reading more than instruction that lacks any attention to PA…. “The meta-analysis revealed that systematic phonics instruction produces significant benefits for students in kindergarten through 6th grade and for children having difficulty learning to read. The ability to read and spell words was enhanced in kindergartners who received systematic beginning phonics instruction. First graders who were taught phonics systematically were better able to decode and spell, and they showed significant improvement in their ability to comprehend text. Older children receiving phonics instruction were better able to decode and spell words and to read text orally, but their comprehension of text was not significantly improved. “Systematic synthetic phonics instruction…had a positive and significant effect on disabled readers’ reading skills. These children improved substantially in their ability to read words and showed significant, albeit small, gains in their ability to process text as a result of systematic synthetic phonics instruction. This type of phonics instruction benefits both students with learning disabilities and low-achieving students who are not disabled. Moreover, systematic synthetic phonics instruction was significantly more effective in improving low socioeconomic status (SES) children’s alphabetic knowledge and word reading skills than instructional approaches that were less focused on these initial reading skills. “Across all grade levels, systematic phonics instruction improved the ability of good readers to spell. The impact was strongest for kindergartners and decreased in later grades. For poor readers, the impact of phonics instruction on spelling was small, perhaps reflecting the consistent finding that disabled readers have trouble learning to spell. “Although conventional wisdom has suggested that kindergarten students might not be ready for phonics instruction, this assumption was not supported by the data. The effects of systematic early phonics instruction were significant and substantial in kindergarten and the 1st grade, indicating that systematic phonics programs should be implemented at those age and grade levels”. (click here for more details).

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International studies have shown that 70%-80% of children with Down syndrome could start their school career in a mainstream, inclusive setting, if early intervention techniques were used from birth and throughout pre-school education. Studies show that truly inclusive education improves schools for everyone. Staff skills increase and teaching methods develop, with more use of peer tutoring and small group work. Because children with Down syndrome are strong visual learners, many of the learning techniques introduced in the classroom are equally beneficial for children in a mainstream school setting. More educational toys are made available, and of course the additional facilitators are also useful hands inside and out of the classroom, generating a higher teacher to child ratio. By including children with Down syndrome in the school, all learners, parents and teachers enhance their capacity to interact and relate to children with special needs. Inclusive education may be described as follows: children with Down syndrome can go to school and integrate with mainstream children and be educated in a normal classroom setting. A separate learning area is made available where they can receive additional specialist assistance relating to their specific needs. Each student should have an IEP – an Individual Education Plan – that identifies goals for social, behavioral, school readiness, communication and motor skill development. This plan helps all staff and parents to target specific areas needing special attention. Additional classroom assistance by facilitators called Learning Support Assistants (LSAs) is key for maximum learning, progress and inclusion. Based on international norms, we recommend a ratio of 1 LSA per 2-3 children with Down syndrome. Research has repeatedly indicated that stimulation during early developmental stages improves the child’s chances of developing to his or her fullest potential. Continuing education, positive public attitudes, and a stimulating home environment have also been found to promote the child’s overall development.

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Interested in adding art study /art appreciation to your homeschool program? Try these great resources that can get you started – for free! Masterstroke – Six half-hour videos. “Masterstroke is a documentary series investigating some of the most famous and interesting religious art in history. At a time when many couldn’t read, art was used as the basis for an understanding of God. Each program explores the stories behind both the paintings and the artists.” **SDA Resource from HopeChannel** Art Through the Year– Nine interactive lessons (video/online/printable handouts). An art journey with Sharon Jeffus, an art instructor, art education author and homeschool mom. Garden of Praise – 40+ printable art lessons/activities. Each lesson includes a biography of the artist, study and worksheets, a greyscale print of the picture, a variety of puzzles and word search/scrambles and links for further research. Artist Study: Charlotte Mason Style – Resource page. This Hubpage features valuable ideas on how to create your own artist study outline/curriculum with lots of inspiration for places to view art in person, incorporating notebooking or lapbooking into your art study and more. An excellent resource page.

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Mary, a professional puppeteer and voice actor, lives in Portland, OR with her husband Rob and nine manual typewriters. Short texts like these are sometimes referred to as environmental print. Make eye contact with the audience. It will probably sound professional, fairly neutral, and slightly more modulated than your hanging-with-chums voice. This method involves suspended judgment of the work or its arguments until they are fully understood. Sub-lexical reading, involves teaching reading by associating characters or groups of characters with sounds or by using phonics or synthetic phonics learning and teaching methodology, sometimes argued to be in competition with whole language methods. He had never thought of himself as a sculptor and yet, in this moment, looking down between his hands at the body upon the polished hardwood floor, he realized that by some sculptural clenching and remodeling and twisting of human clay he had taken hold of this man named Donald Huxley and changed his physiognomy, the very frame of his body. You can move the voice from the front of the mouth to the back of the throat. Narrating Narrating is at once the easiest part of reading aloud and the hardest. Thus, the amount of activation in the left dorsal inferior frontal gyrus while performing reading tasks can be used to predict later reading ability and advancement. Of course, which of these tricks you use for each voice depends on the character for whom you are speaking. Very little is actually seen accurately. There are times when each will be the most appropriate choice. Is the ball under the table? Pitch is fairly self-explanatory. This has revealed that reading is performed as a series of eye fixations with saccades between them. Assessment[ edit ] Types of tests[ edit ] Sight word reading: A period means pause and count to 2. Reading has no concrete laws, but rather allows readers an escape to produce their own products introspectively, promoting deep exploration of texts during interpretation. The novelist Nicholas Delbanco taught himself to read at age six during a transatlantic crossing by studying a book about boats. Big Brother Mousewhich organized the event, trains its staff in read-aloud techniques: Book handling and naming Recognition of sounds and letters Knowledge of a wide range of vocabulary Ability to listen Even young babies can benefit from read aloud practices! The key is to decide how your character, the narrator, feels about the moment. Humans also do not appear to fixate on every word in a text, but instead pause on some words mentally while their eyes are moving. The clock on the mantel ticked midnight.Reading Aloud. There are few things that can destroy a good story faster than a bad reading. At the same time, a really good reading can make an audience excited and drive sales. What this handout is about. This handout explains some of the benefits of hearing your writing read aloud. It offers tips on reading your draft yourself, asking a friend to read Reading aloud to you, or having it read by a text-to-speech program or app. Jan 26, · Reading aloud is one of the most important things parents and teachers can do with children. Reading aloud builds many important foundational skills, introduces vocabulary, provides a model of fluent, expressive reading, and helps children recognize what reading for pleasure is all about. Kids up to age 17 can use the button below to be featured on an upcoming episode of the Read-Aloud Revival. When leaving your message: say your name, age, and home state. Then tell the title of your book, and say something you like about it. Reading Magic by Mem Fox explains he importance of reading aloud to kids as soon as they are born. I have always loved reading, I enjoyed hearing stories as a kid and now I. Scholars assume that reading aloud (Latin clare legere) was the more common practice in antiquity, and that reading silently (legere tacite or legere sibi) was unusual. In his Confessions, Saint Augustine remarks on Saint Ambrose's unusual habit of reading silently in the 4th century AD.Download

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Welcome to our school and to the world of music education. You have made a very important decision and the first step in what could be a lifelong exploration into the art of playing an instrument or singing (your voice is indeed an instrument). We know that you will approach this milestone with a great deal of excitement. We want to help you to hold onto that same feeling as your lessons progress. Toward that end this blog is full of helpful information for you and we hope you will take the time to get acquainted with it. The purpose of this short post is to help you begin your lessons with healthy expectations geared to getting you started on the right track toward many years of musical and personal growth, self expression and satisfaction. Whether you are the student or the parent of a student I am sure you will find this guide very helpful. - It is essential that you have a working, well maintained instrument. If your instrument needs repair or tuning please don’t wait to see how the lessons go before attending to that. The lessons will not go well without a playable instrument. - Make a commitment to attend your weekly lessons; to arrive a few minutes before the lesson is due to begin and to be properly prepared. - Dedicate yourself to practicing regularly (see many of the other posts in this blog for helpful information). Your teacher will give you weekly assignments and help you to understand how to practice. - Know that playing music is very satisfying and that practice can be hard work and that the more you practice the more satisfaction you will derive! - There is work involved in the learning process. Know that and approach it with a positive attitude. - Little will be accomplished by just attending lessons without practicing; working on your assignment at home in preparation for your next lesson. Your actual lesson time is for review of previous assignments and the introduction of new material. - Communication is essential. Get engaged. Don’t hesitate to ask questions. The more involved you are, the better the outcome. You have made the all important first step of beginning your music lessons. These simple expectations will help to set you on a successful path.

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Helping your child with the ABCs of speaking and reading 13 Oct 2014 Do you find that children tend to talk like their parents? If we realise that our daily conversations are being picked up and imitated by our children, perhaps we would be more careful with how we speak. “Language is acquired often implicitly rather than explicitly,” said Dr Chitra Shegar, Assistant Professor of English Language and Literature at the National Institute of Education. At the 3rd Mother Tongue Language Sympos?ium 2014 held on 23 August 2014, Dr Chitra shared some tips on how we can use talk to encourage early literacy development in our children! - Note the child’s point of attention If a child is drawing, it would almost be futile to try and talk to him or her about a plant on the table. Instead, take note of where his or her attention is. You could talk about the way the pencil is being held, or what is being drawn. When the conversation revolves around a topic they can relate to and are interested in, the chances of the child absorbing the language are higher. Try pointing at an object as you talk about it. For example, point to a photo and ask the child to point out people whom he or she is familiar with (e.g. relatives, cousins, caregivers). Similarly, when a child points at an object, tell him or her not just the name of the object, but provide more information about it, such as its use and origin. Make an effort to describe the shape and colour of the object that has captured your child’s attention. You could also describe daily actions, such as the act of washing hands and forward or backward movements. Research has shown that the frequent use of words helps children to remember them. Some words are naturally repeated often because they are used in everyday life. - Using a range of words Using a variety of words regularly, no matter how easy or hard they may seem, is the best way to help children build up their vocabulary. Of course, this does not mean speaking to them like you are a walking thesaurus but as Dr Chitra said, “Whenever you find the opportunity to use good words, do not dilute it for the child.” A wide vocabulary will also help them when they progress to reading later on. So to help our children with early literacy development, we can start by being more careful with the way we speak. How else do you help your child with early literacy development? Share your thoughts and ideas with us in the comment box below!

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Posted Feb 26, 2016 Over an eighty-seven year lifespan, Theodor Geisel, a.k.a. Dr. Seuss, published forty-seven well known children’s books full of memorable characters, quirky rhymes, and subtle philosophical reflections. With over 600 million copies sold and translated in over twenty languages, Dr. Seuss utilizes playfulness, mischief, love, and hope to influence how children read. But who was Dr. Seuss? In this captivating biography, Judith and Neil Morgan use personal insights, letters, and interviews to shed more light on Ted Geisel and his creative process. Spending most of his life as a recluse and keeping his personal affairs private, the Morgans tell the touching and fascinating story of a literary genius. Theodor Geisel, the man behind the Dr. Seuss name, has brought many characters and stories to life for both children and adults. His sixty-year career continues to span over four generations of readers who relish in the whimsical, silly rhymes that unmistakably capture the mindset and spirit of childhood. Dr. Seuss from Then to Now features Geisel’s work as a cartoonist and illustrator. From editor-in-chief of Dartmouth’s Jack-o-Lantern to the legendary The Cat in the Hat, Geisel had an eclectic career. For instance, did you know that Geisel drew advertisements and political cartoons? In fact, Quick, Henry, the Flit is the first major advertising campaign done completely with cartoons. Take a closer look at Dr. Seuss’ work through this retrospective catalogue and you’re sure to learn a thing or two. Welcome to the wacky world of Theodor Giesel, the man who created many memorable books such as Green Eggs and Ham and Fox in Socks. Many of us know him as Dr. Seuss, and this informative biography illustrates the life and times of one of our most beloved cartoonists. Rejected by twenty-nine publishers and lacking a formal art education, Geisel struggled before making his big break with The Cat in the Hat, written specifically to help children learn to read. From there his career skyrocketed, and we still honor him today. With information ranging from his early childhood to his final days, this Dr. Seuss life adventure is suitable for both adults and children alike.

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Education as an Arts subject is concerned with issues in the field of education. Research can be used to help leaders know more about the benefits of arts education for all students. Any educational institution that offers training in the arts may be called an art school. To learn about the status of arts education in K-12 schools in our state and about policies and strategies we support for improving K-12 arts education, please read K-12 Arts Education: Every Student, Every School, Every Year. Several of our faculty members are principal investigators with Project Zero, a landmark research initiative into the arts and education for more than 35 years. This specialism will help you encourage creativity via the arts, understand the variety of roles the arts in education might take, and consider how arts teaching can benefit other areas of the curriculum and promote inclusion. In a time where budget cuts and new learning laws are being established, teachers need to be more informed and educated on the negative impacts of the loss of the fine arts programs. From 1977 to 1988 there were only three notable reports demonstrating the benefits of art education. The artist residency is focused on creative aging and is an Arts In Education program of the Pennsylvania Council on the Arts and Jump Street, and is a research initiative of the Pennsylvania Department of Aging. In many districts, the arts have suffered so long that it will take years, and massive investment, to turn things around. I cannot state for certain the parents remained satisfied as I never inquired about the martial arts schools turn around or retention rate. Computer art education reflects the conviction that the computer is a tool that requires creative thinking and purpose in order to use it effectively.

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VISA1052 Art of Expression - 6 points |Semester 2||UWA (Perth)||Face to face| - Details for undergraduate courses - Level 1 option in the Fine Arts major sequence - The area of knowledge for this unit is Design and Creative Arts - Category B broadening unit for students - Level 1 elective - This unit introduces basic skills and applications in the theory and practice of painting as a means of developing individual creative expression. The unit 'fast tracks' strategies to achieve operational competency and awareness of the power of the medium of paint/painting and rapidly moves on to develop students' organisational, conceptual and technical skills within the framework of painting practice. Artists utilise a range of technical, organisational, intellectual and physical media to generate creative works and the unit investigates some of the strategies which artists use to receive, translate, work with and develop ideas and images in contemporary cultural traditions. Students learn skills to develop manifestations of thoughts, memories and imagination in their sketchbooks and in paintings. They develop an awareness of the role of colour theory, the painted image, the media and their applications in creativity, recording and problem solving. The unit emphasises practical applications which assist in giving ideas material form. - This unit uses contemporary iconography and imagery from important contemporary artworks, artists, internet, advertising, film and television to resource the production of visual literature and facilitate awareness of the individual student's place within the scheme of visual culture. Developing the skills to mind-map place in popular culture enhances the student's perception of cross referencing visual iconography within the parameters of their major areas of study. The unit emphasises the development of creative thought as an elementary design process. By developing and using academic and observational research strategies, students learn skills to creatively interpret academic material from their major areas of study to formulate and express individual ideas. Students demonstrate through practice and theory: (1) knowledge of an introductory range of traditional painting processes; (2) a working understanding of the relationship between processes, materials and the expressive potential of painting; (3) ability to discuss developments in their work relative to contemporary visual practice and historic contexts; (4) within the studio setting, the ability to discuss their painting and media developments; and (5) a working understanding of processes associated with painting such as mixed media, collage, appropriated material and digitally processed media. - Indicative assessments in this unit are as follows: (1) folio submission of a series of interim studio projects and visual diary documentation; (2) visual and oral presentation; and (3) presentation of final folio submission with documentation. Further information is available in the unit outline. Supplementary assessment is not available in this unit except in the case of a bachelor's pass degree student who has obtained a mark of 45 to 49 overall and is currently enrolled in this unit, and it is the only remaining unit that the student must pass in order to complete their course. - Unit Coordinator(s) - Paul Trinidad - Incidental fees - Incidental student fees and charges are costs incurred by students as part of their studies at UWA that are in addition to their tuition fees (further information is available here or contact your Faculty Office). Participation in this unit will incur the following incidental fee(s):Fine Arts consumables (estimated cost - $75-$350). - Contact hours - studios: 3 hours per week - Enrolled students can access unit material via the LMS (Learning Management System). - The availability of units in Semester 1, 2, etc. was correct at the time of publication but may be subject to change. - All students are responsible for identifying when they need assistance to improve their academic learning, research, English language and numeracy skills; seeking out the services and resources available to help them; and applying what they learn. Students are encouraged to register for free online support through GETSmart; to help themselves to the extensive range of resources on UWA's STUDYSmarter website; and to participate in WRITESmart and (ma+hs)Smart drop-ins and workshops. - Books and other material wherever listed may be subject to change. Book lists relating to 'Preliminary reading', 'Recommended reading' and 'Textbooks' are, in most cases, available at the University Co-operative Bookshop (from early January) and appropriate administrative offices for students to consult. Where texts are listed in the unit description above, an asterisk (*) indicates that the book is available in paperback.

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What Are The Top Benefits Of Music Education? Music education can enrich a person’s life whether a child or an adult. Children that learn to sing or musical instruments perform well in school. The following are some of the reasons music education is quite beneficial to both children and adults. Benefits of music education Music education helps children build self-confidence as they have fun. In fact, learning how to play a given instrument is quite fun. It is easy to teach children how to play musical instruments even when they are young as nine. Remember that bands have concerts on a routine basis. Also, children can play with their colleagues in school or with their parents. Adults that have a music background can create their bands and perform for public audiences. In this way, you can build self-confidence. Friendship and team work Music education gives you an opportunity to learn about the value of notes, exits, entrances, and time signatures when you are a member of a band. Members of a band are required to work together to create a well-coordinated work. Other than teamwork, you can make friends easily. This is quite beneficial for adults and children who want to be sociable. Thus, you can explore a broad range of types of music and even learn various musical instruments. The good thing about music education is that it helps improve one’s analytical skills. For students, music plays a vital role in improving their thinking and math skills. The majority of the people are said to use only one part of the brain. Fortunately, music helps you develop the other part of the brain. In this way, students can solve problems easily. Music is considered an effective way of reducing stress. It is one of the major reasons, which make music education quite popular. A lot of people feel cheerful and calmer when they play music, even children. Unfortunately, rock music and heavy metal music appears to have a reverse effect. Thus, it is not ideal for stress reduction. You can easily turn music into a well-paying career. This is good for people that have a lot of love for music. In fact, you can decide to do it full time. Nowadays, there are many forms of jobs which are related to music. Such jobs include professional singers, drummer for foreigner, music teachers, and many others. Parents should encourage their kids to take up music studies. This explains why parents are taking their children to schools that offer music education. Many students like taking guitar or piano lessons. These are instruments that are very popular among adults.

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Ice Cream is a quintessential part of summer! But it also makes for a great (and delicious) science experiment… No fancy machine or cranking required! This ‘recipe’ was adapted from Steve Spangler Science. How To Make Ice Cream In A Bag Homemade Ice Cream In A Bag Ingredients: - 1/2 cup half-&-half (or milk) - 1 tablespoon sugar - 1/2 teaspoon vanilla ice - 1/2 cup of rock salt You will also need: 2 sandwich-sized baggies, 2 gallon-sized baggies, and winter gloves. *You can print off the ice cream in a bag recipe with step-by-step instructions by downloading your own free copy of our Fascinating Science for Kids ebook. Ice Cream In A Bag Experiment with Step by Step Instructions: 1. Pour 1/2 cup of half-&-half or milk into one of your sandwich-sized baggies. We used milk and it worked wonderfully. Add 1 tablespoon sugar and 1/2 teaspoon of vanilla extract. Get all of the air out and then seal the bag. Place your filled bag into another sandwich-sized baggie and seal. 2. Put your double-bag inside of a gallon-sized baggie and add your ice and 1/2 cup of rock salt. Place this bag inside another gallon-sized bag (you will have 2 small bags and 1 large bag inside). 3. Have your child put on some winter gloves and start shaking! Shake the bag for about 15-20 minutes, passing it around the various members of the family! I put a dishcloth around the bag when it was Little Brother’s turn…he karate-chopped it more than anything, but it turned out just fine! All done! Nice and soft, but still slightly solid! Ready to be served! This only makes a serving of ice cream. If you want to double the recipe, you can (just use quart-sized baggies instead of sandwich-sized). Don’t attempt to do any more than doubling, though, or it will be too heavy for the child to carry when you add ice and rock salt. Little Brother approved! Definitely Big Brother approved! He was SUPER excited about how yummy “his” ice cream turned out! The Science Of Ice Cream In A Bag: The salt lowers the temperature at which ice freezes, or raises the temperature at which it melts (which is why we use it on the roads in the winter). Instead of melting at 32 degree Fahrenheit (0 degrees Celsius), the rock salt causes the ice to melt at a temperature much lower, depending on how much salt you add. The more rock salt you use, the lower the temperature the ice will melt at. This creates an environment that the ice cream mixture can freeze below the normal 32 degrees. Then the salt/ice slush absorbs the heat from the cream mixture, lowering the temp of the cream and causing the cream to ‘ice’, creating the yummy ice cream texture! This post was first published May 2012. Last updated 2018. If you liked making this ice cream in a bag download your free Science eBook, that has this ice cream in a bag experiment and 14 other science experiments… Click below and enter your e-mail address. You’ll immediately receive an e-mail that will have the link to the eBook! Click here for more fun science activities for kids…

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Summer is the perfect time to catch up on any learning deficiencies your child may have. By dedicating more time than is possible during the school year, a student can make a remarkable amount of progress during the summer – as much as a year’s progress in just 4-6 weeks! In addition, working on skill-building during the summer months prevents further deterioration of skills – the dreaded “summer slide.” At PRIDE Learning Center we offer an amazing summer program to help students enter the new school year prepared to meet and exceed classroom expectations. Students attend Monday – Friday from 9:00am – 12:00pm or 12:30pm – 3:30pm. Parents can sign up for any weeks between June 2nd and August 29th We have locations in Redondo Beach, Newport Beach, Mission Viejo and San Clemente. For students struggling to learn to read, we offer out intensive Orton-Gillingham reading program. Your child will work one-on-one with our credentialed and Orton-Gillingham Certified teachers (not tutors) using the best research-based and multi-sensory materials. At PRIDE Learning Center we specialize in helping children with learning differences by focusing on the underlying foundational skills that are preventing your child from reading. Designed for students who know how to read fluently but are struggling with comprehension, this intensive program teachers your child strategies and skills to improve “Reading to Learn.” The goal of this program is to teach children to be efficient readers so that they can learn the content begin taught in any of their classes. These are skills that must be explicitly learned, they do not come naturally to many students. At PRIDE Learning Center, our highly effective comprehension program provides students with the ability to conceptualize mental images that match content, and use language to describe those images. Starting at a concrete level and moving towards more abstract concepts, we are able to help students visualize the content of what they are reading. Basic Math Skills Our math program is for students of all ages who are struggling with basic math concepts. At PRIDE Learning Center, we build an understanding of mathematical concepts by using visual learning tools, game playing and exercises that engage all the senses. Our one-on-one, multisensory math program gives students a strong math foundation. Students master their number facts and numerical fluency. They are given the essential tools for a strong math foundation. Our writing skills program effectively teaches essential skills in careful order: from parts of speech, to sentence structure, to paragraphs, to complete essays. For the reluctant beginner writer, our program provides the essential foundation in thinking and writing skills. For the more proficient and advanced writer, it offers opportunities, strategies, and techniques to apply them. For more information on our summer programs call us at 866-774-3342 ext. 1 or you can email us at: firstname.lastname@example.org

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Health Care Professionals Involved in the Management of DCD Several types of medical practitioners, including developmental pediatricians, pediatric orthopaedic surgeons, neurologists and psychiatrists, may become involved in the care of a child with DCD. More typically, however, the family physician or community paediatrician provides primary health care services for DCD children, in collaboration with other allied health professionals. It is particularly important for families to have an ongoing relationship with their family physician for long-term monitoring and follow-up of potential secondary impairments. For a one-page flyer with information and references on DCD written specifically for family physicians, click here. Occupational Therapists (OTs) Occupational Therapists focus on children’s occupational performance in self-care, school, play and leisure tasks. An OT looks at the child’s development, strengths and challenges in all areas of performance and determines how these difficulties affect his or her daily functioning. OTs teach the child strategies for learning new tasks, modify tasks and environments to maximize the child’s abilities, and consult to teachers and parents to increase their understanding of the child. Physical therapists (PT) Physical therapists focus on physical abilities and motor skill development. A physical therapist will assess a child’s muscle tone, strength, motor skills, balance, endurance and fitness level. Physical therapists also provide consultation to parents and teachers to support the child’s physical development. They may suggest strategies to learn new motor tasks or enhance participation in physical activities, and/or develop interventions to support specific areas of motor difficulty, such as climbing stairs. One of the primary roles of the physical therapist is prevention of the development of secondary impairments. Optometrists provide vision care. They frequently see young children who are experiencing school difficulties, in order to rule out a visual problem. Children with DCD often present with difficulties in visual tracking and visual-motor coordination that may be identified during an optometrist’s examination. Psychologists focus on evaluations that provide information about a child’s behaviour, intellectual functioning and academic achievement. A thorough psycho-educational assessment can determine if a child with DCD is also experiencing a specific learning disability and/or attention deficit hyperactivity disorder (ADHD). In addition to evaluation, psychologists may provide therapy and consultation to help the child and family deal with behaviour management, attention, social competence and mental health issues, such as anxiety and depression. Speech/language pathologists (SLP) Speech-Language Pathologists focus on the area of communication, specifically the development of speech and receptive and expressive language. SLPs often see children during the preschool years and can be instrumental in identifying children with DCD while they are still young. Speech/ language skills are an important requisite for literacy development and social interaction. Speech/language pathologists may help manage a child’s difficulties with oral and/or written language by providing therapy to the child and/or consultation services to the child’s teacher and family.

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The Art In Science Art is a diverse range of human activities in building visual, auditory or performing artifacts ( artworks ), expressing the author’s imaginative or technical skill, intended to be appreciated for their beauty or emotional energy. Art therapy integrates the fields of human development, visual art (drawing, painting, sculpture, and other art types), and the inventive process with models of counseling and psychotherapy. With three complete-time faculty members and 3 adjunct faculty, students receive individualized interest and are exposed to a variety of approaches to art therapy. A crucial target in art therapy is to enhance or restore the client’s functioning and his/her sense of personal properly becoming. The inventive arts (art as discipline) are a collection of disciplines which generate artworks (art as objects) that are compelled by a individual drive (art as activity) and convey a message, mood, or symbolism for the perceiver to interpret (art as encounter). Art therapy is an successful treatment for persons experiencing developmental, health-related, educational, social or psychological impairment. Most modern day public museums and art education programs for kids in schools can be traced back to this impulse to have art out there to everybody. Minimum educational and expert standards are established by the American Art Therapy Association, Inc. The creating now occupied by the Prado in Madrid was constructed prior to the French Revolution for the public display of parts of the royal art collection, and equivalent royal galleries open to the public existed in Vienna , Munich and other capitals. Art therapy is growing and the professional, academic and analysis foundation is expanding. These events offer art therapy students and location art therapists an opportunity to discover existing topics in the field with noted art therapists. A lot art has been disliked purely mainly because it depicted or otherwise stood for unpopular rulers, parties or other groups. The art therapy counseling program invites nationally known speakers to the campus each and every spring for the annual Art Therapy Counseling Conference and each fall for the Fall Workshop. In person or group Art Therapy sessions, residents make a tangible item to reflect a permanent record of individual meanings, experiences, and feelings. In Italy the art tourism of the Grand Tour became a big industry from the Renaissance onwards, and governments and cities made efforts to make their key functions accessible. The second, and additional current, sense of the word art as an abbreviation for inventive art or fine art emerged in the early 17th century. Art therapy counselors operate with people today of all ages: youngsters, adolescents, adults, couples, families, groups, and communities. Art is also made use of by art therapists, psychotherapists and clinical psychologists as art therapy The Diagnostic Drawing Series , for example, is applied to identify the character and emotional functioning of a patient. It has been a important element in the history of Islamic art , exactly where depictions of Muhammad remain especially controversial.

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Numeracy counts for academic success. It counts for college achievement. It counts for career growth and future achievement. And, yet American students have fallen behind other nations in math performance for years. HMH® is committed to giving mathematics instruction the attention it deserves so students can fall in love with math, and we can close the math gap. Having a growth mindset means understanding that with effort, learning can grow and everyone can be successful. We want to help you create learning environments that foster a growth mindset, motivating students to persevere and become effective problem solvers. With the free Math@Work web series, you’ll motivate students by sharing how their career aspirations can be realized through an understanding of math. Industry leaders work with real students to show the importance of learning math. Engage your classroom as you watch students discover the possibilities math presents. In partnership with Mindset Works® and Math Solutions®, we have to ensure that every student has a growth mindset that motivates them to persevere and become effective problem solvers and 21st-century learners. Do you believe that math comes naturally to certain people or that hard work leads to success? Having a growth mindset means understanding that your brain acts like a muscle—and that with effort everyone can be successful. But, fostering a growth mindset takes more than neuroscience. Our Professional Learning courses offer practices like smart praise to help to spearhead a cultural shift in and out of the classroom. Our Pre-K-12 curriculum, instruction, assessment and professional development are all aligned to foster students’ academic growth and build teachers’ effectiveness. PreK math programs help first-time students build key foundational skills such as number recognition, counting, and analyzing patterns. Elementary math instruction builds numerical reasoning, operational skills, and problem solving necessary for success that builds from basic functions toward beginning algebra. In secondary math instruction, the focus shifts to proportional relationships, algebra, and geometry. Intervention programs help target the needs of struggling students, focusing on critical skills to prepare them for success with algebra and higher math. We've turned to a team of world-class researchers and accomplished specialists who’ve influenced the fields of mathematics, professional development, mindset and motivation, and more. Translating theory into classroom practice, each of these lauded professionals has contributed to our instructional programs from the ground up.

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ASME > News > Fantastic new “Performance Anxiety Resource Booklet” created and available for teachers and musicians! Link for FREE download here. Fantastic new “Performance Anxiety Resource Booklet” created and available for teachers and musicians! Link for FREE download here. Dr Alison Daubney, PhD has recently written to ASME sharing this excellent resource. Dear Australian Music Educators, I am writing to you about a new, freely available publication on performance anxiety that was recently published in the U.K. by the Incorporated Society of Musicians, a subject association with around 8,000 members. I am writing to because I think that it may also be of interest to members in your organisation. The publication has been co-written with a performance psychologist and brings together our expertise in music education and performance psychology. As an experienced educator in the U.K. and internationally, I know that performance anxiety is prevalent across music education within and beyond schools, and indeed education more generally. “Performance Anxiety: A practical guide for music teachers” is a 52-page booklet offering simple to use, effective strategies in a variety of musical learning situations. It was released around 10 days ago and has been very well received internationally. A link to more information and the publication itself can be found here:

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The Instant Word Notebook study was a program evaluation completed by two educators who saw a need for an instructional tool to teach and assess Instant Words. In order to address reading deficits of students in first and second grades, teachers were expected to teach Instant Words. Unfortunately, teachers did not have a systematic process to teach and assess Instant Words for mastery. The two educators of this study responded to the teachers' need for an instructional tool by creating The Instant Word Notebook. The Notebook was used by teachers to teach and assess Instant Words to first and second grade students with the anticipation of reading scores increasing. In order to measure the impact of The Instant Word Notebook on Instant Word recognition and reading achievement, the collaborative team completed a process and outcome evaluation of The Instant Word Notebook. In this outcome evaluation, the outcome investigator completed a Comparative Analysis of The Instant Word Notebook. Measurements utilized to determine the impact of The Instant Word Notebook were the scores from the Gates MacGinitie Reading pretests and posttests and the scores from the Instant Word Recognition pretests and posttests. Information from each test was utilized by the outcome investigator to identify the impact of The Instant Word Notebook on reading achievement and Instant Word recognition. This quantitative study focused especially on the mean difference between the treatment and control groups. The treatment group received six weeks of explicit instruction of Fry's 300 Instant Words. In contrast, the control group received the normal Instant Word instruction from their teachers. The outcome investigator compared the mean difference between the control and treatment groups to determine statistical significance of The Instant Word Notebook. The improvement in scores from the pretests to the posttests validated the use of The Instant Word Notebook as an instructional tool to improve sight word recognition. |Commitee:||Gayaneesh, Lama, Ward, Sheila| |School Location:||United States -- Missouri| |Source:||DAI-A 74/03(E), Dissertation Abstracts International| |Subjects:||Elementary education, Literacy, Reading instruction| |Keywords:||Gates MacGinitie Reading Test, Instant Word Notebook, Sight words| Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved The supplemental file or files you are about to download were provided to ProQuest by the author as part of a dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or may be a .exe file. We recommend caution as you open such files. Copyright of the original materials contained in the supplemental file is retained by the author and your access to the supplemental files is subject to the ProQuest Terms and Conditions of use. Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be

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Caribbean Children's Songs: Rhythms, Melodies and Lyrics Date of this Version Children's songs are a natural way to play and communicate with children around the world. A child can understand his or her world better and share emotions while singing with friends and caretakers. The purpose of this presentation is to share the findings of the author;s research at the Diaz-Ayala Music Collection at FIU about Caribbean children's songs. The talk will emphasize songs for preschoolers and their possibilities of being adapted for instrumental playing as well as for family-based music education programs. Finding Cuban children's songs has not been an easy task. They should be shared in the same manner as other forms of popular music. The Cuban Research Institute and Florida International University, "Caribbean Children's Songs: Rhythms, Melodies and Lyrics" (2017). Cuban Research Institute Event Videos. 66. In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).

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Sensory Modulation Disorder Sensory Modulation Disorder is one specific type of Sensory Processing Disorder (SPD). Sensory modulation refers specifically to the brain’s ability to respond appropriately to the sensory environment and to remain at the appropriate level of arousal or alertness. There are actually three primary types of Sensory Modulation Disorder: - Over-responsivity: An exaggerated response of the nervous system to sensory input. For example, people who get motion sick easily are over-responding to vestibular input (the sensation of movement). The nervous system goes into fight-or-flight mode even when no real danger exists. - Under-responsivity: A lack of response, or insufficient response to the sensory environment. Sometimes these people appear to be daydreaming or unfocused on what is happening around them. They may also be uncoordinated and have difficulty with motor skills development. - Sensory seeking: The nervous system of the sensory-seeker needs intense input in order for the sensation to be registered properly in the brain. Therefore the sensory-seeker craves intense sensations constantly. Symptoms of Over-Responsivity: - as babies: extremely fussy, startles easily, may seem to dislike light touch, difficult to transition to baby food and away from bottle, delayed motor skill development - picky eating habits - clothing issues: doesn’t like tags, seams, certain fabrics - self-care issues: dislikes hair care, nail-trimming, face washing, bathing - low frustration tolerance, moody, irritable, fussy - frequent melt downs that are out of proportion to the situation - easily overwhelmed in noisy, busy environments like birthday parties, school lunch room, restaurants, Walmart - dislikes light touch and may be resistant to “messy” play like finger painting or play dough - as adults: irritable, moody, bothered by noises that other people can “tune-out,” picky about foods and clothing, may still dislike touch, bothered by lighting (especially fluorescent), stays away from “busy” environments, may prefer to be alone Symptoms of Under-Responsivity: - as babies: slow to respond to sounds and sights, may be exceptionally “easy,” delayed motor skill development, may have difficulty transitioning to baby food and may seem not to notice being messy or drooling - food cravings: particularly salty, spicy foods - may stuff too much food in mouth - may not notice messy face, hands, twisted clothing - often appears to be daydreaming or unfocused on what is going on - asks “what” a lot even when hearing is fine - may be overweight - high pain tolerance or may not seem to notice cuts and bruises - low muscle tone, may slump, slouch, and lean in chair or desk - toe walking or awkward gait - poor fine motor skill development Symptoms of Sensory Seeking: - as babies: love movement, love roughhousing, happiest in busy, stimulating environments - crave salty, spicy foods or extra chewy and crunchy foods - always in constant motion, may “crash” into walls or floor on purpose - may toe walk, or may run/jump/skip everywhere rather than walk - difficulty staying still in seat - touches everything, may bring everything to mouth - plays rough - poor attention span Need more information or help in getting started in the treatment of Sensory Modulation Disorder? Join sensationalbrain.com! Membership is fast and easy and allows you online access to sensory symptom checklists, a wealth of support and information, and our online sensory diet tool creator, BrainWorks, which will allow you to quickly and easily create a sensory diet to assist you or your child in modulating sensory input more effectively.

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What is it really? Ethnomusicology: a big fancy sounding word. Sounds interesting doesn’t it? But what does it really mean? And why does it even matter? Ethnomusicology is the study of music in cultures, and affects more than you might at first think. Many variables come into play even when discussing something as simple as who in society is considered a musician, how to correctly communicate or absorb music, or what type of music could describe a culture’s take on sound. There is even debate about which languages are allowed to be expressed in the music! Any of these simple topics can be broken down further and further and still create thought provoking and time consuming discussions. One fascinating aspect of Ethnomusicology is the study of music education in different cultures. The Apollonian and Dionysian concept is one of the larger theoretical debates with yet no answer to be found. The Apollonian perspective is very logical, articulate and mathematical. In contrast, with the Dionysian perspective everything is emotional, chaotic, and expressed through feelings. Here in the west we typically follow the Apollonian musical approach with our music theory, note reading, rules, and the idea that we must follow them all to give music justice. In Eastern cultures, they tend to follow a Dionysian approach. Relying heavily on intuition, feelings and sensations, with less worry over objective intellect. In Western cultures we are not entirely dismissing of the Dionysian view, but here we study music. In contrast to that, Eastern cultures “do” music; for all ages, for all people, with community involvement, usually learning by call and response, though not entirely dismissing of the Apollonian view either. There is no right way to enjoy music. There is no way to do music justice.The only real injustice one can do to music is to ignore it. The child banging on the drum set is just as musical as the pianist playing Rigoletto, though likely not as pleasant to listen. Apollonian and Dionysian concepts came from two greek Gods, Apollo and Dionysus. They were not opposites, but intertwined in nature, balancing thinking with feeling. You cannot have music without both, or everything will be either placid or chaotic, neither of which is preferable on it’s own. To truly make music, or to learn music, we must balance both ideals: our logic with our emotions. Ethnomusicology is an enriching subject, and idea that certainly could bring deep musings to your next conversation if you remember that it plays an intricate part in our culture, and in our study and learning of music. You can’t have music without both thinking and emotion.

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The 2017-18 school year has started in many places across the country, and federal data shows that every state is dealing with shortages of teachers in key subject areas. Some are having trouble finding substitute teachers, too. The annual nationwide listing of areas with teacher shortages, compiled by the U.S. Education Department, shows many districts struggling to fill positions in subjects such as math, the traditional sciences, foreign language and special education, but also in reading and English language arts, history, art, music, elementary education, middle school education, career and technical education, health, and computer science. That is not an exhaustive list. Teacher shortages are nothing new — most states have reported some since data started being kept more than 25 years ago — but the problem has grown more acute in recent years as the profession has been hit with low morale over low pay, unfair evaluation methods, assaults on due-process rights, high-stakes testing requirements, insufficient resources and other issues. According to a 2016 report by the nonprofit Learning Policy Institute, teacher education enrollment dropped from 691,000 to 451,000, a 35 percent reduction, between 2009 and 2014, the latest year for which there is data. And there are high levels of attrition, with nearly 8 percent of the teaching workforce leaving every year, the majority before retirement age. In California, for example, only three subjects had teaching shortages in the 1990-91 and 1991-92 school years: bilingual education (K-12), life science (grades 7-12) and physical science (grades 7-12). For 2016-17 and the new school year, statewide shortages were reported in English, drama, humanities, history, social science, math, computer education, physical education, health, dance, science, special education and self-contained class. In Virginia, these subjects had teaching shortages in 1990-91 and 1991-92: early childhood education, earth and space science (grades 9-12), high school foreign languages, and special education. For 2015-16 and the new school year, these subjects have reported shortages: career and technical education, elementary education, secondary English, foreign languages in all grades, health and physical education in all grades, high school, math (grades 6-12, including Algebra 1), middle school education, and special education. You can see the full listings of each state, the District of Columbia and U.S. territories below or here. States have employed different strategies to try to fill the gaps, some more drastic than others. In Oklahoma, Utah and Arizona, teachers can be hired without formal training. Arizona Gov. Doug Ducey (R) signed a new law a few months ago allowing people who have never been trained as teachers to go into schools and teach, as long as they have a bachelor’s degree or five years of experience in fields “relevant” to the subject. In Arizona’s Vail Unified School District near Tucson, Education Week reported, parents are being hired as teachers to help stem a years-long shortage. It said 17 of 24 noncertified new teachers in grades K-8 are parents, and more than a dozen parents teach in high schools, too. It quoted Superintendent Calvin Baker as saying, “I think that a number of them were motivated by the need to stand in the gap, so to speak.” Finding substitutes is taxing some districts, too. For example, NBC4 in Washington found that schools in the region are suffering an “acute shortage of substitute teachers,” with full-time teachers “sacrificing planning periods, grading sessions and staff meetings to cover vacant classes of colleagues.” Administrators are pitching in, too, the report said. Freddie Cross, senior statistician at the Education Department, said in an email that teacher shortage data has been collected since 1990-91 — but it is still collected by paper and pencil and sent through the mail, making comparisons difficult. Cross said he is having all of the information compiled into a database so states can enter it electronically, analyses can be conducted, trends can be spotted, and terminology can be standardized. The work on this should be completed this fall. The Learning Policy Institute report found five key factors that influence whether a teacher decides to enter, remain in or leave the profession: salaries and other compensation; preparation and costs to entry; hiring and personnel management; induction and support for new teachers; and working conditions, including school leadership, professional collaboration and shared decision-making, accountability systems, and resources for teaching and learning. Here you can look at a map and see how these play out in every state: And here is the Education Department’s teacher shortage list for 2017-18:

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https://www.washingtonpost.com/news/answer-sheet/wp/2017/08/28/teacher-shortages-affecting-every-state-as-2017-18-school-year-begins/?utm_term=.8050317a46c8

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What is Phonics? A Key to Reading Intervention: Best PracticesApril 4th, 2018 Phonics is different that phonemic awareness. We often think of phonics skills and how we may need to improve them without actually understanding what phonics skills are and how they differ from phonemic awareness. Phonics and Phonemic Awareness The alphabetic principle and phonemic awareness do go hand in hand. Phonemic awareness is the ability to hear, identify, and manipulate individual sounds in spoken words. Phonics, on the other hand, takes that a step further. Phonics is the ability to pair individual sounds with a visual symbol. For example, taking what you hear and then putting those sounds with the symbols that represent them. This is what is known as the Alphabetic Principle. The goal of teaching the Alphabetic Principle is to help children grasp the idea that letters and letter patterns represent the sounds of spoken language. Specific phonics instruction helps children learn the relationship between written language and spoken language. Reading Intervention Step One Phonemic Awareness – hearing, identifying, and manipulating sounds Reading Intervention Step Two The Alphabetic Principle – pairing individual sounds with visual symbols - Acquiring and remembering letter names - Acquiring and remembering letter shapes - Matching letter sounds with their written form (shape) Best Practices for Teaching Phonics - Teach the letter-sound relationships both explicitly and in isolation - Start with f, m, n, r, and s as they can be pronounced easily in isolation - Teach five additional sounds (a, i, e, m, t; then you can make words with them: at, it, fat, mat, sat, rat, fan, tan, man, ten, set, sit, met, mitt; then make sentences with them: I see Mat. – Mat sits.) - Give multiple opportunities each day to practice the sound-symbol relationships - Label objects in the room and go around practicing their names - Think of rhyming words with at – a great way to introduce additional letter-sound relationships (at, cat, fat, hat, etc.) - Review daily previously taught sounds-symbols and gradually add new sound-symbols (letters) - Practice and apply these sound-symbol relationships with phonetically spelled words that are familiar to them For more direct instruction on improving reading skills with phonemic awareness and the alphabetic principle, check out our Awaken the Scholar Within Spelling and Phonics Program. Here, Bonnie teaches these skills to you, step-by-step through audio and video lessons. The program includes Making Spelling Sense and Five Minutes to Better Reading Skills which integrates both of phonemic awareness and phonics seamlessly. Bonnie Terry, M. Ed., BCET is internationally recognized as America’s Leading Learning Specialist. She is an award winning author and learning disability specialist and board certified educational therapist. Best Selling Author: Family Strategies for ADHD Kids, School Strategies for ADHD Kids, Five Minutes to Better Reading Skills, Ten Minutes to Better Writing and Study Skills, and The Sentence Zone Game.

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Beginning in Kindergarten, we expect our students to become literate, articulate and confident learners. Students become well-versed in skills that lead to careful and insightful reading, research, analysis, and written and oral expression. We provide a variety of instructional scaffolds such as Accelerated Reader (AR) and MobyMax in order to give students the support to build foundational skills. In January 2003, Christ the King began using the Accelerated Reader testing program. Below you will find information about the different elements of this reading program used with our Kindergarten through sixth graders. Two or three times a year the STAR reading test is given to the students. STAR is a computerized test that accurately assesses the reading levels of students, and measures growth throughout the school year. By taking the 10-minute test it helps to quickly determine each student's zone of proximal development (ZPD). This defines the reading level range from which the student should be selecting books in order to achieve optimal growth in reading without frustration. The ZPD reading range is approximate. Library & Reading Links A student uses his/her ZPD to choose books to read for the Accelerated Reader program that is part of our reading program in grades K through 6. Accelerated Reader (AR), developed by Reading Renaissance, is a computer software program that helps teachers manage and monitor students' reading growth. A student simply picks a book at his or her level and reads it at his or her own pace. When finished, the student takes a short quiz on the computer. Accelerated Reader gives both student and teacher feedback based on the quiz results, that the teacher then uses to direct ongoing reading practice. Students using Accelerated Reader choose their own books to read, making reading an enjoyable experience. Your child's classroom teacher and the CK Librarian, help your child choose books that are challenging, without being frustrating, ensuring that your child can pass the quiz and be successful. If a student does not do well on the quiz, he/she gets individual help from a teacher who might choose a book the child can read more successfully, have the child read with others, or even have the book read to the child. Our library is now using AR Enterprise which gives us access to all the quizzes Renaissance Learning has ever made! In our library, books with an orange label over the spine label have an AR quiz. The level of the book is on the inside cover. A student can take a quiz on the computers in their classroom, on their Chromebook during school hours, or on a computer in the library. Please note that STAR and Accelerated Reader are only a piece of the reading instructional programs at Christ the King. If you have any questions or concerns regarding STAR, or the Accelerated Reader programs, please do not hesitate to contact your child's teacher or Mrs. Sevigny. Just like you, we want your child to be happy and successful!

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ERIC Number: ED475300 Record Type: Non-Journal Publication Date: 2003 Reference Count: N/A A World of Difference: Readings on Teaching Young Children in a Diverse Society. Copple, Carol, Ed. As teachers encounter a wider variety of children and families than ever before, dealing with all the differences can be demanding. This book provides a collection of 45 readings reflecting the strong, continuing current of thoughtful work on teaching young children in a diverse society to help teachers and prospective teachers respond to the challenges and opportunities posed by classroom diversity. The readings are grouped into eight areas, each with a brief overview describing how all the pieces of the section fit together. The sections are: (1) "Teaching in a Multicultural, Multilingual Society"; (2) "Forging a Caring Classroom Community"; (3) "Building Relationships with All Families"; (4) "Regarding Social Class and Family Circumstances"; (5) "Promoting Gender Equity, Respecting Gender Differences"; (6) "Creating an Inclusive Classroom"; (7) "Educating in a Religiously Diverse World"; and (8) "Growing as Culturally Responsive Educators." Each of the articles contains references. The book concludes with a list of 116 additional publications, and questions for reflection and discussion, organized by section. (HTH) Descriptors: Cultural Influences, Cultural Pluralism, Curriculum Development, Disabilities, Diversity (Student), Early Childhood Education, Elementary Education, Gender Issues, Inclusive Schools, Language Minorities, Multicultural Education, Parent Teacher Cooperation National Association for the Education of Young Children, Educational Resources and Products, P.O. Box 932569, Atlanta, GA 31193-2569 ($11, member price; $14, non-member price, NAEYC #261). Tel: 866-623-9248 (Toll Free); Tel: 202-232-8777; Fax: 770-442-9742; e-mail: email@example.com; Web site: http://www.naeyc.org. Publication Type: Collected Works - General Education Level: N/A Audience: Practitioners; Teachers Authoring Institution: National Association for the Education of Young Children, Washington, DC.

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This week I have had the pleasure of teaching in different schools and supporting staff with teaching methods and improving English. The differences I see in the teachers and children is immense. I began my week at my school, Phahameng Primary. They are using some wonderful teaching strategies and varying their methods to engage learners. Teaching in Africa, you are faced with many challenges, including class overcrowding and minimal resources which are what the Grade 4 teachers at Phahameng Primary experience daily. The lesson objective was to express positive and negative feelings. Nthabiseng began discussing emotions and how the children were feeling today and why. The lesson then moved to a class story of Handa’s Surprise. A beautiful story about a girl carrying a selection of fruit for her friend in another village, but when she reached her friend Akeyo, all the fruit she had was gone, and she was left with just one. All the animals had stolen Handa’s fruit. The story is good for many lessons which is why the teacher choose this book, covering her integrated curriculum, Sesotho/English/Numeracy window. The children then discussed the feelings expressed in the book. The children were then asked in groups to discuss the feelings and write them down. They were then asked to present their findings to the class. After participating in group work, class story and discussions the children were then taken outside to express feelings through a physical activity. The children were grouped in mixed sex groups; they then played a short game of football. The winning team were asked how they feel after winning the game ‘I am happy’, ‘I am excited’ were their responses. Then the loosing team were asked to express how they felt ‘I feel sad’, ‘I am upset’ were their responses. Everyone enjoyed learning about positive and negative feelings today. I was happy to be a part of this lesson, and to see how much progress the teachers have made. I also participated in a fantastic lesson where the teacher had asked the children to make their own clocks to practice the skill of telling the time. Teaching time is very difficult, but even more so to children where English is a second language, especially when considering the language quarter past and quarter to. Mphetho used great visual charts to explain the differences and then asked children to show the time on their own individual clocks. They were then asked to draw clocks in their books and display the time given. Children are enjoying these reading games thoroughly. It’s great to see a resource used so well and differentiated for different reading abilities in the class. I also spent an afternoon at Holy Infant Primary, smaller class sizes but a very active school. I initially went into Grade 1 class to support the teacher. I introduced set 1 sounds, blending and writing the word on the chalkboard to refresh the teacher’s memory. She was then more than happy to continue with them. I spent the last 20 minutes of the school day in Grade 3. I was happy to see how engaged the children were in the reading games the teacher had made in my previous phonic workshop. They were playing cooperatively developing their reading and numeracy skills in a fun way. They didn’t even pay attention to the school bell and were happy to stay after school playing for another 10 minutes. I have seen great progress in phonics, teaching methods, learner’s and teacher’s engagement.

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Record student ideas on the board or overhead. When the stories have been completed, provide each student with the story that originally accompanied the headline. Collect worksheets so individual grades completion or accuracy can be assigned for the activity. News articles cover the basics of current events. Name-calling -- stereotyping people or ideas. If not, what was missing? Then jot down ideas for the following six sections. Then introduce older students to a series of stories about an ongoing news event, and ask them to arrange the stories in the order in which they appeared. How effectively did the headline convey the meaning of the story? Remember, this is just a foundation upon which to build your story. Ask students to use the map to answer some or all of these questions: What language is spoken there? Hunt for classified math. Play a current events game. Main body What is at the heart of your story? Display the headline-less stories on a classroom bulletin board. Connect the news to science, geography, social studies, art, math, language arts, critical thinking, and technology! Read them all, then write your own articles modeled after them. Before the advent of NIE, newspapers tended to be used only by secondary school social studies teachers in two-week units or for Friday current events sessions. Various aspects of newspapers are covered, including parts of a newspaper, writing an article, online newspapers, newspaper reading habits, and layout and design techniques. As a follow-up to this activity, ask each student to create a classified ad and exchange it with a classmate. Discuss the importance of finding and citing reliable resources when doing reporting a news story. D, president of KidBibs, provides many activities that demonstrate how newspapers support language and literacy development, stimulate an interest in current events, support learning across the curriculum, promote higher level thinking skills, stimulate independent reading and writing, support character development, and more. Remove the headlines from a number of news stories. Evolution of a second-grade class newspaper. Create a chart showing how students rated each product. At the end of the week, have students skim as many of the stories as possible and write an adjective describing each on index cards attached to each box. If you are quoting more than one person with different points of view in your story, you cannot end with a quote from just one of them. Provide minutes for students to complete these questions, then discuss the answers as a class. Abilities in formal writing are best developed with a "process approach" that goes through five distinct phases: But this lesson deals strictly with news and feature articles. Facilitate a classroom discussion about questions on the News Story Analysis Worksheet and encourage students to share their answers and ideas as part of the class discussion. Opening quotation What will give the reader a sense of the people involved and what they are thinking? Although a news story can be creative and entertaining, too. Add the paste to 2 cups of boiling water and return to a boil. Creation of a class newspaper provides such a real context, and thus makes an excellent choice as the basis for a project designed with this goal in mind. Facilitate a short discussion about what make a story newsworthy. The Basic Story Outline The best way to structure a newspaper article is to first write an outline. Distribute the News Story Project Guide and review the project guidelines. Assign each student a letter of the alphabet. Have students explore Maps of the World and choose a map related to their assigned story.A powerpoint presentation that highlights the important points when writing a newspaper report. It uses a scenario where the students imagine they have been rescued after being stranded on a deserted island and contains information on newspaper structure, language devises and techniques in non-fiction writing designed to inform/5(45). This powerpoint features some great tips on how to write a truly great newspaper report. Newspaper Writing Tips PowerPoint (14 member reviews) Classic Collection Click for more information. Houses and Homes KS1 Lesson Plan Ideas and Resource Pack. Tens and Ones Activity Sheet.5/5(14). Ten Great Activities: Teaching With the Newspaper Ten terrific classroom activities that use the newspaper to teach all sorts of valuable skills -- including reading and writing for meaning, map reading, media literacy, sequencing, word meaning, and math. Literacy Preparation Week November Student Edition Learning About Writing a News Report Created by: Dale Simnett and Darren Reed Formatted by R Fracchioni. Writing and Reporting / Collaborative Research With the evolution of citizen journalism, the barrier between news broadcaster and news consumer is blurred. A lesson plan for an 80 minute lesson on report writing, particularly on writing the introduction of a report. This lesson plan includes the worksheet and suggested answers, as well as a summary of the presentation slides.Download

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The editorial categories are research topics that have guided researchers during the recovery phase and continue to be the impetus behind the Documents Project’s digital archive and the Critical Documents book series. Developed by the project’s Editorial Board, each of the teams analyzed this framework and adapted it to their local contexts in developing their research objectives and work plans during the Recovery Phase. Learn more on the Editorial Framework page. The anonymous author of this article contrasts the favorable response on the part of Peruvian intellectuals and artists to the work of Spanish artist Victorio Macho and their response to María Izquierdo, considered “ambassador of a hypothetical American native aesthetic.” The author argues that the two views are antagonistic, “since María Izquierdo’s good taste is relative and her disdain for the knowledge of anatomy [required of any worthy painter] glaring.” Nonetheless, the author does acknowledge that the Mexican painter has a distinctive artistic personality. Her visit to Peru provides an opportunity “to take a look at the so-lauded revolutionary painting of some Mexican artists.” The author asserts that Izquierdo’s work is “close to caricature,” which is of dubious aesthetic value; it is lacking in universal importance—the first thing required to found a “school”—because overly local. Hence, “so-called revolutionary art” is mostly unremarkable because “it contains so much falsehood.” Notwithstanding, the author asserts that, because “cholistas” [mestizo], the Mexicans “are far greater than the [Peruvian] Indianists.” Interest in racial themes and passion for social justice is pointless: “the further we are from Indianism in art, the closer we are to art [itself].” This text is an anonymous review of the exhibition of work by Mexican painter María Izquierdo held at the Peruvian North American Cultural Institute in Lima, Peru. In mid-August 1944, María Izquierdo and her husband, fellow painter Raúl Uribe Castillo, arrived in Lima on a cultural mission organized by the Mexican Ministry of Public Education. Whereas the previous year David Alfaro Siqueiros had stayed only briefly in the Peruvian capital, giving a lecture in support of the Allies’ cause, a show of Izquierdo’s work was held at the Peruvian North American Cultural Institute in Lima. That show represented an opportunity to appreciate Mexican art through the work of one of its most outstanding figures—something that had not occurred in Peru since 1937, when a show of Ambassador Moisés Sáenz’s collection was held. Izquierdo’s visit coincided with the decline of Indianism: one year earlier, José Sabogal had been removed from the post of director of the Escuela Nacional de Bellas Artes (ENBA), the most important center of art education in the country. While in Lima, the Mexican artist pointed out that Mexican muralism and Indianism partook of a similar “Americanist” attitude; both movements pursued an authentic local aesthetic without European influences. Insofar as the Izquierdo show represented a vindication of a nationalist agenda, intellectuals and artists close to the Indianist movement made efforts to promote it. Raúl María Pereira (1916–2007), the primary supporter of a cosmopolitan innovation of local art, reacted to Izquierdo’s radical work with reticence. While, in the modernist critic’s view, Izquierdo’s primitivist proposal was largely decorative and lacking the austere and formalist rigor of “pure art,” he did recognize the expressiveness of the works on exhibit.

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“What we do not say, what we do not talk about, allows the status quo to continue.” -Stephanie Wildman, Making Systems of Privilege Visible Engaging in frank discussions of race and race-based issues is often a delicate task, requiring participants to recognize their status and privileges (or lack thereof) concerning another in a differently situated group. Many people remain ill-equipped with the skills necessary to navigate these encounters constructively. Discussions about race and racism need to be carefully crafted to resonate with people’s own experiences. Race, white supremacy, sexuality, and other aspects of an intersectional analysis may be perceived as too abstract if they are not presented in a manner to which participants can relate and connect. Let's Talk is about obtaining the foundational skills to explore better ways to connect with each other by engaging in deep listening and transformative dialogue about issues that divide us. Participants will learn to “see,” talk about, and be self-reflexive about race and racism, power and privilege, which can be both jarring and liberating. Often, however, this transformation takes time. Nothing bridges the divide between race and culture like informed dialogue that’s grounded in shared understanding. In the first hour, Gerry Ebalaroza Tunnell and Ashanti Monts-Tréviska will share their stories about race and racism, and power and privilege. Participants will then reflect on their own comfort level when talking about race and distinguish between intent and impact and reflect on what it means to enjoy or have a lack of privilege. In the second hour, participants we will gather in a talking circle to debrief about what was learned and the takeaways to engage in transformative dialogue. In the last half hour, participants will be introduced to "Is Everyone Really Equal?" book club and receive a coupon for the book. To continue the dialogue on race and privilege, and perpetuate cohesive communities, participants will be asked to form book club groups with people having a different profile than their own. SIGN UP TODAY! ASL interpretation will be provided. Please email us at firstname.lastname@example.org or email@example.com if you need other accommodations.

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Pupils from Glencraig Integrated Primary School found out how modern science is helping save lives around the world when they visited the University of Ulster’s Engineering Research Institute at Jordanstown. As part of a “Two Worlds” project funded by the Royal Society, the 37 pupils from the Holywood school took part in a series of practical microbiology experiments investigating the efficiency of water purification, sanitation and hygiene practices in developed and developing countries. They were also introduced to the Clean Technology research ongoing at NIBEC focusing on water disinfection via solar disinfection (SODIS), which could have a dramatic impact on the quality of life of people in developing countries. This topic is especially relevant to Glencraig, as the school has links with a primary school in Uganda, where water quality can be a serious health issue. Hosting the visit was leading Ulster research scientist Dr Patrick Dunlop. “Due to the reduction of science in the NI Primary School curriculum, the “Two Worlds” project was funded to stimulate pupil’s interest in science, technology, engineering and maths (STEM) and demonstrate the relevance and impact that STEM has on our society, and could have in developing countries,” he said. During the visit to NIBEC pupils took park in a series of activities showcasing NIBEC’s research research strengths in sensors, devices and connected health; microscopy of the surface of spiders and flies; water powered rockets; cell biology and regenerative medicine and plasma science and technology. Dr Dunlop said: “We are very grateful to the Royal Society for giving us the opportunity to run the Two Worlds project. It’s been a really enjoyable initiative, mainly due to the enthusiasm of the pupils towards the practical activities, although I was asked to answer a few random science questions that really stretched my knowledge! The project has also given me the opportunity to highlight the importance and impact of our solar disinfection research”. Glencraig Principal Mr Jon Beattie said “The pupils had a great time working with Dr Dunlop using his expertise to help explore the health and hygiene challenges of water purification and sanitation here and in Africa. My class really enjoyed the hands on approach to learning through the range of valuable practical investigations which Dr Dunlop ran. "They were also thrilled to be able to use scientific apparatus and equipment such as petri dishes, pipettes and filtration systems which primary aged children would not normally have access to. It has also been particularly noticeable how the project has helped my class foster really positive attitudes to science.”

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Product Number : 15105241504 By Cheri J. Meiners M.Ed. Ages 4-8 A child who can't follow the rules is a child who's always in trouble. This book starts with simple reasons why we have rules: to help us stay safe, learn, be fair, and get along. Then it presents just four basic rules: Listen, Best Work, Hands and Body to Myself, and Please and Thank You. The focus throughout is on the positive sense of pride that comes with learning to follow rules. Includes questions and activities adults can use to reinforce the ideas and skills being taught. About the Author: Cheri J. Meiners, M. Ed. has her master's degree in elementary education and gifted education. A former first-grade teacher, she has taught education classes at Utah State University and has supervised student teachers. Cheri and her husband, David, have six children. They live in Laurel, Maryland. 40 pages. 9 x 9 x .2 inches, color illustrations, paperback. A silly mistake, a digital picture and a really tough cyber-bully ... can Abash make it through this very embarrassing day? Abash learns what to do when he feels bullied... Out Of Stock Algo Anda Mal En Mi Casa Un libro acerca de las peleas de los padres por Diane Davis ilustraciones por Marina Megale Este libro es basado en la historia verdadera... Out Of Stock Algo Pas y Me Da Miedo DecirloUn libro para jvenes vctimas del abusopor Patricia Kehoeilustraciones por Carol Deach Este libro fue escrito para el nio muy joven, entre las edades... Amor & LmitesUna gua para ser padres creativospor Elizabeth Craryilustraciones por Karen Anne Pewtraducido por Maria Patio de McVittie Amor y lmites . . .Es un libro prctico de STAR...

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An early music education that rocks! A weekly class for preschoolers that is designed for kids to join at any time and billing is non-committal - we bill by the month. Whether they’re a budding rock-star or an aspiring classical soloist, Rock City is the place to find real music education for your preschooler. Through dynamic musical and movement-based activities, exposure to live instruments and musically inspired story-time, budding young musicians gradually develop the skills needed to read music, play simple rhythms and develop fine motor control - skills that are essential for future success in playing an instrument. Classes focus on foundational musical concepts such as fast and slow, sound and silence, high and low and even singing and playing major scales, and with our special take-home activity materials, their musical adventures will last all week long! Benefits of Music - Challenges the brain in new ways - New motor skills must be learned and coordinated - Profound and seemingly permanent changes in the brain structure Music & Mathematics - Patterns of chords, notes and key changes - Counting of beats, rests & how long to hold notes - Geometry to remember correct finger positions for notes or chords - Sequences called intervals are the differences between notes - Ratios, proportions and equivalent fractions understanding are required to read music Music & Reading - Strong association between music instruction & reading ability - Positive transfer occurs between language and reading - More music skills result in greater degree of phonological awareness - Music perception taps and enhances auditory areas (How the Brain Learns by David Sousa, pg 225-229) Read More

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CC-MAIN-2018-51

https://mamaroneck.b2rmusic.com/rock-city

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Elementary General Classroom Music Each student meets weekly for a general music class. In a spiral, sequential approach, beginning in kindergarten, children strive toward the following objectives: Playing classroom instruments Learning musical notation Understanding musical form Relating music to cultural diversity and historical development Comparing music to other disciplines Developing aesthetic criteria Rolling Hills Elementary Chorus All students in fifth and sixth grade are given the opportunity to perform in a large choral group. Chorus extends, refinesand enriches the basic skills that are taught in the curriculum.A concert is presented in Winter and Spring. Council Rock Elementary District Chorus Through an audition process involving tests of pitch, rhythm and tonal memory, a District Chorus experience is offered to talented students already involved in their school chorus. Evening rehearsals culminate in participation in an all-district concert. COUNCIL ROCK MUSIC CURRICULUM The primary purpose of the Council Rock music curriculum is to provide and maintain a program of music education that will benefit all students. Individual abilities, interests and needs are met through the availability of instruction and curriculum, which include classroom general music, instrumental music, vocal instruction, performing groups, and through special Continuing efforts are made to discover aptitudes and encourage development of those abilities. Emphasis on the fundamentals of music are stressed through a conceptual approach which utilizes study, composition, analysis, listening, and performance of selected music Representative repertoire will include music of a wide range of period, styles, cultures, forms, composers, and technology. MENC NATIONAL MUSIC STANDARDS Singing alone and with others, a varied repertoire of music. Performing on instruments, alone and with others, a varied repertoire of Improvising melodies, variations, and accompaniments. Composing and arranging music with specific guidelines. Reading and notating music. Listening to, analyzing, and describing music. Evaluating music and music performances. Understanding relationships between music, the arts, and other disciplines outside the arts. Understanding music in relation to history and culture.

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CC-MAIN-2018-51

https://www.crsd.org/site/Default.aspx?PageID=30266

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Problem: Schools locally and nationally are experiencing increasing pressure on time spent on the arts and struggling to justify opportunities to learn outside the classroom. They are seeking support to teach science in a more creative way. Partners: The Guild collaborated with IOU Theatre (an Arts Council England National Portfolio Organisation) to deliver STEAM (Science, Technology, Engineering, Arts and Maths) taster workshops to KS2 children. Approach: The Guild engaged two artists - Illustrator Chris Mould and Digital Artist Matt Howarth- to develop a new approach to exploring visual arts, literacy, technology and computing in a truly integrated way. This fused and engaged with a partner programme by IOU Theatre exploring kinetic art and the science behind making sculptures move. The programme was inspired by Half Moon, an exhibition of mechanical sculpture and photography responding to IOU Artistic Director David Wheeler’s residency in Antarctica. KS2 pupils were immersed in an expedition of storytelling, illustration and innovative interactive technology through the workshops. They created their own narratives which were recorded and uploaded onto Bare Conductive Touch Boards. Collaborating on a large illustration, they made a ‘talking picture’ that responded to touch. They created an interactive storytelling experience where a viewer (or listener!) could touch the illustration and hear the story unfold with different journeys and outcomes. The theme continued as the group worked with IOU staff to use breadboards, Arduinos and Scratch exploring a world where art and technology meet. Findings: The pilot highlighted the benefits for schools in a cross-curricular approach to learning outside the classroom. Teachers fed back that the way the sessions were devised to engage with a number of curriculum areas was instrumental in adding value which justified taking the trip. Follow-up visits to the teachers also explored how organisations could support the school’s literacy development through integrating specific tasks or terminology into workshops. The pupil feedback illustrated the benefits that this approach had to their confidence in a variety of areas, with comments such as “[Before I couldn’t] speak confidently, [now I can] speak confidently”, “[Before I couldn’t] draw penguins, polar bears or explorers, [now I can] draw nearly everything” and “[Before I couldn’t] programme, [now I can] programme everything!!!”

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https://creativelearningguild.co.uk/test-and-learn/question-how-might-arts-based-teaching-and-learning-methods-support-delivery-of-steam-science-technology-engineering-arts-and-maths-curriculum

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Playing the recorder is neither magic nor rocket science – or is it!? In Flötenzauber the little witch Valentina and her friend Chebby accompany the little musicians on their fascination journey through the world of music. The three-part method for descant recorder has been conceived for children older than pre-school age and can be used for private and group lessons alike, e.g. in early music education. Flötenzauber deliberately does without long explanatory texts, focusing instead on teaching the very basics playfully and with ease. All songs come with texts to make it easier for the children to learn new melodies and rhythms. Numerous tips provide teachers and parents with information on how to work with the method. Illustrations on all pages just beg to be coloured in and can be used to make working in the group more flexibly.

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https://www.musicroom.es/product-detail/product1130482/variant1130482/valentina-reider-fl-tenzauber-band-3/

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Have you ever wished you could draw like a real artist? Or did you ever wonder how artists make images of birds, animals, flowers, and imaginary creatures to look and feel so real? If so, then this is the class for you! We'll learn how to draw birds to look and feel light, soft, and feathery. We'll make bugs look creepy and buggy and flowers appear so real you can practically smell them. We'll try our hands at mastering new materials, such as craypas, metallic pencils, and pastels. Join the fun of learning how to make your own "wow" works of art. Instructor Janet Youkeles translates her passion for art into art education and has recently taught in the District of Columbia Public Schools. She is driven to help children create "wow" works of art and to help them discover, in surprising and wonderful ways, all the things they don't know they actually do know and can do. - Suitable for children ages 6-9 yrs - Registration is required. - Bring a smock or wear clothes that can get dirty - Materials will be provided - Parents are welcome to stay for the session

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http://www.northshorekid.com/event/nature-drawing-janet-youkeles-fantastical-beasts?page=1

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Those that say that MP3 recordings of music have no soul may be more correct than they realize. One of the things that makes music memorable is the emotional impact that it can have on a human being. It turns out that compressing audio into MP3 format can actually strip out the pieces of the musical recording that help to initiate that emotional reaction in our brains turning a feast for the senses into little more than a metophorical hamburger and fries. MP3 compression can reduce the size of an audio file by as much as 90% over its uncompressed form, but for years audiophiles have complained that doing makes the music sound tinny, leaves audio artifacts, and in general diminishes the overall listening experience. With the advent of the iPod and portable MP3 players though, downloading and purchasing inferior quality MP3 files is now a common occurance for almost everyone that uses the Internet. I got to thinking about this and decided to do some research on the topic . What I found actually has some implications for music educators and perhaps should be taken into account when playing music in the classroom. Music As An Emotional Experience Everyone has gotten chills from listening to a piece of music. Many of us continue to practice and perform on our chosen instruments simply for the joy and emotional boost that good music can have on our soul. Think about the most profound and memorable aesthetic experience you have had as a musician. Now try to think about the last time that you felt that same kind of emotional elation while listening to a grainy, artifact laden MP3 recording ofthe same exact piece? Of course, personal involvement in making the music does have something to do with it, but as a whole, low quality MP3 recordings just don't have the same impact as a full, hi-fidelity recording. The Impact of Using MP3's In The Classroom Listening to music as a part of the music education classroom experience is something that all good music teachers do on a regular basis. Now, however, a great many of us carry an iPod rather than a set of CD's to class. When we play a recording in class we are hoping to teach a musical concept yes, but we are also hoping to help the students enjoy and come to love the music we are presenting. If we use low quality, grainy MP3 recordings then we are removing almost any hope of instilling an emotional response to the music in our students. Better Alternatives To MP3 Format MP3 is not the only audio compression codec out there. It is by far the most widely used and accepted, but there are others. Most music educators are familiar with WAVE format files. They take up much more space but at the same time are much more accurate when reproducing the harmonic intricacies of the music being listened to. OGG format files are an alternative to MP3 and the lossless OGG format called FLAC is perhaps one of the most accurate (and bandwidth intensive) ways to save audio data. Unfortunately OGG and FLAC are not supported by all MP3 players nor are they supported by all computer software programs. If providing an aesthetic experience is just as important as providing a learning experience in the music education classroom then perhaps it is time to rethink the use of low bandwidth MP3 compression. By taking a few songs off our iPods and MP3 players and instead filling them with rich, detailed reproductions of musical classics perhaps we will be able to reach a few more students, setting their hearts and souls on the path to becoming a well rounded lover of music.

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https://www.musicedmagic.com/tales-from-the-podium/music-quality-of-mp3-recordings-can-have-negative-effect-on-emotional-impact.html

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Essential Elements for Band – Trombone Book 1 with EEi Series: Essential Elements for Band Format: Softcover Media Online (Essential Elements for Band and Essential Elements Interactive are fully compatible with Essential Elements 2000) Essential Elements for Band offers beginning students sound pedagogy and engaging music, all carefully paced to successfully start young players on their musical journey. EE features both familiar songs and specially designed exercises, created and arranged for the classroom in a unison-learning environment, as well as instrument-specific exercises to focus each student on the unique characteristics of their own instrument. EE provides both teachers and students with a wealth of materials to develop total musicianship, even at the beginning stages. Books 1 and 2 also include access to Essential Elements Interactive (EEi), the ultimate online music education resource - anywhere, anytime, and on any device. • Enhanced Learning System • Optimum Reinforced Learning • Theory, History, Cross-Curriculum & Creativity • Daily Warm-ups & Rubank Studies • 12 Full Band Arrangements • Rhythm Studies Book also includes My EE Library Instant Stream/Download/CD-ROM • Start-up video Learn the basics • Play-along mp3 tracks for all exercises Features a professional player on each individual instrument • Duets and trios Print and play parts with friends • Music listening library Hear great pieces for band! |Hal Leonard Student Keyboard Guide| |Hal Leonard Student Piano Library| |Series: Educational Piano Library| |Piano Level: Method Supplements| |This handy reference for beginning students clearly shows the note names and the note positions on the treble and bass clefs. The front of the guide fits behind all 88 keys of any piano, and the back of the guide is a practice keyboard.| |Inventory #HL 00296039| LETS STAY IN TOUCH JOIN OUR FRIENDS LIST.

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https://martelmusicstore.com/products/halleonardessentialelementsforbandtrombonebook1witheei

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en