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Students move their racecars along the 36-step Raceway that leads them to becoming fluent readers. This complete program uses carefully sequenced, systematic, explicit phonics instruction to build fluent independent readers. It is effective because it engages students in singing phonics songs and playing games to reinforce the skills that stimulates the senses and appeals to all learning styles. Its approach requires total participation on the part of the learner and is strongly supported by current research. The Level 1 program has been working across the country and around the world for over 35 years. Colorful, interactive charts, phonics songs, and games provide the repetition that allows students to master the skills quickly and easily. Student books Off We Go and Raceway Book are sequenced to assure success along the way. Students apply new skills to the 17 connected Phonetic Storybooks, and the Assessment book measures progress along the way.

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CC-MAIN-2018-51

https://www.songsthatteachus.com/academic-programs/sing-spell-read-write/level1

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Thomas Jefferson, the third president of the United States, was also a violinist and strong advocate for music education. Family and holiday gatherings, solo performances, or as a way to have some time alone, the violin was important to him throughout his life. His violin studies as a young man paid off during his courtship of his future wife, Martha Skelton. While she sang and played the harpsichord at parties, he would often join in, playing his violin and singing. Christmas celebrations at the White House and in his home, Monticello, included him playing the violin for family and guests. According to Jefferson family tradition, as recorded by biographer Henry S. Randall, Jefferson’s musical ability dispelled the hopes of other suitors: Two of Mr. Jefferson's rivals happened to meet on Mrs. Skelton's door-stone. They were shown into a room from which they heard her harpsichord and voice, accompanied by Mr. Jefferson's violin and voice, in the passages of a touching song. They listened for a stanza or two. Whether something in the words, or in the tones of the singers appeared suggestive to them, tradition does not say, but it does state that they took their hats and retired, to return no more on the same errand! Jefferson and Martha Skelton were wed on January 1, 1772. When time permitted, Jefferson played at least three hours a day. While he was a law student, he gave weekly concerts with other musicians. His music library at his home, Monticello, contained violin works by Corelli, Handel, Vivaldi, and other composers. His selected works by Corelli required an advanced level of skill due to advanced bowings and techniques for the left hand. He also had a violin technique book by Francesco Geminiani (1680-1762), The Art of Playing on the Violin, which further indicated his level of proficiency. Jefferson’s Music Technique Book Music, according to Jefferson, was his “favorite passion” and the violin his preferred instrument. Jefferson was schooled in music at an early age and cultivated his love of music throughout his life. As an accomplished violinist and music aficionado, Jefferson owned four violins, including a so-called “kit,” an instrument small enough to fit neatly into a coat pocket. He was known to take his kit along on his travels to practice while away. Many violinists in the eighteenth century used kits because of their portability. Thomas Jefferson owned at least two kits. At home, he could play his other instruments as well as consult his personal copies of contemporary musical treatises such as this one by Francesco Geminiani. Jefferson rarely wrote in his books, but this book includes Jefferson’s inscription of Charles Burney’s discussion of violin technique. Jefferson insisted that his daughters and granddaughters learn to play the violin. He hired Frances Alberti, an Italian immigrant, as a music tutor. Jefferson felt that a music education was “invaluable,” especially pertaining to young women, and that it provided “recreation” and “respite” from the concerns of the day, which would last through the rest of one’s life. Monticello has several instruments on display that reflect the Jefferson household. In addition to violins, daughter, Martha, played harpsichord, and his other daughter, Maria, played guitar. He encouraged them not to neglect their music. |A violin owned by Thomas Jefferson, the third president of the United States|

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CC-MAIN-2018-51

http://drfuddlesmusicalblog.blogspot.com/2017/02/thomas-jefferson-as-violinist-and.html

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Junior InvestiGators is a comprehensive, developmentally appropriate curriculum designed for Transitional Kindergarten. TK classrooms are offered for older four-year-old children and younger fives who are not able to attend kindergarten due to birthdates and state guidelines for enrollment. TK offers a modified curriculum that is developmentally appropriate, bridges the gap between preschool or pre-K and kindergarten, and provides young children with a strong foundation for learning. Junior InvestiGators systematically combines The InvestiGator Club Prekindergarten Learning System with kindergarten literacy and STEAM skills. The integrated program offers a transitional year of purposeful play and participatory learning focused largely on children’s social and emotional development, with the foundational skills needed to transition to either kindergarten or first grade at the end of the additional kindergarten year. The Junior InvestiGators curriculum offers intentional instruction in 274 skills in ten domains of learning, including kindergarten foundational skills in literacy and math. - The InvestiGator Club Prekindergarten Learning System - 100 Leveled Readers A-E - STEAM and Literacy Challenge Teacher Guide

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CC-MAIN-2018-51

https://www.investigatorclub.com/inquiry-based-curriculum/junior-investigators/

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- FOR FAMILIES - FOR EDUCATORS - FOR COMMUNITIES - REGISTER FOR TRAINING - SPARK OHIO - GET INVOLVED The academic journal Child Development Research recently ran an article entitled Economic Disparities: SPARK Ohio and Narrowing the Kindergarten Readiness Gap. The authors examined assessment scores of new kindergarteners to gauge the school readiness of SPARK and non-SPARK children from varying socioeconomic backgrounds. Their conclusion? "Children living in economically disadvantaged environments perform better on a kindergarten literacy readiness assessment when they participated in...the SPARK Ohio program compared to peers who did not participate in the program." The authors further suggest that supporting SPARK may be a way for schools to use their Title I funds to reduce economically induced disparities in readiness. What Difference Are We Making? In the Ohio Business Roundtable’s latest assessment of the state of early learning in Ohio, the Roundtable declares that “The case for investing in young children has been clearly made,” and discusses how implementing programs like the SPARK kindergarten readiness program can help the state of Ohio “go bold” to help our youngest children succeed. The International Journal of Early Childhood Learning is a peer-reviewed journal offering an international perspective on early childhood care and education. The journal recently published an article entitled SPARK Ohio: An Early Childhood Intervention Program Description and Evaluation. The article, written by current and former members of the team that has independently evaluated the SPARK program, discusses how SPARK addresses the educational challenges faced by Ohio’s at-risk children. The article provides an in-depth analysis of the program’s positive influence on school readiness, as evidenced by the significantly higher kindergarten readiness assessment scores of SPARK children versus their non-SPARK peers. Because of SPARK’s strong positive influence in preparing children for kindergarten, the authors suggest that policymakers and school district administrators might wish to investigate funding SPARK as an early investment that leads to long-term academic gain. At the start of 2016, we were thrilled to hear SPARK sites across the state would receive $1 million over two years to serve even more Ohio families. Funds will flow through the Early Childhood Resource Center, which handles SPARK management and operations. In addition, $200,000 of the state funding will be used to help get three new SPARK sites up and running, in Ross, Ashland and Ottawa counties. With its increased funding, SPARK expects to serve more than 1,700 Ohio families in 2016. On behalf of Ohio’s families, the Early Childhood Resource Center is truly grateful for all of SPARK’s supporters and advocates.

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http://www.ecresourcecenter.org/spark-news

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Find free music writing software and read user reviews on available songwriting and music education software. You will find links to available free software sites as well as information on other helpful tips on using software for music education and songwriting. The musical instrument digital interface, M.I.D.I. Back in 1985 when the only people using the internet were government agencies and geeks, and the CD was the latest thing, electronic musical instrument manufacturers wrote the M.I.D.I. specification to give hardware and software developers a way to talk to each other musically. For the most part it was used for small on or two person bands to add back up tracks to fill out the sound. The M.I.D.I interface is still used today providing a great tool for students to learn and composers to write songs. Most electronic keyboards still have a M.I.D.I interface as well as newly added USB technology that will allow you to use your instrument in concert with you computer to perform a wide range of musical tasks. Since those early days a wide range of music writing software has been developed that can help you get more out of you musical experience and help you to achieve your musical goals. Music software falls into several different categories. Although today the lines between these categories is blurring as many programs now attempt to handle multiple musical functions. Music writing software This type of software is used primarily to write music on the staff to be printed for performance. Rather than sitting with pen and ink and tediously hand writing charts, you are now able to use your mouse, and instrument or computer keyboard to make this task much much easier. You can also audition and edit your compositions and hear them before they are ready to be printed. Music sequencing software Sequencing software allows note information from you keyboard or other sound source to be recorded, edited and played back allowing you to have an entire orchestra at you fingertips. Music composing software. These programs offer the ability to create and hear your music very quickly using internal computer sound sources and prearranged musical patterns. Programs such as Garage Band and Band in a Box wold fall into this category. Integrated MIDI and audio. More and more programs fall into this category as the search for all in one solutions in the recording studio became necessary. These programs allow you to create and edit entire performance, add digital audio effects and mix down to any standard audio playback format. Pretty impressive and can be expensive as well. Best Home Study for "Ear Players" After checking out dozens of home study courses that teach you to play by ear and focus on chord progressions I am convinced that the folks at Hear and Play have the best, most well rounded program available for just about all styles of music from Gospel to Jazz. Read my review or visit Hear and Play for more information. The Best Home Study Course for Learning Jazz and Blues Piano Have you always wanted to learn to play jazz & blues on the piano but never had the time or money? Or couldn't find the right person or course to teach you the "real" stuff? If so, I've definitely found someone who can help you. I'm talking about James Wrubel, an amazing musician and expert instructor. He's been there and back as a professional jazz musician and has played with some of the top names in the industry. In two dvds and over 2 hours of step-by-step instruction, he takes you by the hand and shows you how to master tons of jazz & blues tricks and techniques as well as signature soloing secrets that'll have you sounding like you've been playing for years. Here's some highlights. Discover: * How to quickly and easily form tons of chord patterns and runs that'll have you sounding pro almost overnight. * How to accelerate your jazz learning curve by combining 3 secret elements pros don't want you to know! * How to pack every chord and voicing with just the right amount of flavor to get the job done. * 7 secrets to playing signature solos without hesitation or even thinking about anything. * And much more. Check out the ink below for more information on this great program If you have any questions, suggestions, or ideas for future lessons feel free to Contact Me. Write a software review!! While I use and review quite a number of great programs and will share my reviews here, there are dozens and dozens of programs out there that I know little or nothing about. Help our readers and share your favorite program and become a contributor to this site! Do you know of a helpful music writing software program of other helpful music related programs? Help out our readers and let us know what it is and how you make use of it. Click below to see contributions from other visitors to this page...

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CC-MAIN-2018-51

https://www.piano-lessons-for-life.com/music-writing-software.html

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Creative Minds Make Art! Today’s children are growing up in a world of increasing complexity, highlighting the need to develop 21st century skills like creativity, innovation, critical thinking, problem solving, collaboration and presentation. Art education allows students to capitalize on their natural curiosity and readiness to learn, preparing them for success as they grow. Training for the 21st Century Through a hands-on professional development opportunity, educators learn to use the Creative Minds curriculum to support the development of children’s art understanding and extend school day learning through hands-on creative experiences. Culminating Events - Celebrating Creative Minds Each Creative Minds curriculum unit culminates in a group activity that celebrates the student artwork. These "culminating events" also help parents and the community see the power of art in children's lives.

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http://www.creativemindsmakeart.org/gallery/

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Young learners just discovering the mathematical world are not limited to learning early number sense skills, such as counting. We can offer even our youngest learners opportunities to gain deep understandings of various mathematical concepts through hands-on activities and discussions. I've compiled a list of math activities for use with students in first grade, kindergarten, and pre-kindergarten that help them explore concepts such as number sense, measurement, patterns and geometry. As learning is typically an integrated experience for young learners, these activities also promote development in other domains, including physical development (motor skills), language and literacy. Pairing these hands-on activities with the ST Math digital games makes a powerful learning combination. All of these activites are printable and can be modified for small or large classroom groups, and students at different levels of understanding. Some activities require craft supplies, such as scissors, paint or other materials that are noted in the instructions. ST Math Curriculum Connection: Geometry, Counting and Cardinality The Jigsaw JiJi activity helps students develop and reinforce number sense skills, including numeral recognition and one-to-one correspondence skills. Students are asked to put together JiJi, the penguin from ST Math. By putting together different shapes to make new shapes, students build their understanding of shape characteristics and properties. In addition, this activity helps students learn letter formation and develop other important skills such as problem-solving skills, fine motor skills and artistic skills. Jigsaw JiJi printable activity Graphing with JiJi ST Math Curriculum Connection: Measurement and Data Paper JiJi focuses on early exploration of the concept of orthogonality. It is one of the precursors for content areas including coordinate planes, equations, functions, and data representation and interpretation. In this activity, students learn that two orthogonal, straight lines will always intersect at a point in space, at a 90 degree angle. Paper JiJi is also a digital game found in the 1st grade ST Math curriculum. Patterning with JiJi ST Math Curriculum Connection: Operations and Algebraic Thinking Patterning with J-i-J-i teaches students to recognize, extend and create repeating AB patterns. Students can draw the pattern elements, write the name of the elements, or adhere materials such as foam shapes or stickers to extend the patterns. More Patterning with J-i-J-i offers additional opportunities to practice these patterning skills. Repeating Pattern Strips is a printed paper manipulative students can use to create their own color or shape AB, ABB, AAB, or ABC patterns. For struggling students, first ask them to duplicate or extend a pattern you have made. Once they are ready, encourage them to create their own patterns! Lastly, in Identify the Missing Caterpillar Parts activity, students continute to build their understanding of patterns by identifying the correct color elements that will satisfy and complete each pattern. Printable manipulative to create repeating patterns Recognizing patterns, differentiating types of patterns and manipulating patterns are foundational skills for algebraic reasoning. Activities that foster creativity, such as forming their own repeating patterns, can engage students in rich mathematical thinking! Geometry and Measurement with JiJi ST Math Curriculum Connection: Geometry, Measurement and Data The Shape Hunting with JiJi activity helps reinforce students' understanding of geometric shape characteristics and the attributes of squares, rectangles and triangles. Students can make deeper connections such as recognizing that squares are a type of rectangle and that a polygon (square, rectangle or triangle) is made up of stright line segments and must be a closed shape. Anything can be a unit of measurement, including bugs! In Measuring with Bugs, students learn to identify length as one of the measurable attributes of line segments and shapes, and that any length can be measured with a nonstandard unit, laid end-to-end. Depending on which units they use, the same length might result in different values! I hope that these hands-on activities will spark ideas for engaging your young students in rich and meangingful math explorations and learning with JiJi the penguin! Interested in further engaging your students in math through digital software? The ST Math game-based learning program is designed by experts in neuroscience and early learning to give young students a deeper understanding of math concepts. About the Author Delicia was an educational content designer at MIND Research Institute. As a true believer of game-based learning, she and her team started the K-12 Game-a-thon initiative, which challenges students to design and build their own math games.

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CC-MAIN-2018-51

https://blog.mindresearch.org/blog/math-activities-kindergarten-first-grade

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Learning & Development Booki is ideally suited to supporting your child's langugae and literacy development at home and at school. Here's an overview of some of the benefits of Booki observed by English Langugae Teaching (ELT) expert Paul Dummett. Reading while listening (RWL) is known to: - Yield better comprehension results than either reading or listening in isolation - Increase reading speed - Aid word recognition (both written and spoken) The idea that each individual has a preferred sense for learning – a more auditory or visual or kinaesthetic learner – has been debunked as a neuro-myth and replaced by the view that we are stimulated by multi-sensory learning – more of a kind of learning experience, if you like. So combining sound with text and images (and, say, acting out stories) makes for deeper learning. Images are a key component in this multi-sensory approach, since images are the principal means by which we store memories. Intensive and extensive Intensive reading (and listening) involves being given a text to read and then answering comprehension questions about it. Extensive reading means reading simply for enjoyment: the reader chooses what, when, where and how much to read. Both are necessary to acquire reading and listening skills, one more explicitly the other more implicitly (Dornyei: “the challenge for language teaching methodology is the maximise the cooperation between implicit and explicit learning”). As a reading resource, the Booki app gives opportunities for both intensive and extensive reading. Techniques for parents - Use the title and the pictures to speculate about the story. You can also do this page by page with a picture story. - Talk about similar stories or subjects (e.g. Elmer the Elephant, ask them if they know any elephant stories, what they know about elephants etc). - After they have heard the text on a page, ask the child to find an individual word on it. - Pause the audio and try to prompt the next (key) word from the child. - Get the child to read and listen in the other room; then periodically to run through to you and update you on what is going on in the story before going back to listen to more. - Pause the audio after a piece of dialogue, and get the child to imitate the voices of the characters. - Ask general, open questions about the story: Did you enjoy it? Why? Did you like the ending? etc. - Get the child to write a one sentence summary of the story or a very short comment on it.

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https://www.booki.life/benefits

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eed400 | undergraduate Assessment In Elementary Education topic title goes here Using Objective Tests in the Classroom - Construct an objective test. - Differentiate between formative and summative assessment. - Recognize the different types of objective tests and their appropriate uses. - Examine reliability and validity of objective tests. - Examine the appropriate and inappropriate uses of objective test results in instructional planning. Overview of Assessment in Elementary Education - Identify what assessment is and how it is used. Historical Perspective of Assessment - Describe assessment in education prior to 1900 - Analyze assessment for competence and accountability - Summarize influences on assessment policies Definitions and Purposes of Assessment - Examine the appropriate relationships between instruction and assessment to meet student needs - Define assessment, evaluation, and curriculum - Identify the purpose of assessment, curriculum, and assessment alignment Using Performance Assessment in the Classroom - Develop an appropriate performance assessment. - Examine the appropriate and inappropriate uses of performance assessment results in instructional planning. - Examine reliability and validity of performance assessments. - Recognize the different types of performance assessments and their appropriate uses. - Describe the elements and utility of rubrics. - Define the vocabulary used to explain student results in a standardized test format. - Examine reliability and validity of standardized assessments. - Explore the purpose of standardized assessment in the classroom. - Compare and contrast norm-referenced and criterion-referenced tests. - Examine the appropriate and inappropriate uses of standardized assessment results in instructional planning. - Explore the critical issues related to standardized testing. The Influence of Diversity on Assessment - Recognize the influences of student diversity on assessment. - Describe best practices for assessment modifications and accommodations for special education students and English Language Learners. - Examine methods of differentiating assessment based on student needs. - Differentiate between effective and ineffective assessment feedback. - Examine grading policies and appropriate use of grades. - Analyze ethical issues in assessment. - Demonstrate appropriate documentation of resources. - Examine the Federal Education Rights and Privacy Act (FERPA) as it relates to assessment. 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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https://www.phoenix.edu/courses/eed400.html

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A new report from leading international researchers highlights that appropriate levels of funding are important for good student performance, but what’s more important is how that funding is used. Minister for Education and Training Simon Birmingham said the OECD’s 2016 Education at a Glance report highlighted that Australia has a world-class education system with world-leading funding but that there is clear room for improvement. “From primary school to post-school learning, Australia ranks as spending the fifth highest amount on total public spending in education across the OECD but in several indicators we’ve seen our results slipping backwards,” Minister Birmingham said. “These new statistics highlight what the Turnbull Government has been saying: that there is not a clear relationship between education spending and the level of student performance. “Higher levels of expenditure on education cannot automatically be equated with better performance by education systems. This is not surprising, as countries spending similar amounts on education do not necessarily have similar education policies and practices.” Source: OECD Education at a Glance 2016, page 267 “In Australian schools for example, the Turnbull Government is committed to a strong and growing level of funding for our school system distributed according to need, but we want to ensure the money supports students in ways the evidence shows are proven to lift outcomes. “The OECD statistics are the latest in a bank of evidence that supports the Turnbull Government’s moves to link our funding increases for schools to more than a dozen practical, ‘back to basics’ reforms in our education system that evidence shows will lift the performance of our schools. “Our funding for schools will grow from $16 billion this year to around $20.1 billion in 2020 but those increases are complemented by a range of initiatives that have been proven to boost students’ literacy and numeracy skills, that will reward teachers for their competency and achievement not just their length of service, help us to identify and intervene with Year 1 students who need additional help and give families more transparency so they can monitor their children’s progress and better support them. “From the high chair to higher education, it is our responsibility as policymakers to ensure Australia’s world class investment in early education and care, in schooling, vocational and other post-school education supports initiatives that are proven to boost outcomes for students.” The OECD’s 2016 Education at a Glance Report is available at: http://www.oecd.org/edu/education-at-a-glance-19991487.htm

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MILWAUKEE COUNTY LANDMARKS St. Francis Seminary Complex 3257 South Lake Drive Landmark Designation: 1976 Bishop John Martin Henni had long dreamed of establishing a seminary to train priests to serve German-speaking Catholic immigrants in his Milwaukee diocese. In 1853, architect Victor Schulte was commissioned to design a seminary building at the south inlet of Milwaukee Bay. Lay brothers and other laborers and craftsmen were housed on the grounds during the construction period. At least 5,000 persons attended the laying of the cornerstone July 18, 1855 and the first students arrived in 1856. They found that the building housed classrooms, a dormitory, a dining room, and a temporary chapel. Later, as enrollment at the seminary increased, wings were added to the main building in 1869 and 1871 and the temporary chapel was replaced by Christ King Chapel in 1861. A gold cross extended eleven feet above an octagonal cupola on the Italianate-style main building announcing its presence to travelers. When Archbishop Henni died in 1881, he was buried in a crypt in the chapel. It was not until the cemetery’s centennial, however, that his name was given to its original building. Saint Francis de Sales Seminary began its academic collaboration with Sacred Heart School of Theology in 2006. Today the seminary again focuses solely on priestly formation. 3195 South Superior Street Designation includes Convent, Motherhouse and Marian Center (Formerly St. Mary’s Academy) Landmark Designation: 1980 The first Sisters of St. Francis arrived in Milwaukee in 1847 and established a convent south of Milwaukee. They cared for the orphans of St. Aemilianus Asylum and when St. Francis Seminary opened in 1856 on adjacent land, they became housekeepers for that facility. The Motherhouse was temporarily removed to Jefferson and then to La Crosse. It was returned to Milwaukee in 1878 and a new structure was dedicated in 1888. The Sisters then became active in Catholic elementary education and soon had charge of twenty parochial schools as well as the students at the orphanage and St. John’s School for the Deaf. Their first high school for girls, St. Mary’s Academy was dedicated in 1903. Additions to the Academy were made in 1922 and 1931. The Sisters of St. Francis also established Cardinal Stritch College, located in Fox Point.

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https://milwaukeehistory.net/education/county-landmarks/st-francis/

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The literacy program began out of a need for some of our students who could not read or write. The first part of 2015 we had several students who could not read or write and we wanted to help them to be able to do this so they could excel in their perspective vocational schools as well. So this is how the literacy program began. It has since expanded into a program as well for those who want to finish their elementary school. They can complete their elementary education in 3 years. Health Education/Medical Program This program both educates our students on health and hygiene issues as well as trains pregnant moms on how to take care of themselves and their babies during and after their pregnancies. Through this program, we have 2-3 medical teams that come down and serve pregnant moms and kids in the community and we have a staff nurse that does follow up on these patients. This initiative addresses the malnutrition problem in Magdalena and surrounding areas. We feed 50 kids 2 times per week with a goal of expanding this.

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https://loveguatemala.org/programs/

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People either have musical talent or they don’t, right? Wrong, says Matthew Charboneau, chair of the Center for Music at the Music Settlement, music education, music therapy and early childhood centers at two locations and through dozens of outreach programs. “We think that everybody has some kind of artistic talent and it just needs to be nurtured. The appropriate experience has to be offered for someone to grow as a musician,” says Charboneau, whose center has about 500 private lesson enrollments and 350 group class or ensemble enrollments annually. Try these programs to help cultivate inner talent: Dalcroze – Think of it as the marriage of music and movement for ages 3 and older. The children use their whole body as an instrument. Suzuki – At age 4 and older, children can start to learn the piano and string instruments, including guitar, violin, viola, cello and base (all fractionally sized to match them physically) with this proven method that teaches music in much the same way you learn a spoken language. Band and orchestra instrument lessons – In grades four and five, kids begin to have the physical ability and the lung capacity to start to learn brass and woodwind instruments. 11125 Magnolia Drive, Cleveland, 216-421-5806,

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https://clevelandmagazine.com/best-of/best-of-the-east/articles/best-of-the-east-2018-music-instruction

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Low-Income Students Need More Than Just a College Degree, Report Says Getting low-income students into and through college isn't enough to position them well for success in the workplace. They need programs that give them strong mentors and real-world work experience, and help them build their science, math, and technology skills, according to a new report. Released this week by the GE Foundation, "New Dimensions of College and Career Readiness" argues that five strategies are particularly important in making sure that low-income students are ready to thrive in the workplace: - Fostering mentorship programs; - Offering internships, apprenticeships and jobs; - Turning up the focus on technical science skills; - Building their skills in science, technology, engineering and math; and - Developing "essential skills" such as higher aspirations, teamwork, grit, perseverance, and adaptability. The white paper arose from a summit in May that the GE Foundation sponsored with College For Every Student and Trinity College Dublin. Education and philanthropy leaders gathered in Essex, N.Y., to talk about strategies for increasing the success of low-income students. The report outlines the discussions there. One of the key ideas to emerge from the meeting was the importance of ensuring that students have not only access to postsecondary education, but "multiple points of entry" into the workforce, through training programs, internships, jobs, and other such options. Creating systems that do a better job at offering real-world work experience and emphasizing nuts-and-bolts science skills doesn't mean downplaying the kinds of learning that have been a mainstay in higher education for generations, however, some summit participants argued. Dean Garfield, the president and CEO of the Information Technology Industry Council, a trade group, told the participants that it's not the time for colleges and universities to "ease up on the traditional material they've always taught." "The foundational skills that have made Middlebury great or Princeton great or Harvard great or any institution great&mash;the analytical skills that are a core part of the curriculum at those institutions are as critical now as they've ever been," Garfield said, according to the white paper. "The key is for them to be supplemented by the additional competencies that are necessary to compete in today's and tomorrow's world." At the same time, the postsecondary education system has to be able to provide training for young people who will fill a key niche in the marketplace: the middle-skill jobs that don't require bachelor's degrees. That case was argued by Robert Schwartz, a senior research fellow at Harvard, and co-author of the 2011 report that sparked controversy by arguing that perhaps not all students should aim for four-year colleges. So it's not an either/or; It's a both/and scenario. Helping students aim high and secure some kind of postsecondary education or training, but also making sure that they have the nitty-gritty work experience, and specific skill sets, to thrive once they're working. For more stories about the skills students need for success in college and the workplace, see: - College Readiness Needs to Go Beyond Content to Skill Sets, Researcher Says - College-Readiness Assessments: Be Careful What You Wish For - California Struggles to Define Career Readiness - The 'Career' Part of College and Career Readiness Get High School & Beyond posts delivered to your inbox as soon as they're published. Sign up here. Also, follow @cgewertz for news and analysis of issues that shape adolescents' preparation for work and higher education.

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Blog #215 DS-ASD Independent Work Activity Ideas Task bins and binders are a great way to teach academic, vocational and independent living skills. The sky is the limit when creating activities to develop fine motor skills, letter, number and object recognition, sorting, assembly and sequencing. My son Nick is 24 years old and has a dual diagnosis of Down syndrome and autism (DS-ASD). I’ve created many TEEACH (Treatment and Education of Autistic and Communication Handicapped Children) inspired activities for my son. The TEEACH method is a structured learning environment that is visual based to help cue a student to working independently. When introducing task bins and binders, begin with one or two at a time. Create a visual schedule that you can build upon that includes something to work for (a highly preferred reward). Once your child or student is successful with the First-Then schedule, begin to increase the time on task and introduce new task bins and binder activities. Expanded Work Schedule: So, what type of work activities should you include for your child or student? My first suggestion is to look at their strengths and build around those. My son, Nick is good at sorting and sequencing. Over the years in his IEP’s (Individual Education Plan), we have built goals and jobs around this strength. Secondly, pick activities that the child or student can do with success and minimal prompts. This will help them stay motivated and be less frustrated. Finally, once skills are mastered independently, begin to add in new tasks one at a time. The new tasks should always be paired with the mastered skills, to encourage confidence and minimize frustration. Note that point prompting and hand-over-hand may be necessary to assist them in the new task. Examples of Fine Motor Skill Development Activities: Puzzles and Matching games can foster academic and speech development: Be sure to include puzzles and activities that your child or student enjoys, whether it’s Thomas the Tank Engine or Disney’s movie Frozen; this will peak their interest in working. 🙂 These binder activities were made by a speech therapist, grouping like sounds together to work on articulation in addition to matching: Color matching binder activity: Teaching matching and pairing them with holidays and season changes binder activities: Teaching emotions matching binder activity: (Does the child or student respond and understand better to actual photos or icons? Build the activities around what works best for them) Assembling and sequencing activities can build skill development for future vocational work: Silverware sorting and rolling could lead to a job in a resturaunt: Currently, my son Nick is working for 30-45 minutes on task bins and binders. Here’s how I’ve set it up at home: Depending on how he is feeling, I gauge what to put in each work bin. On this particular day, he was not moving as swiftly through the tasks; so I only put one in each bin. However, there are other times when he flies through the work, so I’ll put in a several in each bin. Bottom line, listen to your child or student, and look for cues if they seem tired or frustrated and ease off on the demands you are placing on them. School support teachers/case managers, speech, occupational and ABA therapists are great resources to ask for ideas and materials. There are plenty ideas on Pinterest. Many of the materials can be bought at dollar or Five Below stores as well as garage sales and resale shops. Task bins and binders help children, students and adults like my son, Nick to develop academic, vocational and independent living skills. Be consistent in the delivery with visuals, task and rewards, introducing the work in small increments. Alternate the activities with easier or personal interests, (EX/ Disney’s Frozen or Thomas the Tank engine puzzles and matching). New activities and skills may require hand-over-hand assistance and point prompting. If the child or student becomes distracted, or bored remind them what they are working for by pointing to the reward (which has been pre-selected). During the work session, listen to signs and cues of distress or frustration. Offer encouragement (good job, you got it, yay, uh oh-try again) and back off on the amount of work and time spent before behavior escalates to anger. Choose activities that promote academic, future employment (whether it’s paid or volunteer work), and functional living skills. Task bins and binder activities done both at home and school, will help your child or student become confident, more independent and productive in society. That’s what is in my noggin this week. 🙂 Follow Nick on Social Media and view videos of Big Guy in action: Facebook and Pinterest @Down Syndrome With A Slice Of Autism

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Last month also saw the publication of an essay on the role of Benedictines in the creation of songbooks in early 15th-century Italy, with three case studies from late medieval Bologna, Florence and Padua. My chapter started life as presentation given at the memorable Sources of Identity Conference convened by Lisa Colton and Tim Shephard at the University of Sheffield in 2013. In its final, more extended version, my study recognises that in addition to composing secular polyphonic songs, several Italian Benedictines (i.e. Benedictines from the Italian peninsula) were instrumental in the collection and preservation of secular songs and related polyphony around the year 1400. (Under Benedictines I include several reformed Italian orders too numerous to name here.) The essay includes further art historical evidence in support of my argument for the completion of the famous Modena A manuscript (Modena, Biblioteca Estense, ms. alpha.M.5.24) manuscript at Bologna in 1410-1411, and the early findings of a computer-assisted approach to music script analysis that supports expanding the role of Paduan Benedictine monk, Rolandus de Casale, in the copying of the so-called Paduan fragments (now in the University Library at Padua, and the Bodleian Library, Oxford) between 1406 and 1409. (Rolandus’s signing of his manuscripts is a curious feature from which I infer another conclusion about the nature of the Paduan fragments.) I also discuss Don Paolo Tenorista da Firenze’s position as a senior ecclesiastic and public figure in Florence, and his possible sponsorship and ownership of several books of Trecento polyphonic song in the first few decades of the 15th century. I intentionally avoid discussing (but list) other known Benedictine composers in any detail, although at Sheffield I spoke at some length on Bartolomeo da Bologna, composer and organist at Ferrara cathedral in the first two decades of the 15th century, and his possible role of in the cultivation of ars subtilior song. I hope to expand on this last topic in a future publication, along with further research into advanced music education in late medieval Italy: questions remain about where those Benedictines mentioned or discussed in my essay received their education, particularly in the craft of polyphony. In the monastery? The cathedral? Or elsewhere? Stoessel, Jason. 2017. “The Makers and Owners of Early Fifteenth-Century Song Books in Italy: The Benedictine Contribution to the Courtly Musical Culture of the Late Middle Ages.” In Sources of Identity, edited by Lisa Colton and Tim Shephard, 77–96. Turnhout: Brepols. ISBN: 978-2-503-56778-5. Available for purchase from Brepols. I’m delighted to be part of this collection of essays by a fantastic group of musicologists examining similar themes of music book production, ownership and use in the middle ages and early modern period. My chapter is dedicated to John Stinson who inspired my interest in the music of the ars subtilior more than a quarter century ago.

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50 STRATEGIES FOR DEVELOPING ORAL LANGUAGE Specs: 8.5″x11″, 120 pages Talking to Learn demystifies the process of oral language development with 50 concrete and classroom-ready strategies to help foster literacy development through accountable talk. Featuring powerful instructional insights to assist in managing the challenges of teaching and assessing oral language skills, Talking to Learn makes accountable, purposeful talk an essential and achievable component of a classroom that encourages critical inquiry, collaboration, and independent thought. - 50 high-yield strategies for social interaction, presentations, and small- and large-group processes - Tips for assessment and evaluation to help teachers manage the challenges of teaching and assessing oral language skills - Strategies for linking oral communication to reading and writing - Opportunities for teachers to use a rich variety of technological resources to support student inquiry and engagement - Supports for the inclusive classroom where all students, including English language learners, benefit from dialogue and activities based on respect and reciprocity Jennifer Glass is currently Instructional Coordinator of K–12 ESL/ELD programs in a large, diverse school board. Jennifer has supported English language learners and their teachers in a variety of roles — as classroom and ESL teacher, consultant, and additional qualification instructor. Jennifer has written collaboratively for a variety of resources that include school board, university, and Ministry of Education documents. Joan Green is a distinguished Canadian educator and administrator who has served as a teacher, principal, superintendent, and Director of Education for the City of Toronto. She is the founding CEO of the Ontario Education Quality and Accountability Office and has provided strong leadership at all levels of education. Joan has been a professional development leader provincially, across Canada, and internationally. She is the author of several books and numerous articles on education and leadership issues. Joan is the recipient of several awards, including the Distinguished Educator Award from OISE, University of Toronto, and Woman of the Year for the Women in Educational Administration in Ontario. In 2012, in recognition of her contributions to public education and her service and leadership in the not-for-profit sector, Joan was invested as a member of the Order of Ontario. Currently, Joan Green is a Senior Public Sector Consultant at the Phelps Group. Kathleen Gould Lundy is the Coordinator of Destination Arts at York University and the Principal Investigator of All I’s on Education: Imagination, Integration, and Innovation, an intensive study currently taking place in 10 school boards across Ontario, which is intended to provide a foundation for the implementation of interdisciplinary assessment and evaluation in math, science, and the arts. Kathleen has coordinated the writing of a number of curriculum documents, including The Treasure Chest: Story, Drama and Dance/Movement in Motion, a resource developed in partnership with the Danny Grossman Dance Company. She has published a number of professional books, including What do I do about the kid who…? 50 ways to turn teaching into learning.

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Download Biology Education and Research in a Changing Planet: by Esther Gnanamalar Sarojini Daniel PDF By Esther Gnanamalar Sarojini Daniel This e-book offers chosen convention complaints from the twenty fifth Biennial Asian organization for Biology schooling convention. It clarifies the diversities among the constitution of biology schooling for educators and researchers. It solves open difficulties via making a bridge among organic learn and its software in schooling and the sustainable improvement of groups. The book’s first subject is Biology schooling in an X, Y, Z global, which gives principles for the way biology may be taught in leading edge methods. the second one subject, The Endangered Planet – How can Biology schooling aid? discusses how people depend upon different species for survival and the way they've got the facility to reason or to avoid extinctions. The 3rd and ultimate subject, learn in Biology, encompasses the turning out to be wealth of organic details as a result of clinical learn, particularly in universities. Educators can use those findings to reinforce their teaching. Read Online or Download Biology Education and Research in a Changing Planet: Selected Papers from the 25th Biennial Asian Association for Biology Education Conference PDF Best science for kids books At the present time, just a couple of humans outdoor of the clinical neighborhood are conversant with the culture of technology and its many breakthroughs. the remaining are scientifically illiterate. So say Frank R. Spellman and Joni Price-Bayer, authors of In safeguard of technological know-how: Why medical Literacy concerns. This e-book explains why usual voters must have an knowing of technology, its equipment, and its groundbreaking discoveries. Orientation -- The chemistry of lifestyles -- Cells -- mobile energetics -- Photosynthesis -- Molecular genetics -- mobile copy -- Heredity -- variety of organisms -- vegetation -- Animal constitution and serve as -- Evolution -- Animal habit and ecology -- The free-response questions -- Laboratory Interdisciplinary inquiry has turn into extra pervasive in contemporary many years, but we nonetheless comprehend little in regards to the behavior of this kind of learn or the data difficulties linked to it. This ebook is one in all few empirical experiences of interdisciplinary wisdom practices. It examines how interdisciplinary scientists notice and alternate details and information, highlighting how the bounds among disciplines have an effect on how info is used and the way wisdom is built. The pendulum is a common subject in basic and secondary faculties, yet its complete power for studying approximately physics, the character of technology, and the relationships among technological know-how, arithmetic, know-how, society and tradition is seldom realised. Contributions to this 32-chapter anthology care for the technological know-how, heritage, method and pedagogy of pendulum movement. Extra resources for Biology Education and Research in a Changing Planet: Selected Papers from the 25th Biennial Asian Association for Biology Education Conference She also suggested that children’s errors resulted not from domain-general cognitive stage limitations but rather from domain-specific misapplications of developing theories. g. rural vs. g. direct 4 Why Do School Students Have Misconceptions About Life Processes? 33 hands-on experience, including farming, fishing, summer camp activities) and perhaps more remotely, their experiences in more formal learning environments and access to videos, books and visits to the zoo. Duit (2009) has recorded some 8,400 studies across all areas of scientific learning. The following are the areas of climate change that could be included in the development of interdisciplinary activities and programmes. Biological science and contemporary issues (grade 11) 1. 2. 3. 4. Vulnerability of the Philippines on climate change Impact of climate change on the ecological systems of the Philippines Impact of climate change on the endemic plants and animals in the Philippines Root crop production as climate change adaptation strategies Physical science and global issues (grade 12) 1. R. (2005). The promise of DNA barcoding for taxonomy. Systematic Biology, 54(5), 852–859. Hollingsworth, P. , Graham, S. , & Little, D. P. (2011). Choosing and using a plant DNA barcode. PLoS ONE, 6(5), e19254. Jeffreys, A. , & Thein, S. L. (1985). Individual-specific “fingerprints” of human DNA. Nature, 316(6023), 76–79. Kress, W. , & Erickson, D. L. (2012). DNA barcodes: Methods and protocols. In W. J. Kress & D. L. ), DNA barcodes: Methods and protocols (Methods in molecular biology, pp. 3–8).

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About The Artist Born in 1888 in Bottrop, Germany, Josef Albers began his career as a primary school art teacher. Albers then worked as a printmaker and stained-glass artisan, taking on several prominent public commissions from 1916 to 1919. The artist enrolled at the Weimar Bauhaus in 1920 and excelled at the stained-glass medium. In 1923, Albers was invited to teach the Bauhaus’ preliminary course, and in 1925 became a “master” artist at the school. It was at this point that Albers began to focus on painting, and on a technique that prioritized primary colors and abstract rectilinear patterns. The architect Walter Gropius, who established the Bauhaus in 1919, was convinced of the need to abolish the distinction between fine and applied arts. The school was thus designed as a workshop with an emphasis on the study and use of material. Reflecting this system, Albers’ works championed practical painting methods that advanced channels for studying and, more importantly, teaching color. When the Nazi regime shut down the Bauhaus in 1933, Albers left Germany for the United States. Along with his wife Anni, who was herself a Bauhaus graduate and prominent weaver, Albers began teaching art at Black Mountain College in North Carolina. There, Albers developed a fine arts curriculum that is credited with “revolutionizing art education in America” and mentored countless prominent artists, including Robert Rauschenberg and Kenneth Noland. During this period Albers made numerous trips to Mexico and became fascinated with the architectural silhouettes of the Mesoamerican flat-top pyramids. These encounters are said to have had a lasting impression on Albers’ work. In 1950, Albers left Black Mountain College for Yale University. At the same time, the artist began working on the first iteration of his iconic Homage to the Square series, featuring concentric squares that mimic the bird’s-eye view outline of a stepped pyramid. Albers resisted masking in this series and instead painted the hard edges free-hand, and he rarely mixed his paints, most often using shades available directly from the tube. Much in the way of other mid-century abstractionists, Albers sought to maximize the viewer’s subjectivity by excluding all manner of representation or imitation. While Minimalism includes many different variations of its aesthetic, the movement’s core simplified shapes and repetitive pictorial relationships are indebted to Albers’ influence. Prior to Albers’ work, color was predominantly treated as a subordinate vehicle for form and content. By simplifying his form, however, to the canvas’ most basic shape, the square, Albers investigated the ways in which color can be the primary agent of artistic expression. The Homage to the Square series therefore isolates color to test its inherent qualities and to establish “aesthetic absolutes.” With the decongested picture-plane, the viewer’s eye becomes free to appreciate color’s morphing character which, at different times, can appear to move and blur. In Albers’ extensive body of literature, which includes The Interaction of Color (1963), the artist discusses the optical effects of reducing painting to pure expressions of “hue, tone, and intensity.” Works from the Homage to the Square series were presented at the first ever solo exhibition given to a living artist at the Metropolitan Museum of Art in 1971. Today, Albers’s works are held in the collections of The Museum of Modern Art in New York, the Art Institute of Chicago, the National Gallery of Art, and the Tate Gallery, among many others. Gilderhus, Kirsten E. Homage to the Pyramid: Josef Albers in Mexico, The University of Wisconsin - Madison, Ann Arbor, 2011.

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By Teachers, For Teachers Online social networking has become so much more than just browsing Facebook, Twitter and Instagram. It’s become a popular professional development tool that many classroom teachers use to help them stay connected with their colleagues, as well as other professional educators. In fact, social networking has begun to transform how teachers communicate with one another. Not only are teachers now able to connect with people all over the world, but they can also easily maintain their professional relationships by simply commenting on someone’s photo or status, or by privately messaging them. One of the greatest benefits of having a social media account is the ability for teachers to showcase themselves. Today, a prospective teacher can use a social networking platform as an informal resume where potential employers can learn more about them by simply scouring their profile and newsfeed, and learning more about their qualifications and experiences. There are a number of ways that teachers can use social networking to their professional development advantage. Here are a few suggestions. Utilizing social networking sites like Twitter, Facebook, Instagram, and LinkedIn (the best professional development platform) can help teachers connect with other educators and gain more information. When teachers use social networking, they are able to form connections with other educators and professionals that can help their students get accurate information to increase their knowledge. For example, if students were learning about space, they can use their social networking connections to Skype with an expert from NASA to help their students gain more information about space. Another great example of using social networking to gain information is if students were learning about another country. The teacher can use their connections to plan a virtual field trip with another classroom to help them learn more information about the students’ unique lifestyle and culture from a firsthand resource. Another way that teachers can use social networking to their advantage is to share their ideas with other educational professionals. These days, almost all social media platforms make professional development easy for teachers to share your teaching techniques and learn from others. Today’s teachers can compare notes on their techniques and learning styles, which is a great way to enhance their knowledge and learning experience in the classroom. Teachers can search these networking platforms by simply using the hashtags #teachersofinstagram, #edchat, #educator, or #teacherresources. One of the best things about using social networking as a means of professional development is that it helps to keep teachers “In the know” about what is currently going on in education. In the past, teachers used to have to wait for a sign-up sheet to come out for any professional development training or courses that would help further their knowledge. However, today’s teachers are able to stay in the loop much easier by simply going on their social networking platform to gain professional development information. They can sign up for online courses, join a group chat, or scroll through their newsfeed to learn valuable information or sign up for a conference or teaching seminar. One of the great benefits of social networking is its ability to help teachers establish key professional relationships that can help to advance their teaching career. LinkedIn is a great social networking site for professionals because it allows individuals to connect with not only the professionals that they already know, but also their contacts, as well as others in the field which whom they have never met. By building these connections, teachers are now able to establish more professional relationships than they have ever imagined. Another way teachers can use social networking to their advantage is that it can open them up to diverse views. The more people that a teacher connects with on a social networking platform, the more insight they will get into different perspectives on educational topics. What a teacher once thought may change after connecting to a professional in the field who has a different perspective. Professional development for teachers has come a long way. Through the use of technology, today’s teachers are able to connect with other professionals in their field which whom they probably wouldn’t have ever had the pleasure of meeting, since many of them are from across the globe. This powerful tool has become a great way to not only further ones’ career in the education world, but to gain valuable insight and knowledge. We want to hear your opinion on teacher professional development through social networking. Do you think there are benefits to this type of communication? Please feel free to share your thoughts on this topic, we’d would love to hear your thoughts and opinions. Janelle Cox is an education writer who uses her experience and knowledge to provide creative and original writing in the field of education. Janelle holds Masters of Science in Education from the State University of New York College at Buffalo. She is a contributing writer to TeachHUB.com, TeachHUB Magazine, and Hey Teach. She was also the Elementary Education Expert for About.com for five years. You can follow her on Twitter @empoweringed, on Facebook at Empowering K12 Educators, or contact her at Janellecox78@yahoo.com.

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8:00 a.m. to 2:45 p.m. - Self-contained: Core academics - Specialists: Art, Music, Physical Education, Latin Biennial field trip to Washington, D.C., Living History Museum - Language Arts: The four components are literature, grammar, vocabulary, and composition. Literature studies include works of fiction, non-fiction, and poetry. In grammar, parts of speech and punctuation are studied. For vocabulary, words from the students’ works of literature are used. Composition includes the various prose genre and poetry. Composition knowledge and skills are used in writing pieces for all subjects. - Math: Middle school students study grade level math, including pre-algebra and, when appropriate, algebra 1. - Science: During the middle school years, students study astronomy, botany, physical and earth sciences, and life science. - History: Old world history, new world history, and U.S. history are rotated during the middle school years. Government and geography are integrated into these classes. Each student writes, memorizes and presents a historical impersonation of a famous person. - Bible: Various topical and book studies are used. Students also memorize Scripture verses. - Logic: As part of our classical education curriculum, logic is taught to eighth grade students. Logic class culminates in learning logical fallacies, giving students tools with which to evaluate what they hear and read in their daily lives. - Music Appreciation: Sixth and seventh grade students learn about the various musical periods, and learn to recognize certain pieces from them, including Baroque and Classical, eventually advancing to modern music. - Art: Beginning in fifth grade and continuing through eighth grade, we explore Art History and the various styles, movements, and artists that have left a lasting impression upon the world. - Computers: Students perfect their keyboarding skills, learn proper use of the Internet, and learn to use various software programs, e.g. Power Point. Mr. Muir has taught at SCA since 1999, beginning with lower grades and becoming a middle school teacher in 2002. He graduated from Fuller Seminary in 1981 with a MA degree in Marriage, Family, and Child Counseling and graduated from Eastern Oregon University with a MA degree in Elementary Education in 1999. His background as a therapist in Sacramento, California, has provided insight and understanding that is essential when teaching pre-teen and young teen students. Middle school students are at an age when their focus shifts from adult relationships to peer relationships. With a budding ability to think abstractly, they like to challenge others’ opinions and discuss their own thoughts. To supplement lecture-style teaching, Mr. Muir offers opportunities to share and discuss topics in groups and as a class, to collaborate on projects, to perform experiments, to conduct research and present their findings, and to read and critique each other’s work. Middle school is also a time of greater self-awareness and reflection. As children become young people, they need resources to help them develop life-long godly character qualities. Mr. Muir’s classroom emphasizes the importance of personal life change at the heart level rather than in behavior only.

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Private String Teachers' Pedagogical Approaches to Teaching Music Theory The problem of this study was to determine what materials and pedagogical techniques private string teachers use to teach music theory in private string lessons. The problem was based upon the belief that music theory is a worthwhile and beneficial component to a complete music education. Due to the one-to-one ratio of a private string lesson, the private teacher has an excellent opportunity and setting to teach music theory. The sub-questions of this thesis focused on what materials and pedagogical techniques string teachers use to teach eleven components of music theory, including key signatures, meter signatures, rhythm patterns/counting, major and minor scale patterns, intervals, triads and 7th chords, diatonic chords in major and minor scales, basic harmonic progression, musical form, improvisation, and musical composition.

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M.S. in Teaching Interdisciplinary and Inclusive Education College of Education Education, Primary--Aims and objectives; Multiculturalism in literature Elementary Education and Teaching The purpose of this teacher research was to (a) use multicultural literature across curriculum to foster an understanding and acceptance of diversity and (b) examine more deeply how using multicultural literature in this manner might impact student learning, teacher-student relationships, student-student relationships and the overall environment of an elementary school classroom. In response to a cross-curricular multicultural literature unit, the four first grade self-contained participants of this study demonstrated progression from a recognition of physical differences to an acceptance of diversity. My methods for data collection were: keeping a teacher journal, conducting teacher interviews, informal student interviews, read-alouds, audio recordings of student discussion, daily observations and student response activities, such as role playing and drawings. Student responses are analyzed in terms of the impact of multicultural literature on student attitudes, behavior, and learning. The students were able to apply a newfound view of diversity to their daily classroom interactions with one another. Also discussed are the benefits and challenges of using multicultural literature within a special education setting. Stubblebine, Nina, "Using multicultural literature across curriculum to foster an understanding and acceptance of diversity" (2009). Theses and Dissertations. 670.

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Literacy is probably the most fundamental and crucial part of education and life-long learning. Without it, all other learning is impossible. It is defined as “the capacity to read, understand and critically appreciate various forms of communication including spoken language, printed text, broadcast media, and digital media.”(DES, 2011 p.8) In response to the national strategy (2011-2020) to improve literacy and numeracy many organisations provide a range of services and supports. These include: The PDST provides seminars, continuous professional development and resources to support teachers who have been designated Literacy Link teachers and teachers in general. While the main focus of the seminars has been on oral language instruction, the reading process and writing genres, other invaluable resources on aspects of literacy such as guiding comprehension and guided reading have also been compiled. Continuing to operate under the DEIS initiative are long established literacy programmes such as First Steps and Reading Recovery. These have been proven to increase the literacy level of children in schools with DEIS status. In addition to this, the National Education Psychologist Service has also provided a resource pack entitled Effective Interventions for Struggling Readers Good Practice Guide to support teachers in delivering effective programmes. Outside the literacy strategy, the curriculum objectives of the primary English curriculum are followed at all levels in schools and many supports have been put in place by the NCCA to ensure its implementation. These include writing stories in a multigrade classroom in the context of assessment for learning. Scoilnet also provides hundreds of engaging English resources at all levels which have been reviewed by Irish teachers. Use our new search function to find one that suits your needs or select one of the resources featured in the Spotlight section. In 2011, the Minister for Education and Skills published Literacy and Numeracy for Learning and Life: The National Strategy to Improve Literacy and Numeracy among Children and Young People 2011- 2020 as a means of prioritising the literacy and numeracy skills of children nationally. To get the best possible experience using our website we recommend that you upgrade to a newer version or other web browser. To register for a Scoilnet Account you will need to have a Teaching Council number and a roll number for your school in Ireland. If you already have a Scoilnet Account then you can sign in here. A Scoilnet account will allow you to upload your resources or weblinks to Scoilnet as well as enabling you to share and add resources to a favourites listing. Users who have a Scoilnet Account will also be able to fully access Scoilnet Maps and Census@School from home. You need to login before you can add this resource to a Learning PathLogin

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- This event has passed. Developing a Visual Learning and Teaching Toolbox Tuesday, July 17, 2018 @ 2:00 pm - 3:00 pm EDT Presented by Susan Daniels, Ph.D., Educator, Author, and Speaker Sponsored by Free Spirit Publishing If you view the recording and would like a CE certificate, join the Social-Emotional Learning, Positive Behavior, and Student Achievement community and go to the edWebinar Archives folder to take the CE quiz. Emojis, avatars, icons: Our world is becoming increasingly reliant on visual communication. But even as we edge toward a virtual world, it’s still critical for students to read and comprehend images and know how to make simple, meaningful marks to express themselves visually. In this edWebinar, Dr. Susan Daniels, an educator, author, and speaker, explores creative and practical strategies that enable educators to work with the foundational skills of visual learning in the classroom. Attendees build a “visual toolbox” for use in visual learning and teaching. Based on the visual triad model, Dr. Daniels: - Looks at how we can use the images we see, imagine, and depict while teaching and learning visually - Examines research based on dual-coding theory, which illustrates how students learn best and have greater retention when working both visually and verbally - Explores instructional strategies that are part of a “visual toolbox” teachers can use in K–8 classrooms Visual tools and strategies help participants promote visual literacy across the curriculum and discover interactive activities to encourage visual learning and communication in all students. K–8 teachers will benefit from watching this recorded event. About the Presenter Dr. Susan Daniels is a professor, author, consultant, and educational director of a psychoeducational center that specializes in the needs of gifted, creative, and twice-exceptional children. She has been a professional development specialist for over 20 years, regularly providing workshops and training on creativity and visual learning and teaching. Dr. Daniels is an avid doodler who enjoys working visually in her journals, and is dedicated to supporting teachers’ development of visual literacy and enhanced understanding of visual learning and teaching strategies. She lives in Berkeley, California. If you view the recording and would like a CE certificate, join the Social-Emotional Learning, Positive Behavior, and Student Achievement community and go to the edWebinar Archives folder to take the CE quiz. As a member of the community, you’ll be able to network with educators, participate in online discussions, receive invitations to upcoming edWebinars, and view past edWebinars to earn CE certificates. edWeb members can download a personalized CE certificate from their edWeb member page. Not a member? Join here! Free Spirit is the leading publisher of learning tools that support young people’s social-emotional health and educational needs. We help children and teens think for themselves, overcome challenges, and make a difference in the world. Thursday January 31, 2019 @ 1:00 pm - 2:00 pm EST

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Traditional Blueprint Dyeing Technique Added to UNESCO World Heritage List Blueprint dyeing, a traditional Hungarian cloth dyeing technique, has been admitted to the UNESCO intangible world heritage list, the UN educational, scientific and cultural body’s committee said at its Wednesday meeting in Port Louis, Mauritius. The technique, which was nominated jointly by Hungary, Austria, the Czech Republic and Slovakia, spread in central Europe in the 18th and 19th century. A pattern was traced on cotton or silk with a water resistant material and then the fabric dipped into indigo dye, giving it a characteristic and often intricate beauty. UNESCO countries signed an agreement on preserving intangible world heritage in 2003. Of Hungarian achievements, the Kodály music education method, the Mohács Busó festival, the “dance house” method to preserve Hungarian folk dances, Matyó folk art and traditional falconry have been admitted to the list. via MTI featured photo: Ildikó Tóth, Hungarian blueprint dyeing artist

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Students keep the beat with the egg in their right hand during the first phrase. They toss the egg in the air on the “hoodays”. Then, in the second phrase, they keep the beat with the egg in their left hand. They toss the egg in the air on the first “hooday”. Then, they toss it to their neighbor on the final “hooday”. While researching this game a bit more, I ran across Amy Abbott’s post on Shanghai Chicken. She describes how she plays the game (a variation of what’s shown above) and offers some great ideas for rhythm practice. The egg game is great for reinforcing the feeling of the dotted eighth and quarter on the word “hooday”. They are feeling the rhythms as they toss and catch the eggs on Hooday. I created free projectables and worksheets that you can use with this song. Click on the images below to download the files. The Spring Composition projectable and worksheet can be used in conjunction with the others or as a standalone activity. If you liked today’s lesson idea, be sure to check out the 31 Days of Rhythm event happening over at the MusicEd Blogs Community. Each day members (including myself) share a blog post all about teaching rhythm concepts. If you’re a music education blogger, and would like to join the group, feel free to sign up on our website HERE.

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Telling the Story: Great Ways to Get Your Message Out Regularly scheduled arts events open doors to community education. Concert audiences appreciate informative printed program notes or a presentation offering information about the particular compositions to be performed. Ask your music dealer for assistance with preparation and printing. How about sponsoring a lecture/demonstration on certain pieces or styles of music prior to, or during, a performance? A parent or faculty rhythm band accompanying your school group on an appropriate piece during a concert provides an engaging experience for all. Why not ask an audience member to “conduct” a piece that the performers know and can execute quite well? Ideas to Implement - Put facts that support music education on marquees and community bulletin boards, such as those at banks or grocery stores. - Put mailers in monthly credit card statements from a local department store, or insert with monthly utility bills. - Provide recordings of school performance groups to be played when callers are on hold on the school phone system (obtain all required copyright permissions). - Provide music-related statements on “table tents” for restaurants. - Have students write letters inviting community members to school music programs; program information can accompany the students’ invitation. - Stage a “music open house” in which community members are invited to attend regularly scheduled classes. Broadcast Your Act Performing Wonders: Kids and the Arts, A Broadcaster Guide to Teaching Children About the Arts offers ideas to help radio or television stations give arts education visibility. - Special Report: Arts Education. For a special news report or series, interview school officials and teachers to learn how schools use the arts as a learning tool. - On with the Show. Follow a student music, dance or drama performance through casting and rehearsals to opening night. - Profile Student Artists. Stations regularly produce “Student Athlete of the Week” features. Why not give the same kind of visibility to student artists? To Get the Creative Juices Flowing, Consider the Following: - A performance where a student or history teacher dresses like the composer of the piece and interjects stories of their inspiration or reasons for writing the piece. Students love to see their teachers participate in these types of activities, plus it involves your faculty directly (thus allowing them to see the benefits of your program firsthand). And it involves student research—an interdisciplinary approach! Your administrators will see you as a real team leader. - Another performance for children and parents could be an informal rehearsal of a quartet staged to demonstrate the collaborative process and exchange of ideas in bringing music to life. Building value for music also means sharing the process, not just the product! - Give a presentation on the nature of sound and demonstrate the ways in which the various instruments create their own unique voice. The activities could includeallowing children and parents to “test” each of the instruments. A connection to science! - Beginner-of-the-Month Awards. Music teachers identify one beginning music student each month who has demonstrated significant effort, improvement or collegiality. A traveling trophy goes to the student’s school for display. The newspaper runs the student’s photo, providing public recognition and increased community awareness. Initially the trophy could be sponsored by the school music dealer. To assist in recruiting and to help the visual arts and music teachers work together, hold a poster contest each fall and spring. Over a 2–3 week period, students create posters around the theme “Join Band!” or “Join Orchestra!” or “Join Choir!” Teachers select a poster to be displayed in the school. The school music dealer could provide an ice cream party for that student’s class. Later, display all the posters at a local bank. Local TV stations love covering this event!

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Contrary to popular belief, music is not a universal language. The Solesmes’ reasons for intoning Gregorian chants near Sablé sur Sarthe, France, have little in common with the Tuvans’ motivations for throat singing in Siberia. The Carnatic vocal music of southern India has scant relation to North American hip hop. Different musical practices reflect cultural differences throughout the world and within contemporary societies. In fact, different musics usually serve the people who engage with them as important means of psychological and social balancing relative to their culturally distinctive worldviews. As a performing musician, researcher, and teacher, Dr. Scott Goble seeks to understand the intentions and effects (personal, social, and political) associated with different musical practices as well as the cultural relationships among them. In his teaching and performing, Dr. Goble presents and illuminates different musical practices for students and audiences in terms of the meanings they held for those with whom they originated, as well as the meanings they have come to hold for those who presently engage with them. For example, he has prepared and conducted concerts with singers and instrumentalists focusing on the musics of particular communities (such as “A Celebration of Jewish Music,” “Joyeux Noël: Christmas Music of France and French Canada,” “Reflections of Spain: Musics of the Spanish Diaspora in the Americas), on themes of experiences shared in common by different communities (such as “To Free the Spirit: Songs of Oppression and Liberation”), and on the musics made by cultural communities undergoing significant social changes (“Musics of the U.S. Civil War”). His classes and concerts include spoken and printed content addressing the distinctive worldviews and cultural orientations that are reflected in the musics. In his book, What’s So Important About Music Education? (Routledge, 2010), Dr. Goble shows how the pragmatic philosophy and semiotic of C. S. Peirce might serve to account for the varied musical practices and the different conceptions of music held by people of different communities. One chapter identifies historical factors that have contributed to determining the conceptions of music that have predominated historically in the U.S. Another chapter presents a chronicle of significant rationales and philosophical statements that have served to support school music education there, explaining how the nation’s separation of church and state, its embrace of democracy and capitalism, and the rise of recording, broadcast, and computer technologies have contributed to changing the ways music teachers and concerned others have conceptualized music and its role in education since the European settlement of North America began. His book concludes by presenting a re-conceptualization of the role of music education in the schools of culturally pluralistic, democratically governed nations, one that addresses different musics as societally significant cultural practices. In one of his current research projects, Dr. Goble is reviewing Canadian music education curriculum documents to see whether curriculum writers are sustaining long-held European art tradition-based concepts (such as aesthetic appreciation, music as a fine art, and notions of musical works as art objects) or are broadening the frame of music instruction to address also the dynamic personal, social, and political effects of different musical practices. He writes: “School music education that attends to the pragmatic efficacy of different cultural forms of musical engagement can foster students’ thoughtful and critical engagement with musics, support the egalitarian ideals of culturally pluralistic, democratically governed nations, and make more clearly evident to everyone the societal importance of music study in schools.” Dr. J. Scott Goble

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Essential Elements for Strings – Book 1 with EEi Double Bass Book Created by Hal-Leonard to engage beginning string students, Essential Elements for Strings Book 1 offers sound pedagogy that is carefully paced to ensure success with beginning players. Essential Elements (EE) features familiar tunes, warm-ups, and rhythm exercises created and arranged for a group learning setting. Specific exercises are included for each instrument, to show each student the unique characteristics of their own instrument. The Essential Elements series also includes basic music theory and music history examples and gives you access to Essential Elements Interactive (EEi), the ultimate online music education resource that works on any device that can connect to the internet. EEi gives students access to helpful beginner videos, Play-Along tracks for all exercises in the books, duet and trio parts to selected songs, and a listening library of great orchestral music. Videos and audio tracks are available at stream or download. Essential Elements for Strings and Essential Elements Interactive are fully compatible with Essential Elements 2000. • My EE Library – Instant stream and downloads • Music Theory and history • Multicultural music • Creativity and assessment • Sight-reading and rhythm pages

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These dinosaur alphabet dot to dot worksheets are super fun to practice or learn alphabet. These dinosaur worksheets provide beginning readers with fun, appealing, and practical instruction that your child, or classroom, will be sure to enjoy. Our dot to dot printables, are a fun way for early learners, preschool through kindergarten, to practice their letter recognition skills. *this post contains affiliate links* Letter recognition is an important foundational skill for a child’s journey to reading and writing. Alphabet worksheets are a great practice for learners who are not yet able to read or write. Alphabet Connect the Dots – dinosaurs As children engage with the activities, they are familiarizing themselves with the letters they will encounter throughout this early learning process. Letter recognition will eventually lead to the ability to differentiate letter sounds. For learners to succeed in reading, they must begin by learning the names of the letters and how to recognize their shapes for them to establish the concept of letters in language. These connect the dot worksheets give children a hands-on, fun learning experience. The variety of designs give learners a new and exciting accomplishment. The dinosaur printables are fun and engaging. The skills are developmentally appropriate for learners 4-6 years old. Here are all dinosaur designs in this printable alphabet worksheet. Stegosaurus Dot to Dot Parasaurolophus Dot to Dot Triceratops Dot to Dot Pterosaurs Dot to Dot Apatosaurus Dot to Dot T-Rex Dot to Dot Dinosaur Alphabet Dot to Dot Worksheets Once these dinosaur alphabet dot to dot worksheets are completed, learners will reveal fun dinosaur designs that can be colored in to make them worthy of any refrigerator display. Teachers can incorporate these worksheets in their alphabet centers or as morning work. The directions are easy to understand and can be used any time for independent practice. You can also laminate the printables to be used over and over again for multiple learners to enjoy for years! Parents and homeschoolers can use these worksheets for independent, proficiency practice for their children. They would also be a great summertime activity to strengthen early literacy and prevent any loss of these important foundational skills while they are out of school. Get These Alphabet Dinosaurs Connect the Dots Worksheets Get your Alphabet Dot to Dot Worksheet – Dinosaurs Freebie here. Or Get the Numbers Version Get them here.

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Literacy and numeracy are foundational skills, providing the base on which to learn other, more complex skills. They underpin workforce participation, productivity and the broader economy, and can also impact on social and health outcomes. The importance of literacy and numeracy skills is that they enable us to engage fully in social and civic life. Literacy involves students listening to, reading, viewing, speaking, writing and creating oral, print, visual and digital texts, and using and modifying language for different purposes in a range of contexts. Numeracy encompasses the knowledge, skills, behaviours and disposition that students need to use mathematics in a wide range of situations.

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Until about a year ago I had never heard the term “PRAXIS”. Now it almost always in the back of my mind. Why is this? Well, the PRAXIS is a test that all educators need to take to ensure that children are receiving a good education from knowledgeable teachers. There are many different PRAXIS tests because of the many different states and all the different grades and subjects. Before I turned in my internship application and I had to register for the PRAXIS. Because of this, I became pretty familiar with the PRAXIS website. In case you are wondering or want to explore the world of PRAXIS you can go to www.ets.org/praxis. This webpage allows you to register, learn about and find out which specific PRAXIS test your state and major requires. The link below goes directly to the page that details which tests are required for which grades in the state of Utah. I am an elementary education major in the state of Utah so the test I need to take is the Elementary Education: Multiple Subjects test which is test 5031. This means that I will be tested in reading and language arts, mathematics, social studies, and science. I am usually a good test taker so I wasn’t too worried about this until I read some of the sample questions that can be found on the website. My interpretation of the test is basically like the tv show “Are You Smarter than a 5th Grader?” I actually have thought about watching that show to practice because this test does test content knowledge of grades K-6. While I may still watch that tv show to help me brush up on some of my knowledge, I also looked into buying some prep books. I first looked on Amazon.com and it seems that the trick is to find the book that matches the test number and title that you need to take. Once I started looking for books that were specifically for the 5031 test, I was able to select one that I felt would be best for me. Some of these prep books also contain a practice test which I find will be helpful in assessing where I am and where I need to be. Here is a link to one of the books I found: http://www.amazon.com/Praxis-Elementary-Education-Multiple-Subjects/dp/1607873303/ref=sr_1_1?ie=UTF8&qid=1359039878&sr=8-1&keywords=praxis+5031 All of us have different learning styles and maybe some of us remember our elementary school knowledge much better than others but my advice would be to start learning about and preparing for this test soon so that you only have to take it once.

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ERIC Number: ED231119 Record Type: RIE Publication Date: 1982 Reference Count: 0 English Spelling: The Simple, The Fancy, The Insane, The Tricky, and The Scrunched Up. "Great Idea" Reprint Series #612. The author explains the five-pronged approach to reading and spelling through classifying words into "simple,""fancy,""insane,""tricky," and "scrunched up" categories, and reports average gains of two grade levels in one semester by junior high school students with severe behavioral problems who learned the approach. Examples of the five word categories are "train" (simple), "precious" (fancy), "wuzz" for "was" (insane), "bare"/"bear" (tricky), and "hafta"/"have to" (scrunched up). Included are charts with columns of simple and fancy spelling, phonetic translations and foreign words, and words from the adult world. (MC) Descriptors: Behavior Disorders, Classification, Elementary Education, Phonetics, Reading Difficulties, Spelling Instruction, Teaching Methods AVKO Educational Research Inc., 3084 W. Willard Rd., Birch Run, MI 48415 ($1, quantity price $0.50). Publication Type: Guides - Classroom - Teacher Education Level: N/A Authoring Institution: AVKO Educational Research Foundation, Inc., Birch Run, MI.

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Beyond the classroom: How global skills can overcome the lack of a formal education Marta Lopez sells homemade baked goods. Higinia Reyes owns a corn mill. Remigia Dominguez is the head of a weaving cooperative. How are these women different from other self-sufficient business owners? They all live in the rural villages of the Lenca Corridor in the western highlands of Honduras, home to some of the poorest indigenous people in the country. With business training, a support network, and a loan as little as $50 each, the Lenca women can start sustainable businesses that transform their lives and create lasting impact in their communities. Their experience not only demonstrates the power of social and economic inclusion, but also the urgent need to implement new educational models if we are to promote economic empowerment and sustainable development in Latin America. Today’s workers need more than foundational literacy and numeracy skills — although these are important. To drive inclusive growth, Latin America must provide all its citizens with the opportunity to master the 21st-century skills they need to succeed in the rapidly evolving global digital economy. A 2015 report by the World Economic Forum, however, revealed that too many students are not getting the education they need to prosper and countries are facing critical shortfalls in skilled workers to compete in innovation-driven economies. Education leaders around the world are increasingly recognizing the need to embed global competence in schools and learning. The OECD’s Programme for International Student Assessment (PISA) is considering adding a new measurement of global skills in its next round of tests. Developing countries should maintain alternative paths to economic development, including microfinance schemes, projects targeting youth unemployment, and entrepreneurship education. As suggested by others who have done extensive work on the state of education in developing countries, what students in impoverished regions need are “life skills that enable them to improve their financial prospects and well-being”. Rotary’s collaboration with the Adelante Foundation to empower women in Lenca to achieve economic self-sufficiency offers one robust model for implementing this approach. Rather than just lending to individuals, this microcredit scheme offers the Honduran women non-collateralized group loans, business training, and a tightknit community of support. With Rotary’s help, Adelante has provided business training and over 600 loans to its clients, and the partnership continues to grow in the departments of Intibucá and La Paz. This project demonstrates that microcredit initiatives must combine sustainable social networks, business strategies, mentorship, and culturally sensitive partnerships if they are to help communities escape poverty for good. Other successful Rotary initiatives that advance inclusive growth by fostering global competence include a microcredit project in the Esmeraldas Province of Ecuador, a vocational training programme lifting indigenous youth out of poverty in rural Guatemala, and an entrepreneurship camp in Haiti. In developed countries such as the UK and the US, the recognition is growing that years of de-emphasizing vocational education have led to “a significant mismatch in the labour market” and that there is a need to “break down the barriers between career and technical education, on the one hand, and academic education, on the other”. Developing and middle-income nations face their individual problems, but the lessons of the decline of vocational training are still relevant to them, particularly in the context of sluggish economic growth time. In the Americas, for example, income inequality has been declining, but so has economic growth, and a sizable portion of the population has not benefited from the last decade’s expansion of social programmes. Granted, good education with marketable skills is vital to the region’s social and economic development. Last year, I looked at various interventions to overcome barriers to inclusive and equitable quality education in Latin America. Yet education reforms are merely one component in the systemic change necessary for reigniting Latin America’s inclusive growth in a culturally diverse and digitally-connected world. Mentorship, new models of vocational training, and entrepreneurship initiatives are just as crucial to equipping young people with global competence necessary for stimulating economic activity. After all, some of the world’s leading entrepreneurs, such as Richard Branson and Mark Zuckerberg, never completed their secondary or tertiary education. Lack of formal traditional education should never prevent someone from succeeding in the global marketplace. Latin America has the opportunity to make multiple investments in programmes promoting global marketable skills. This will be critical to help the continent meet the challenge of lifting millions of people such as Marta, Higinia and Remigia out of poverty, despite the trying economic times. If you enjoyed this post, click the heart button below and recommend it to your network. An earlier version of this post was published by @weforum for the World Economic Forum on Latin America, June 2016.

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Work, Monroe Nathan by E. D. Johnson, 1994 Related Entries: African Americans 15 Aug. 1866–2 May 1945 Monroe Nathan Work, bibliographer and historian, was born in Iredell County, the son of Alexander and Eliza Hobbs Work, both slaves until the end of the Civil War. He was the youngest of eleven children, six girls and five boys. In 1866 Alexander Work moved to a farm near Cairo, Ill., where his family joined him in 1867. In 1876 the Works moved to Sumner County, Kans., where Monroe completed his elementary education. As the youngest son, he worked on the family farm until the death of his mother in 1889, when at age twenty-three he entered high school in Arkansas City. An excellent student, he was graduated at the head of his class in 1892. After trying his hand at both teaching and preaching, he entered the Chicago Theological Seminary in 1895 and was graduated in 1898. Deciding that he was not intended to be a minister, he entered the University of Chicago, paying his way by working as a janitor. He took most of his courses in the social studies and received Ph.B. and M.A. degrees in 1902 and 1903, respectively. In the fall of 1903 he became instructor of history and pedagogy at Georgia State Industrial College, in Savannah, where he remained until 1908. On 27 Dec. 1904 he married Florence Evelyn Henderson of Savannah. While at the University of Chicago Work began research and writing in the field of Negro history and sociology with an article on "The Negro and Crime in Chicago," published in the American Journal of Sociology in September 1900. Continuing this interest at Savannah, he attracted the attention of Booker T. Washington, who invited him to join the faculty of Tuskegee Institute in Alabama. In September 1908 Work became director of the Department of Records and Research at Tuskegee, a position he held until his retirement thirty years later. Charged with collecting, recording, and preserving the history of the Negro in America, he began in 1912 to publish The Negro Yearbook, a compilation of information and statistics on the Negro in America: economic, social, and historical. Of particular interest was his continued record of lynchings in the United States. Work wrote widely for periodicals and newspapers, especially the Southern Workman, published at Tuskegee, and the Journal of Negro History. He was also instrumental in 1915, along with Washington, in starting the annual Negro Health Week, an event later sponsored by the U.S. Public Health Service. In 1928 Work published his major contribution to scholarly research, Bibliography of the Negro in Africa and America, which contained over 17,000 entries, including many rare items found in a tour of European libraries. A review of this work called it "the whole history of the Negro race in outline." The next year he received the William E. Harmon Award for the Negro Year Book and Bibliography. Among other honors, he was awarded the University of Chicago Alumni Citation (1942) and the D.Litt. degree from Howard University (1943). In 1942 Mrs. Betsy Graves Reyneau painted his portrait for the American Negro Citizens Series. At various times he was a member of the American Association for the Advancement of Science, American Academy of Political and Social Science, American Economic Association, American Sociological Society, International Institute of American Language and Culture, Southern Economic Association, Southern Sociological Society, NAACP, and other organizations. Work died at his home in Tuskegee and was buried in the cemetery on the campus. His wife died on 27 June 1955. They had no children. Gussie P. Guzman, "Monroe Nathan Work and His Contributions," Journal of Negro History 34 (1949) Linda O. McMurry, Recorder of the Black Experience (1985) New York Age , 12 May 1945; New York Times Book Review , 25 Nov. 1928; James Preston, "Monroe Work: A Black Scholar at Tuskegee Institute, 1908–1945" (MSS, Tuskegee Institute Archives) E. E. Thorpe, Black Historians (1971) Monroe Nathan Work autobiographical sketch (Work Papers, Tuskegee Institute Archives). Work, Monroe Nathan. 1965. A bibliography of the Negro in Africa and America. New York: Octagon Books. University of Chicago Libraries, http://www.lib.uchicago.edu/e/webexhibits/IntegratingTheLifeOfTheMind/Mo... "Monroe Nathan Work (1866-1945)." Image courtesy of Blackpast.org, 2011. Available from http://www.blackpast.org/?q=aah/work-monroe-nathan-1866-1945 (accessed March 12, 2012). 1 January 1994 | Johnson, E. D.

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M.S. in Teaching Interdisciplinary and Inclusive Education College of Education Memory; School children; Sex differences (Psychology) in children Elementary Education and Teaching The purpose of this study was to discover if gender is a significant factor when determining the auditory and visual memory skills of primary grade level students. The study also sought to determine if boys or girls are more able to recall visual or auditory stimuli. Based on the literature related to the subject of gender and memory, differences between males and females vary depending on the tasks performed. The subjects were taken from first, second and third grade students attending a suburban elementary school in New Jersey. Fifty-two boys and fifty-three girls were subjected to a story on an audio tape then tested to determine their ability to remember the auditory material. Thereafter, forty-six boys and fifty-two girls were exposed to a video tape then tested to determine their ability to remember the material on the video. The tests were separated by gender and graded on a scale from 0 to 9. The mean, median and mode of the boys' auditory tests were determined, as well as the mean, median and mode for the girls' auditory tests. The same statistical procedures were performed for both the boys' and girls' visual tests. A two-way Analysis of Variance was then performed on the scores to ascertain whether a significant difference existed between the boys' scores on the two tests and the girls' scores on the two tests. Although the boys scored higher on both tests than did the girls, no significant difference was found between the overall scores comparing the two tests in the Analysis of Variance. Leland, Kathleen P., "Gender differences in primary grade level students in tests of visual and auditory memory" (1998). Theses and Dissertations. 2310.

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“Play is often talked about as if it were a relief from serious learning. But for children play is serious learning. Play is really the work of childhood.” – Fred Rogers You’ve seen the tagline here at FTCNS and perhaps a handful of other schools – letting you know that we are a PLAY BASED SCHOOL! But what does that mean, exactly? And more importantly, why is it important for your child’s development and education? Well, let us help break down all the learning that’s going on right before your eyes… In a play-based program such as ours, you won’t see teachers giving rote instruction on concepts such as letters, numbers, shapes, or colors. Instead, you will see children sorting nature bits or blocks (patterning and math!), pouring water or sand through tubes at the sensory table (science!), painting at the easel (colors and shapes!) just to name a few of the fun, play-centric activities we enjoy in each class. Supported by teachers and parent volunteers who are willing to sit down with them as they play, listen to their ideas, and have conversations with them, children are able to extend their comprehension of how the world works in a concrete and truly enjoyable way. Another important aspect of education in the early years is literacy development. Teachers in our program encourage a child’s emerging curiosity about reading and writing by setting aside a special space in the classroom, stocked with a wide array of writing materials to explore and use creatively. Teachers work continually to infuse the entire classroom environment with print, showing students many meaningful ways of using writing such as making charts, lists, labels and schedules of daily activities. The children are read to regularly in both large and small groups as well as individually and are encouraged to engage with and explore stories and storytelling. Through play and with the support of teachers, children can explore letter recognition, letter sounds, symbolic thinking, rhymes and other early literacy skills, which build a foundation for eventually becoming enthusiastic readers and writers. Finally, we must remember that school (and life) readiness skills are not merely a matter of knowing letters and numbers. It is equally important – perhaps even more so – that children have positive social and emotional experiences and develop strong higher-order cognitive skills. Each day, our teachers focus on helping children learn how to function well as a member of a group, make friends, and acclimate to the structures and routines of school. Opportunities for children to develop executive function and critical thinking skills – such as articulating and exchanging ideas, listening to other points of view, reconciling differing opinions, inventing novel ways of solving problems, and planning, strategizing, and organizing – are imbedded in every aspect of our program. These skills emerge naturally in preschool children through play, especially when they are given the time and space to experiment and explore, and to encounter problems and solve them with the support of sensitive adults. As you can see, there are so many reasons why a play-based early childhood education is important in supporting the development of your whole child so that they are ready for their next step after preschool. At our core, calling ourselves “play-based” reflects our philosophy that children learn best through relevant, meaningful and concrete experiences. Each year, we are proud to send our “play-based”-educated oldest students off to elementary school, knowing that they have great motivation to learn, highly developed critical thinking and social skills, and a strong sense of confidence, self-reliance, and emotional well-being.

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This perspective on brainstorming is written by guest blogger Amanda Boyarshinov, author of the blog The Educators’ Spin On It. Are your kids creators? Mine are! They have their hands in the pompoms with fingers covered in glue almost every afternoon. I’ve got tables smeared with paint and paper tubes in a box marked – do not throw. Creating is fun, but also a very important part of brain development and learning for our children. They need to use all kinds of thinking throughout the day. As a busy parent, I’m trying to make the most of our creating time and have really focused on all aspects of the process: brainstorming, making a plan, following step by step instructions, and testing our designs. Today, we will take a closer look at the brainstorming aspect of creating. Parents and teachers often use the word brainstorming when asking children to come up with ideas in writing, designing, and creating. When we ask children to brainstorm, we are asking them to spontaneously generate ideas related to the given topic. These ideas can be shared orally or in written format. The Merriam-Webster dictionary defines brainstorming as “the mulling over of ideas by one or more individuals in an attempt to devise or find a solution to a problem.” That’s really what we are trying to do when we create – get ideas to solve the challenge or task. Brainstorming activates prior knowledge the child may have about the given topic. It is a very important part of the design process. As brainstorming occurs most often in the beginning, these exercises provide the adults with an immediate sense of how much the child knows. The reality is, in the brainstorming phase, there is really no wrong answer. As long as ideas are flowing and being shared, then it is a success. Three of my favorite ways to teach children how to brainstorm effectively are using a concept map, making a list, and sketching it out. A concept map is a graphic organizer that shows relationships between words. We write words that link to the selected word in ovals and connect them to their circle with a line. For younger children, encourage them to brainstorm out loud and write the words they say in the ovals. All related answers are good answers when in the brainstorming phase. Make a List We use Make a List most often in our brainstorming phase. It’s a quick and easy method to get children thinking about our topic. All the kids can shout out answers and I can add them to the next line on our list. You may notice that the list is similar to the concept map in that we are asking children to come up with related words and ideas, it doesn’t identify relationships. Sketch It Out Some creative challenges lend well to sketching out ideas during the brainstorming phase. A child may choose to draw one, or a few sketches with ideas. If you are making planets, a sun sketch may show triangle rays of orange around a circle. Another sketch may have the sun blue with pink swirls to show the heat of the sun. In the brainstorming phase, our goal is to get kids thinking more in depth and breadth about a subject. Sketching out a variety of ideas also gives children a chance to formulate the vocabulary. When using the sketch it out, I always ask children to “tell me about your sketch.” Now it’s time to put your brainstorming skills to use with a fun project: Glowing Planets. About Amanda : Amanda is a National Board Certified teacher with oodles of experience in early childhood education. She holds a bachelor’s degree in elementary education and a master’s degree in Reading for grades K-12. You will often find her in her backyard exploring nature with her kids or doing a hands-on science project at the kitchen table. She loves to walk her dog and snuggle up with a good book when she isn’t elbow deep baking blueberry muffins in the kitchen. She shares educational activities for children ages 0-7 at The Educators’ Spin On It About Kiwi Crate: Kiwi Crate Inc. develops award-winning, hands-on projects and activities designed to spark your child’s curiosity and creativity. Our mission is to encourage the next generation of tinkerers, creators and innovators and help them build creative problem solving skills. Check all of our products covering hands-on learning, STEM, art & design and for kids 3-16+ at kiwicrate.com. Want to see more about making and creating? Follow Us!

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As the world of finance becomes more complex, most of us aren’t keeping up. In this series we’re exploring what it means to be financially literate. Advice on money often boils down to simplistic messages about budgeting, understanding compound interest and avoiding debt. But research suggests financial decision-making depends as much on our values, expectations, emotions and family experiences as information taught at school. In short, the way people interact with money is highly complex and so the way we teach our kids needs to catch up. It’s time for a shift from teaching children rote-learned financial rules of thumb to instilling dispositions and a thinking process that underlies good financial decision-making. Funnily enough, the debate over “smashed avocadoes” illustrates two concepts that can make all the difference to how we approach financial decisions. The first is a future orientation and the second is self-regulation. Thinking about the future, or a “future orientation” is incredibly important when it comes to managing money. This is a tendency to consider future consequences and a willingness to delay gratification in favour of longer term goals. Self-regulation is the process by which we control our thoughts, feelings and behaviours. Being aware of our financial motivations and having the ability to critically analyse our decisions is also important. These are the kinds of thought processes necessary for good financial decision-making. Money is a limited resource Research shows that both parental behaviour (like discussing financial matters with children) and dispositions (such as future orientation) have an impact on their children’s financial behaviour into adulthood. This means that simply discussing money can help children build financial independence by practising making decisions. For example, parents and children can discuss what they want to do with any money they receive, and maybe encouraging them to bank and save. Giving children pocket money is another strategy for accomplishing this. Although not everyone has the means or the inclination to pay their children for helping out around the home. And you don’t have to. Research also shows that financial hardship – living on a limited income and going without – can be just as useful in shaping financial understandings as the experience of growing up rich. In fact, there are things that children observe and experience – like problematic gambling and the financial fallout of marriage separation – that can influence them to think and feel more conservatively about money. As part of my ongoing research, I have spent time working with parents, teachers, and 10-12 year old students. I’ve found that the experience of financial hardship is not lost on children. During interviews some have described the importance of working to earn an income. Others have told me that their parents work multiple jobs to make ends meet and money is stressful. Some children suggested selling a car to save money, or competently described sophisticated economic concepts (supply, demand and market equilibrium) in relation to buying and selling second-hand goods, particularly electronic games. These examples show that children for whom money is a limited resource bring valuable insights to their financial literacy education at school. There are ways that parents and teachers can sensitively tap into these insights during lessons. Promoting critical thinking and financial independence We live in a world that sells immediacy and makes it easy to tap and go. Figuring out how to balance short term desires with longer term financial goals that may seem out of reach – like funding higher education and purchasing a home – requires focus. Ultimately, children need practice applying their literacy and numeracy skills to make financial decisions independently. This can take place both at home and in the classroom. For instance, instead of giving children values-laden advice about what makes a wise financial decision (such as avoiding debt), use questioning techniques to stimulate and guide their thinking. These could include: - Reasons: What are your reasons for making that decision? - Evidence: Can you convince me that is the best decision? - Argument: What would someone who disagreed with you say? - Impact on others: Will your decision affect anybody else? - Consequences: What might happen next? These questions engage children to think about what drives them and what all their available choices might be. As painful as it can be, it can also be productive to let go and allow children to experience the odd financial misadventure and mistake. Later, you might ask… - Reflection: How did that work out? What might you do differently next time? These questions have the potential to promote critical thinking, a future orientation and self-regulation – without seeming to be too judgemental or interfering.

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GCSE Maths Passports Grades 1 to 9 Revision The new grades 1 to 9 GCSE maths passports are a resource designed to encourage students to have independence of their revision. However the maths GCSE passport resources also provides direction for the students about how to revise maths, which maths topics to revise and where to look for maths resources. Students commonly struggle to be able to correctly revise mathematics. Many believe reading through a revision guide is enough no matter how many times you tell the students the need to complete maths questions. Since the new 1-9 curriculum has been launched, I thought very carefully over whether to make a new version of the passports and I have decided it would agian be useful. A word of caution I have given each passport targeted grades, this does not mean the subjects inside the passports are grade x, it is just roughly what I see students of each ability are generally able to achieve. The new grades 1 to 9 GCSE maths passport resources are more detailed than ever before. Instead of there being only three passports there are now five. The GCSE maths passports support students with revision of basic numeracy skills up to complex mathematical concepts. There are five different passports in total two foundation, one cross over foundation/ higher and two higher passports. Passport Break Down New Grade 1 to 9 Maths GCSE Revisom Passports Students need to work through each topic using the content provided, if students don't have access to a QR Code reader then there are web links below each QR code. The maths passports resource link to both support videos and practise questions. (These are links to Corbett Maths, Hegarty Maths, MissBsResources and Diagnostic Questions) Unlike previous passports I have categorised the topics into number, algebra, shapes and measures and statistics. I've also eliminated the majority of overlapping topics and questions between the passports and made sure each passport is in line the with the new GCSE specification. However, this isn't an exhaustive list of topics. Students need to provide evidence to their teacher that have done the tasks, as wel as answering the exam style question in the maths passport. If you are happy a student has completed the topic then you sign it off. This allows you to have a way to check up on the students revision and there revision practices. I like to keep track of students in a simple spreadsheet of which maths passports and topics they have completed. This also gives me data I can easily provide to parents and tutors to help futher support the student. Each new maths passports also includes four traveling quizes. The categories are; - Shapes and Measures These provide students opportunities to attempt topics which may not have appeared in the passport but are still just as relevant. So it's time for students to collect their maths air miles by completing the new maths GCSE passport revision resources. |One||F||1 to 4||Passport One||Answers| |Two||F||3 to 4||Passport Two||Answers| |Three||F & H||4 to 5||Passport Three||Answers| |Four||H||5 to 6||Passport Four||Answers| |Five||H||7 to 9||Passport Five||Answers| I Hope you find these resources useful.

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What is the difference between disciplines? For feeding skills: Speech Therapy (ST) works on the control of food in the mouth and tongue movements for speech and respiration. Occupational Therapy (OT) works on bringing food to the mouth, control of food in the mouth, and respiration necessary for activity/exercise. For cognitive skills: OT and ST together work on helping attain strategies for establishment of new concepts. OT works on using visual perception skills for daily activities. ST works on strengthening foundational skills essential for speaking, developing, and understanding interactive language. For physical skills: PT works on strength, gross motor skills, muscle tone, balance, coordination, and speed, in a variety of tasks throughout the developmental spectrum, including sitting, crawling, walking, hopping, skipping, and moving from one position to another. OT works with fine motor skills and functional skills needed for self-care, such as feeding oneself, writing, manipulating buttons and fasteners, hand/eye coordination, all areas of daily hygiene, decreasing the impact of the effects of residual primitive reflexes, and improving posture. PT and OT together work on normalizing muscle tone so the child can move with control. There is close coordination of interdisciplinary skills in all areas.

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**Teach Your Students How to Score Their Evidence-Based Reading Responses Accurately and Efficiently.** This CCQ Teaching Strategies and Scoring Guide: How to Get Maximum Student Results will show teachers how to train ALL students to write evidence-based writing skills independently. This guide is also designed to show teachers how to use CCQ Novel Study Workbooks as a valid and reliable Reading & Writing Diagnostic Assessment Tool. For years, we have trained teachers to: - Scaffold instruction for Special Education, General Education, and Gifted Students. - Score evidence-based written responses accurately and efficiently. - Providing teaching strategies and plan lessons to increase learning outcomes. - Collect accurate, authentic data on each student’s foundational reading and writing skills. *You and your students will be amazed with the academic results of our CCQ teaching strategies and scoring guidelines.* We have condensed this CCQ Teaching Strategies and Scoring Guide:How to Get Maximum Student Results into a concise and manageable 35 page teacher resource. As teachers and staff developers ourselves, we ONLY want to provide teachers and students with EXACTLY what they need. This CCQ Teaching Strategies and Scoring Guide will show you how to effectively teach the essential, foundational higher-order thinking skills needed to read critically and write evidence-based responses. This CCQ Teaching Strategies and Scoring Guide: How to Get Maximum Student Results includes: - 8 Planning options - Selected-Response Teaching Strategies - Evidence-Based Constructed Response Teaching Strategies - Scoring Guidelines for Evidence-Based Constructed Reponses - Student Rubrics (Printable) - Student Writing Samples with Scoring Explanations (Printable) - Reference Sheets (Printable) - Performance Scales (Printable) Thank you for everything you do to help prepare our students to develop the foundational skills needed for the future. We wish you and your students a successful school year.

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Sometimes in Music Education the subject of hearing conservation does not seem to be given the attention it deserves. At ACS we believe that educating young people about the hazard of being exposed to sound levels over 85dB (A) in musical and recreational environments is crucial, especially when it occurs regularly or over long periods of time. Music Teachers - Do you have a duty of care to protect your students? If your students, pupils or teaching staff are exposed to average sound levels of 85dB (A) and over you should by law supply suitable hearing protection that is fit for purpose. Solid foam type earplugs are an auditory block and not suitable for musicians. For any musician or music lover, high fidelity attenuating hearing protection is the answer in providing suitable protection without spoiling the sound quality. ACS offer a wide range of affordable solutions for education from universal fit to custom moulded hearing protection. Protect your students today so they can Play Safe Now and still Hear Tomorrow For further guidance on hearing conservation within your institution and to discuss exclusive education discounts contact us: T: +44 (0) 1295 266 665

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LEARNZ virtual field trips provide a unique experience for students and teachers in New Zealand schools and an essential part of every LEARNZ field trip is written text, along with other resource material such as photos, videos, audios and web conferences. A LEARNZ web page is constructed to scaffold reading for students. The following example demonstrates one way that teachers can use the special features of a LEARNZ Background page to help support student reading. Watch the video Try it yourself Have a look at the LEARNZ web page Memorial Park - not just a roading project which is part of a series that backgrounds the Memorial Park project in Wellington, leading up to First World War centenary commemorations on Anzac Day 2015. After looking over the list of Features, below, we suggest you take a second look at Memorial Park - not just a roading project as if you were a student to become more familiar with these features. Follow the steps in the Suggested Reading Scaffold section, below, to see how you can further support literacy development by using LEARNZ. (Hint: Display this web page side-by-side with the above web page ). - Listen. Clicking the headphones link at the top of the page plays a recording of the content being read by one of our LEARNZ teachers. Unlike with automated options, New Zealand students will appreciate the familiarity of the accent and how the reading flows smoothly over technical words and common Māori words. - Enlarge photos. Clicking any photo on the right displays an enlargement and caption. By hovering the mouse over the left or right side of each photo, students can navigate forward or back through the enlargements. - Pasifika and Maori keywords. Further down the page there are a series of Language keyword tables that students and teachers can show or hide as they please. Māori keywords have sound files attached so all New Zealanders can hear them pronounced. Pasifika keywords are provided in the 5 main languages used in New Zealand. - Print. Notice the little printer icon in the upper-right of the page. Clicking it gives a preview where all the content is displayed in a different layout, appropriate for print. - Forward and Back. Also in the upper-right are Previous and Next links to enable students to go through the sequence of pages that build knowledge and understanding of the project. - Two reading levels. The Easy link takes students to an easier-reading version of the page where there is more white space and simpler sentence structure and vocabulary. Typically the reading age is 2 years less. - Relevance. The text meets the need for current, authentic, local content embedded in a larger story. The Memorial Park project is based in Wellington, with relevance to all New Zealanders. A Suggested Reading Scaffold - Emerging readers, click on the headphones at the top to have the page read. - All students read the page heading. - Read the summary in the top orange box. - Enlarge the first image, then click through the rest of the enlargements. - Click through the enlargements a second time and read the captions - Read the main text of the page. - All students, open the Māori keywords and click to hear them. - Pasifika students, open the keywords for their language and read them. - Read the text in the bottom orange box of the page and respond (write text or record a sound file). - On the page’s left-hand menu, under Prepare Students, click Activities and attempt Interactive #2 called Memorial Park, which tests comprehension of the page (and one other). - Click Next or Previous to navigate through the suggested learning sequence of Background pages whereby students gain knowledge related to the field trip topics. - Click Standard to go to a higher-level version of the page where the reading age is two years higher. This example is from LEARNZ Memorial Park at http://www.learnz.org.nz/memorialpark134. The web site will ultimately contain four virtual field trips covering the project through to 2015. Feel free to explore the rest of the site and use it in your teaching and learning programme. If you do, it would be great if you would register with LEARNZ at http://www.learnz.org.nz/register For another view of using LEARNZ field trips as a reading resource, go to eLiteracy leader Jill Hammond’s explanation at

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Reading comic books can improve reading skills in children, say experts 12th October, 2018: While conversations about literacy typically begin when children start school, the roots of reading skills begin at birth. The first few years of life are vital for the development of literacy skills, as children absorb the building blocks of language. Through recognising pictures, listening to short stories and eventually identifying words, exploring books at an early age creates a strong foundation for future literacy development. Experts now advocate for a more natural unfolding of literacy skills instead of formal instruction at an earlier age, because during these developmental years, the children's earliest experiences with books and stories should be about enjoyment. Comic books, as a genre which combines colourful images with small snippets of text, can be the ideal way to introduce children to reading. Comics can familiarise children with the concept of reading, long before they can read for themselves. At an early age, they can also interact with the pictures in books, such as by gazing at pictures, laughing and even pointing at familiar characters and objects. These recognition behaviours demonstrate the earliest stages of picture and story understanding. Comic books also have the same elements of plot development seen across a range of genres, with rising action and an exciting climax. Familiarising children with these constructions in stories will help aid their comprehension of storylines across genres, and ultimately help in making their transition to more text-based formats, smoother. Comic books help children not only develop their literacy skills but also their understanding of social norms, values, and complex human emotions. Fabelizer, a content producer for children, recognises the potential for comic books to teach moral lessons, as well as literacy skills, and is a recommended brand for parents and educators that want their children's superheroes to be strong role models. About Fabelizer & Aychu: to stitch together thousands of design components into complete products. Fabelizer products which include comics and videos are produced in 40 languages made possible using artificial intelligence technologies. An application of Blockchain enables artists, over different language skills and methods, to collaborate over the cloud Aychu comics & videos are only available digitally on platforms such as YouTube, Amazon, Kobo, iBooks Store and Google Play Books. For information on how to secure copies of Aychu E-comic books, please visit www.Aychu.com For more information, visit: http://www.fabelizer.com

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that tell a story have always been a defining characteristic of American popular music, yet the narrativity of pop music is underrepresented in academic literature. This paper utilizes a combination of semiotics and narrative theory to present a systematic method that can be used to analyze and codify the lyrics of virtually any pop song into one of four major categories based on whether it has an open or closed reading and a defined or undefined narrative. It is hoped that this typology can be used both to better understand how pop music plays a role in cultural storytelling and to aid teachers and students in the development and understanding of songwriting pedagogy. Keywords: lyrics, semiotics, narrative theory, songwriting, popular music, music education, music pedagogy Randle, Quint and Keith Evans. “So What Does “Set Fire To The Rain” Really Mean? A Typology for Analyzing Pop Song Lyrics Using Narrative Theory and Semiotics.” Journal of the Music and Entertainment Industry Educators Association 13, no. 1 (2013): 125-147. https://doi.org/10.25101/13.7

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Education in the USA Презентація по слайдам: The USA does not have a national system of education. All educational matters are left to states. 50 per cent of funds for education come from state sources, about 40 from local funds, and only 6 per cent from the federal government. There are two major types of schools in the USA— public which are free, and private, or fee-paying. Four of five private schools are run by churches and other religious groups. Elementary education starts at the age of 6 and continues till 10-11 years. Secondary education is provided from the age 11 — 12. Intermediate school includes grades 6 through 9 for ages 11-12 up to 14—15. A senior high school may include grades 9—10 through 12. A senior high school may be comprehensive, general or vocational. A comprehensive school offers a broad program of academic and vocational education, a general school offers a more limited program. A vocational school focuses on vocational training with some general educational subjects. All such programs — academic, technical, or practical are generally taught under one roof. The School System A child´s educational progress is divided into elementary school (grade 1 to grade 5 or 6) middle school or junior high (up to grade 8 or 9) high school or senior high (up to grade 12) Electives Common types of electives include: Athletics (cross country, football, baseball, basketball, track and field, swimming, tennis, gymnastics, water polo, soccer, softball, wrestling, cheerleading, volleyball, lacrosse, ice hockey, field hockey, crew, boxing, skiing/snowboarding, golf, mountain biking, marching band) Career and Technical Education, including Agriculture/Agriscience, Business/Marketing, Family and Consumer Science, Health occupations Computer word processing, programming, and graphic design Foreign languages (Spanish and French are common; Chinese, Latin, Ancient Greek, German, Italian, and Japanese are less common) Junior Reserve Officers' Training Corps Performing Arts/Visual Arts, (choir, band, orchestra, drama, art, ceramics, photography, and dance) Publishing, including journalism/student newspaper, yearbook/annual, and literary magazine Nevertheless, many students of high school don't finish it. 1 per cent of American citizens at the age of 14 can neither read, nor write. High school students who wish to attend a college or a university go through one of the two standard tests — SAT (Scholastic Aptitude Test) and ACT (American College Test). They are given by non-profit, non-governmental organizations. There are several ways to continue in education: universities, colleges, community colleges, and technical and vocational schools. A university in the USA usually consists of several colleges; each college specializes in a subject area. There are colleges of liberal arts, colleges of education and business colleges. A program for undergraduates usually takes four years. After that, students may leave the university or go on for a graduate or professional degree College students usually spend four years at the college, too, and get the Bachelor's degree. In contrast to universities, colleges don't have graduate or professional programs. Colleges in the USA differ greatly in size — they may include from 100 students to 5000 and more. Most of the larger institutions fall into the category of universities, the largest being the University of California, State university of New York, New York university, Columbia University and others. Americans place a high value on education. That's why Kennedy said, "Our progress as a nation can be no swifter than our progress in education".

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Open Court Reading gives your students the tools they need to read and succeed both inside and outside the classroom. Strong foundational skills—combined with comprehension, writing, and inquiry—ensure that students are well prepared for a lifetime of literacy and learning. Included in the Open Court Reading core curriculum, Foundational Skills Kits equip all students with a strong foundation for lifelong literacy. This easy-to-use program is carefully crafted to build the skills needed to and encode written language, becoming the basis for reading and writing fluency, as well as reading comprehension. Included in the Open Court Reading core curriculum, Foundational Skills Kits equip all students with a strong foundation for lifelong reading, helping students understand how individual sounds work together to create spoken language. These tools strengthen phonemic awareness, phonics, and fluency skills—allowing learners to master more sophisticated skills. Word Analysis Kits take students from foundational skills to the application of these skills as they encounter new vocabulary, more complex texts, and more sophisticated writing. When students encounter new words, they have the tools to break down these words into smaller units and make meaning from those units. With these skills, your students will be ready for middle school, high school, and beyond! The English Language Development Kit provides instruction and activities to help English Learners acquire vital vocabulary and language skills. Students can quickly begin to participate meaningfully in the classroom and everyday life with differentiated instruction that addresses four levels of proficiency: Beginning, Early Intermediate, Intermediate, and Early Advanced. Open Court Reading provides all the tools you need to create a foundation for literacy success. See for yourself how the various components of Open Court Reading work together to effectively improve reading, writing, and language arts skills development in your classroom. Request a demo today.

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Down Syndrome Research and Practice 9(2) What's it all about? Investigating reading comprehension strategies in young adults with Down syndrome Michelle Morgan, Karen Moni, and Anne Jobling The purpose of reading is for the reader to construct meaning from the text. For many young adults with Down syndrome, knowing what the text is all about is difficult, and so for them the activity of reading becomes simply the practice of word calling. It is suggested in the literature that for those individuals with Down syndrome, learning can continue into adolescence and that this may be the optimal time for learning to occur. However, a review of the literature revealed limited empirical research specifically relating to the reading comprehension of young adults with Down syndrome. Recent findings from Latch-OnTM(Literacy And Technology Hands On), a research-based literacy and technology program for young adults with Down syndrome at the University of Queensland, revealed that comprehension remained the significant area of difficulty and showed least improvement (Moni & Jobling, 2001). It was suggested by Moni and Jobling (2001) that explicit instruction in comprehension using a variety of strategies and meaningful, relevant texts was required to improve the ability of young adults with Down syndrome to construct meaning from written texts. This paper is based on an action research project that was developed within the Latch-OnTM program. The project utilised a modification of Elliot's (1991) action research model and was conducted to investigate specific teaching and learning strategies that would enhance the reading comprehension of young adults with Down syndrome. The participants were 6 young adults with Down syndrome ranging in age from 18 to 25 years. As the data from this project are still being analysed, preliminary findings of one participant are presented as a case study. The preliminary findings appear to indicate that the program of specific teaching and learning reading comprehension strategies used in this project was beneficial in the participant's reading comprehension. Eilene Lewis, and Alta Kritzinger Although feeding difficulties in infants with Down syndrome are described in the literature, the experiences of parents regarding the feeding problems of their infants are largely omitted. In order to promote closer collaboration with families and speech-language therapists in early communication intervention, the study investigated some experiences of a group of parents concerning the feeding problems of their infants with Down syndrome. A descriptive survey approach was implemented to collect quantitative data. The results revealed the type of feeding problems and associated conditions occurring in the infants of the twenty participants; the type of feeding methods used; the assistance received during the feeding problems; the emotions experienced in relation to the feeding problems in their infants as well as suggestions made by the participants regarding the management of early feeding problems. Numerous feeding problems occurred in the infants and the variety of emotions experienced by the participants indicated that feeding therapy and counseling were required. As a result of the different conditions underlying the feeding problems of the participants' infants, a comprehensive approach, which included therapeutic and medical intervention, was necessary. In order to provide effective early communication intervention services from birth, the results indicated that the knowledge, skills and sensitivity of speech language therapists to identify caregiver needs, to provide appropriate family-focused intervention and to make recommendations regarding the management of feeding problems in infants with Down syndrome is of great importance Ayse Yenigun, Ferda Ozkinay, Ozgur Cogulu, Canan Coker, Nurten Cetiner, Gonca Ozden, Oguz Aksu, and Cihangir Ozkinay Immunological, endocrinological, and haematological abnormalities are relatively common in people with Down syndrome (Cuadrado & Barrena, 1996; Decoq & Vincker, 1995; Hestnes et al., 1991; Sustrova & Strbak, 1994; Nespoli, Burgio, Ugazio & Maccario, 1993; Kempski, Chessells & Reeves, 1997; Kivivuori, Rajantie, & Siimes, 1996; David et al., 1996; Gjertson, Sturm & Berger, 1999). Zinc is one of the elements that act in the maintenance of normal function of these systems. This study was designed to investigate zinc levels in children with Down syndrome. Zinc levels were measured in hair using atomic absorption spectrophotometry. The hair zinc level of 19 children with Down syndrome was compared with the zinc level of 11 typically developing children. Hair zinc levels were found to be significantly lower (p < .05) in those with Down syndrome (average 95.18 ± 56.10 ppm) than in the typically developing children (average 208.88 ± 152.37 ppm). Some of the problems experienced by children with Down syndrome may be due to these low zinc levels, but further research is required to confirm these results, and to establish any correlation with these problems.

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There is a laundry list of unsafe foods and beverages to consume while pregnant—chief among them is alcohol. However, a new study funded by the CDC out of Denmark has concluded to the contrary that “low to moderate average weekly alcohol consumption” had no effect on the neurodevelopment of children at the age of 5, NPR’s health blog SHOTS reports. The study measured the IQs, attention spans and decision-making skills of more than 1,600 5-year-olds as well as the drinking habits of the mothers in early pregnancy. The mothers’ questionnaire showed a little less than half refrained from alcohol completely, the next largest group had 1-4 drinks a week, roughly 175 women had 5-8 drinks a week, and only 20 of them drank 9 or more drinks containing alcohol each week. Although the results of the study were technically conclusive, a number of remaining variables—other age groups, motor skill development, etc—still exist, making the results highly focused and lacking in a definitive answer to the general question. "The danger of it is that people consider it definitive research and definitive reassurance that any alcohol use, including binge drinking, during pregnancy is innocuous," says Janet Williams, a pediatrician at the University of Texas Health Science Center in San Antonio. Williams continues on to say that the safest option for the child during pregnancy is for the mother to abstain from all alcohol. The Danish researchers agree, adding, "small quantities consumed occasionally in pregnancy do not appear to pose serious issues.” How do you feel about this new research, and what is your opinion on drinking alcohol during pregnancy?

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Tikal Archaeological Site Tikal is an archaeological site which was one of the urban centers of the pre-Columbian Maya Civilization. It was the capital of a conquest state and which also became one of the most powerful kingdoms of ancient Mayans. It was the most prosperous city of that period. It is located in the Peten Region of Guatemala, deep within one of Central America’s largest rainforests. It covers an area of 575.83 square kilometers. Tikal National Park was the first protected area in Guatemala. It was created in 1966. It was declared as a UNESCO World Heritage Site in 1979. Quick Facts: – - The Peak population of this region was approximately 100,000. - By 900 AD, this Mayan city had been abandoned, nobody really knows for certain why this happened. - Some experts think that the reason might have been overpopulation and resource depletion. - A few buildings in this region date back to the 4th century BC. - The geographic region known as the Peten Basin covers the northern part of Guatemala. - The first European to have ever seen this ancient city was possibly the Spanish friar Andres de Avendano in 1696. - The ruins of this city were discovered officially for the first time in 1848 when an expedition sent out by the Guatemalan government. - Tikal is dominated by five main temples which are commonly referred to as Temple I to V. - Temple I is the most famous structure of this national park. It rises 50 meters above the plaza’s eastern end. - This national park is home to at least 54 different species of mammals and 333 species of birds. Cite This Page You may cut-and-paste the below MLA and APA citation examples: MLA Style Citation Declan, Tobin. " All Facts about Tikal for Kids ." Easy Science for Kids, Dec 2018. Web. 10 Dec 2018. < https://easyscienceforkids.com/tikal-facts/ >. APA Style Citation Tobin, Declan. (2018). All Facts about Tikal for Kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/tikal-facts/ We've recently added - Syria Worksheet and Quiz - Samoa Worksheet and Quiz - Neil Armstrong Worksheet and Quiz - Mount Everest Worksheet and Quiz - Henry Hudson Worksheet and Quiz - Guatemala Worksheet and Quiz - Cleopatra Worksheet and Quiz - Carl Linnaeus Worksheet and Quiz - Canada Worksheet and Quiz - Turtle Worksheet and Quiz Sponsored Links :

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The best science experiments guide for kids ages 3-9. This is YOUR go-to resource for all things STEM and science all year round! STEM stands for science, technology, engineering, and math. You can make STEM and science exciting, educational, and inexpensive for young kids. Fun and easy science for kids starts here! Don’t hesitate getting set up for science at home right away. Adults who are supervising experiments do not need to be science gurus. In addition to step-by-step instructions for each experiment, the detailed science guide included with this kit provides adults with "mind blowing science secrets" that help to answer questions about what's happening in each experiment. All of the materials and experiments involve basic scientific concepts associated with acidic and basic liquids and are arranged to present these concepts in sequential order. The descriptions included in the science guide give background information related to each reaction and offer questions that adults can ask to help encourage fun learning during experimentation. Volcanoes are made to erupt, and that’s exactly what’ll happen in this fun science experiment for kids! John and his kids show us how to make an erupting volcano, using vinegar, baking powder, washing up liquid and water, plus a splash of red food colouring for dramatic effect. Add playdough or plasticine to turn your plastic bottle into a more realistic volcano scene, especially if you plan to use this as a science project for school! London Science Museum | ThinkTank - Birmingham Science Museum | Aberdeen Science Centre | Glasgow Science Centre | Museum of Science and Industry, Manchester | Life Science Centre (Centre for Life), Newcastle | National Science and Media Museum, Manchester | Techniquest, Cardiff | Museum of Victorian Science, Whitby | Whipple Museum of the History of Science, Cambridge | Museum of the History of Science, Oxford Making an electromagnet at home is fun and easy. Most magnets, like the ones on many refrigerators, cannot be turned off; they are called permanent magnets. This one can be and is therefor called an electromagnet. They run on electricity and are only magnetic when the electricity is flowing. The electricity flowing through the wire arranges the molecules in the nail so that they are attracted to certain metals. This Rainbow Skittles science experiment can be done in seconds, making it a great way to try science at home even with the most easily distracted of toddler-sized assistant. All you’ll need to do is arrange Skittles in a circle on a plate and fill the middle with warm water. Then sit back and watch as the colours drain and mix with the water, creating a cool rainbow pattern in front of your eyes. Plus, any bonus Skittles = a tasty treat for you. Any one of these simple science experiments for kids can get children learning and excited about science. You can choose a science experiment based on your child’s specific interest or what they’re currently learning about, or you can do an experiment on an entirely new topic to expand their learning and teach them about a new area of science. From easy science experiments for kids to the more challenging ones, these will all help kids have fun and learn more about science. If you’ve ever wondered why someone can measure and pour ingredients into a bowl, mix them up, and then bake the batter in the oven to make a cake, you’ve thought about science. The process of mixing certain ingredients together and adding heat causes the ingredients to react and change. For example, baking powder or baking soda in a cake recipe will react with acidic or wet things in the batter to puff it up and make the cake light and fluffy. Scientists tested these reactions so many times that they learned what would happen every time. This is called experimentation, and you can do it, too.

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About Education For All “Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory.” Article 26, Universal Declaration of Human Rights, Over sixty years ago education was declared a basic human right for every person, and enshrined in the Universal Declaration on Human Rights in 1948. Since then, it has been reaffirmed in the International Covenant on Economic, Social and Cultural Rights (1966), the Conventional on the Elimination of Discrimination Against Women (1979) and the Convention on the Rights of the Child (1989), among many other international human rights instruments. In 1990, over 150 governments adopted the World Declaration on Education for All at Jomtien, Thailand to boost efforts towards delivering the right to education. Ten years later, the World Education Forum in Dakar, Senegal reaffirmed this commitment and adopted the six Education For All (EFA) goals that run to 2015: - Goal 1: Expanding and improving comprehensive early childhood care and education, especially for the most disadvantaged and vulnerable children. - Goal 2: All children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities have access to free, quality and compulsory primary education by 2015. - Goal 3: Ensuring that the learning needs of all young people and adults are met through equitable access to appropriate learning and life skills programmes - Goal 4: Achieving a 50 per cent improvement in levels of adult literacy by 2015, especially for women, and equitable access to basic and continuing education for all adults - Goal 5: Eliminating gender disparities in primary and secondary education by 2005, and achieving gender equality in education by 2015, with a focus on ensuring girls’ full and equal access to and achievement in basic education of good quality - Goal 6: Improving every aspect of the quality of education, and ensuring their excellence so that recognised and measurable learning outcomes are achieved by all, especially in literacy, numeracy and essential life skills 180 countries signed up to make these goals happen, committing to putting legal frameworks, policies and finance in place so that everyone, no matter what their circumstances, could have an education – one that is available, accessible, acceptable and adaptable. The richest countries pledged to help make Education for All a reality by committing to principles of international cooperation towards those countries with fewer financial resources. Commitment towards the right to education was also reflected in the UN Millennium Development Goals, set in 2000 with a deadline for achievement by 2015. There are eight Millennium Development Goals (MDGs), of which two focus on education: - Ensure that all boys and girls complete primary schooling by 2015 - Eliminate gender disparities in primary education by 2005 and at all levels by 2015 Progress has been painfully slow. In the period immediately after the setting of both the MDGs and the six EFA goals, investments were made by governments committed to achieving these goals. Education budgets, both foreign and domestic, increased, enabling the abolition of tuition fees for primary school in several countries and the development of improved national education plans. However, as we move closer to the 2015 deadline, progress has slowed. - Despite an average of 8.9% of domestic budget going to education in low income countries – rising to an average of over 10% in sub-Saharan Africa – States are still falling behind. - Enrollment in primary school may have increased since 2000, but this has slowed towards the end of the 2000-2010 period; worse, completion rates remain low, with 10 million children dropping out of primary school every year in sub-Saharan Africa alone. - Millions of children who do complete primary school do so with lower than expected levels of reading, writing and numeracy due to the poor quality of education they receive when they are in school – where pupil-teacher ratios can be as high as 100:1 in the very poorest areas. - Women and girls remain at a huge disadvantage: although gender parity in primary enrollment is within reach, girls are stil less likely to progress to secondary education – in the vast majority of African countries, this chance is less than 50% – and women make up almost two-thirds of the 796 million adults without basic skills. - Another 1.8 million teachers are needed to achieve universal primary education by 2015 – with 1 million of these needed in sub-Saharan Africa. The Global Campaign for Education is stepping up the pressure on States to make significant efforts to realise these goals for the millions of adults and children who are denied their right to education.

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All-In-One Grades 4 to 5 Music Theory A fast track from Grade 4 to Grade 5 Music Theory (166 Pages) by Rachel Billings. Contains the same material as grades 4 – 5 of ‘All-On-One to Grade 5’ book, with 113 EXTRA exercises throughout. ENDORSED by Victoria College of Music (All-In-One is “Best Music Theory” in their opinion). Read more here Covers all topics found in the new ABRSM 2018 syllabus, Trinity College London (and forthcoming Victoria College of Music) syllabus, plus more besides. (All-In-One Series) (Paperback) All-In-One Grades 4 to 5 music theory is a concise, yet fully comprehensive, step-by-step explanation of music theory from Grades 4 to to Grade 5 for both Associated Board (ABRSM 2018) and Trinity College London students. Appeals to all ages, child or adult. This book coincides with the publication of the third edition of ‘All-In-One to Grade 5’ (beginner to grade 5) on which it is based, containing all the same material as the higher grades PLUS and impressive 113 EXTRA EXERCISES (see * below). All-In-One music theory is different to other music theory books because it is: - VISUAL – easy to learn and remember. Most illustrations reinforce concepts learnt rather than being merely decorative - INTEGRATED…yet progressive, exploring patterns across the grades ‘All-In-One…is presented quite differently from most other theory books…an integrated scheme of work…as opposed to small chunks of info which will hopefully click together like lego bricks’ Rhinegold - COMPREHENSIVE AND IN DEPTH (‘extremely thorough’ EPTA) with graded checklists for both ABRSM and Trinity College London students. …also FUN containing highly original games which appeal to students of every age. A RADICALLY NEW APPROACH proven highly effective and memorable, devised by Rachel Billings. The author’s method exposes simple and underlying rules and patterns of music theory, enabling students to work things out for themselves and arises from the conviction that a pupil gains satisfaction and enjoyment from their work if they understand ‘why’ (not just ‘what’) rules and conventions exist. Text is kept minimal and alternates with work sheets and plenty of exercises/revision material to test understanding (beware of some other multi-grade books which do not have exercises). Illustrations are helpful, not merely decorative, therefore it is a book to be enjoyed by students of any age and will free up valuable lesson time for the instrumental work it supports (“Always concise” yet “Extremely thorough” say Rhinegold Music Teacher magazine, the UK’s leading resource for music education). Aim for comprehension and speed comes naturally as a by-product, largely because this book avoids the traditional, time-consuming rote learning. See the Review page to read what the professionals themselves have to say about All-In-One to Grade 5. It is not necessary to have used All-In-One Grades 1-3 book prior to using the Grade 4-5 book (although it is of course recommended) because… “All-In-One: Grades 4-5’ duplicates ten of the coloured ‘Reference’ pages found in ‘All-In-One: Grades 1-3’…This is necessary because they contain principles which apply across the grades and need to be referred to continually until memorized. It also means that it is not essential for students to be familiar with ‘All-In-One: Grades 1-3’ prior to reading this book (although it is of course recommended).” [Quoted from Preface page] Knowledge of music theory is essential for any instrumentalist (with good reason the ABRSM will not permit anyone to take a practical exam on their chosen instrument past intermediate level, unless they first have Grade 5 music theory). Click here to read about the importance of learning music theory. * 113 Extra exercises. All-In-One: Grades 4-5 book already contains all Grades 4-5 material from the ‘Trinity Supplement’ booklet, which can be found in the Appendix at the back of the book (therefore Trinity Students owning All-In-One; Grades 4-5 do NOT need to buy any further material, unlike students purchasing All-In-One to Grade 5) . It contains ALL material Grade 4-5 (plus some recaps of previous grades) from ‘All-In-One to Grade 5’ book PLUS the 76 exercises from the ‘Trinity Supplement booklet’, PLUS 37 extra exercises throughout, beneficial for students of all examination boards)

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Competency 1: MCH Knowledge Base/Context Maternal and child health (MCH) is a specialty area within the larger field of public health, distinguished by: - Promotion of the health and wellbeing of all women, children, adolescents/young adults, and families, especially in geographically isolated and economically or medically vulnerable populations. Particular attention is directed to the MCH population domains: maternal/ women's health, adolescent/young adult health, perinatal/infant health, children with special health care needs, child health, and crosscutting/ - A focus on individuals as well as the families, communities, populations, and systems of care in communities that support these individuals. - A life course perspective as an organizing framework that acknowledges distinct periods in human development and presents both risks and opportunities for interventions to make lasting improvements. MCH leaders will demonstrate a working knowledge of: - MCH populations and the history and current structure of the key MCH programs serving these populations, including state Title V programs. - The core values and strategic objectives with a special focus on: - Individuals and populations - Life course, including key transitions and intergenerational influences on health - Cultural competence - Family-professional partnerships - Organizational/interagency partnerships - Community-based systems of services - Health equity and elimination of health disparities - Evidence-based practice - The services available through major MCH programs and their limitations and gaps. - Key policies that affect MCH populations. - The underlying principles of public health, population data collection, and analysis as well as the strengths, limitations, and utility of such data. - The role of federal, state, and local government in ensuring equitable healthcare for women, children, youth, families, and children and youth with special health care needs - The synergistic relationship between programs focusing on particular populations or communities and those focusing on individual health service delivery. Foundational. At a foundational level, MCH leaders will: - Describe MCH populations and provide examples of MCH programs, including Title V programs. - Describe the utility of a systems approach in understanding the interaction of individuals, groups, organizations, and communities in health outcomes. - Use data to identify issues related to the health status of a particular MCH population group and use these to develop or evaluate policy. - Describe health disparities within MCH populations and offer strategies to address them. - Evaluate critically evidence-based programs and policies for translation of research to practice. - Understand the value of partnering with family- and community-led organizations to identify ways to engage families and community members in efforts to improve programs, policies, and practices. Advanced. Building on the foundational skills, MCH leaders will: - Demonstrate the use of a systems approach to examine the interactions among individuals, groups, organizations, and communities. - Assess the effectiveness of an existing program for specific MCH population groups. « Previous: Introduction | Next: 2. Self-reflection »

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ERIC Number: ED106067 Record Type: Non-Journal Publication Date: 1975 Reference Count: N/A A Discovery Walk in Natural Science. Schenberg, Samuel; And Others This booklet is the correlated script for a 48-frame color filmstrip designed to expand the environmental experiences of urban school children and their teachers. Included throughout the script are related projects that encourage discovery activities inside and out of the classroom. Based upon the knowledge that over 75 percent of all United States school children live in an urban environment, the developers of this filmstrip feel that it is very important that these children learn about their natural surroundings. As future decision makers, they need to know more about the ecological relationships that exist in nature. Some of the more common relationships are illustrated and explained in the filmstrip. (MA) Descriptors: Conservation Education, Elementary Education, Environmental Education, Filmstrips, Learning Activities, Natural Resources, Outdoor Education, Science Education, Scripts, Urban Education American Museum of Natural History, Central Park West at 79th Street, New York, New York 10024 Publication Type: Non-Print Media Education Level: N/A Sponsor: Office of Education (DHEW), Washington, DC. Office of Environmental Education. Authoring Institution: American Museum of Natural History, New York, NY.

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Should kindergarten teachers be more educated? Educators of preschoolers are those who introduce the world of education to kids between the ages of five and six years old. They take responsibility for developing children’s skills and preparing them for school. Kids’ interindividual and intellectual growth completely depends on the educators’ competence; therefore, it is crucial for teachers to be well-educated. Let’s find out what kind of skills a person has to obtain before he or she can become a teacher for preschoolers and see whether this knowledge is enough to ensure the children’s success for years to come or not. A Long Way to Becoming a Kindergarten Educator Not all people can teach preschoolers. To do that, they have to possess a number of inherent characteristics, such as patience, creative talent, liking for kids, respect, passion, flexibility, and high energy. Except for the traits mentioned above, well-developed management skills are also required. This will help them to catch the interest of all kids and retain it for a long time. Moreover, they also have to be armed with the relevant knowledge to plan lessons and ensure that all kids get a quality education. It is obligatory that all educators earn a bachelor’s degree as well as get a license or certificate. When it comes to the two latter, they have to be specific to instructing elementary school kids. With these documents, they are allowed to teach many subjects. It is important to note that the licensing requirements greatly vary from one state to another. Below, we will consider a few steps a person has to take to become a certified educator for preschool kids. First of all, applicants may be required to have some experience working with kids before they can obtain an elementary education degree. To enroll in this undergraduate degree program, it is advisable to volunteer as an assistant at a school or daycare institution first. In such a way, applicants can develop patience and other traits required to help preschoolers to cope with the issues they may face when joining the educational process for the first time ever. Some individuals don’t hesitate to visit kindergartens to see the classrooms in action. Sometimes they even get a chance to interact with experienced teachers. This helps them to find out whether they really like this job or not. On this stage, undergraduates gain subject knowledge for teaching basic classes. Once they earn a bachelor’s degree, they know everything about working in a multicultural environment, employing innovative technology, and treating kids with special needs. During their education, undergraduates take their time to work on their portfolios which involve philosophy quotations, lesson plans, references, certifications, professional development activities, and CVs. To do so, they may face the need to seek an MBA essay help. These portfolios will come in handy for their future job hunting. Future kindergarten teachers are also required to complete a teacher preparation program. This means that they have to teach kids in school settings during one semester. Throughout of all time, they get instructions from experienced teachers which include recommendations on how to apply their management skills, plan effective lessons, evaluate kids, and socialize with both schoolers and their parents properly. Since it is vital for a teacher to know how to interact with parents, it is crucial for all undergraduates to use an opportunity to meet parents and talk to them about their kids’ achievements. On the halfway to joining the kindergarten teaching staff, candidates are required to get a certificate from the state in which they are going to live and work. They may become certified in a few disciplines, such as library media, reading, and art. No one can get a certificate without earning a bachelor’s degree, working with students in a state-approved school, and passing proficiency exams. All future teachers should know that it will be easier for them to find well-paid jobs if they continue their education and earn a master’s degree. It is a must for those who are planning on building a career. The program allows them to get better insight into the teaching process and participate in educational research. Nevertheless, to become a regular teacher a bachelor’s degree is enough. In fact, the way to become an educator for preschoolers is extremely long and very challenging. Candidates should learn a lot to develop the needed skills. However, once all the degrees are earned, tests are passed, and certificates are obtained, they still have the room for improvement. Even though they know how to pick up developmentally appropriate content and equipment easily, cooperate with adults and their kids properly, and make education plans effectively, they still can gain more subject knowledge and do more research in the relevant area. As we know, there is no limit to perfection and every expert has enough perspective for growth, the same is with the teachers; however, that doesn’t mean that they lack competence.

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Teaching sight words, also called Dolch sight words, is an important task for the home schooling parent. Once a child learns the list of sight words, he or she can recognize almost 75 percent of the written words in the average children's book. Not only does this enhance the child's ability to read on his own, it boosts confidence too. Background on Sight Words Edward William Dolch, PhD, published the first set of sight words in his 1948 publication, Problems in Reading. Despite being based on common kindergarten and early learning texts published before 1948, Dr. Dolch's list of 220 words continues to be the most common words children need to learn in order to become fluent readers with few exceptions. Once children learn to recognize these words by sight or at a glance, they can easily read books on their own. This in turn boosts confidence and their ability to learn more and more words. Teaching Sight Words Experienced teachers offer one important point of advice to anyone teaching sight words: Do not assume that just because children are drilled in sight words and can recognize them that they can read. Many teachers recommend drilling children with sight words as well as using texts and books filled with the words to encourage repetition in context. Some good source of ideas for teaching sight words can be found on K12 Reader, a website to help educators teaching reading skills. The following tips may also help home schooling parents teaching sight words do so easily and confidently. - It's best to work one on one or in very small groups with children learning sight words. If you're teaching several children in a home schooling cooperative, you may consider breaking them into smaller groups or working one on one with them. - Use flashcards to teach the basic 220 words. - Incorporate books into the child's reading time that use the sight words. - Avoid "drill and kill" or drilling children to death on the word list. While they may be able to recite the list perfectly from memory, that doesn't mean they can read! - Use games to make learning fun. Games such as Go Fish can be created using Dolch sight word flash cards. - Use pictures on flashcards to teach nouns. - Create a Dolch word wall. As new words are learned, write them on pieces of colorful paper and tack to the wall. Then, repeat the exercise later by pointing to a word and asking the child to say it by memory. Many elementary school teachers recommend introducing no more than five new sight words per week and keeping careful track of the words children learn and which they struggle to learn. Five words per week is the average. As a home schooling family, you have the additional benefit of being able to tailor the activities to your child and adding more words if she's easily grasping the concept or pausing for additional work on troublesome words. Benefits of Learning Sight Words Some parents may remember learning sight words, while others may have been taught to read using different techniques. Many educators believe that a combination of phonics instruction and sight words is the best method of teaching reading. Sight words are a tried and true part of teaching reading. There are many benefits to this method. Benefits include: - Confidence booster: The child learns words quickly, and can recognize them in context, which boosts reading confidence and personal self esteem. - Clues: Sight words provide the key to the context of a sentence. If a child learns the word "house" for example, and she's reading a Dick and Jane reader, she may be able to decode a sentence simply by being able to read the names if the characters and the clue word "house." She can guess that the sentence has something to do with Dick, Jane and a house - and if it's accompanied by a picture, all the easier for her to learn the rest of the words in the sentence and add the verb "live" to her growing vocabulary. - ESL Instruction: If English is not spoken in the home or isn't the child's first language, sight words can really help. Pairing sight words with pictures increases comprehension. For more benefits of teaching sight words and additional information, see Sight Word Game There are many advantages to teaching sight words to young children, and the techniques used by professional educators are easily adapted for home schooling families. With some flash cards made from items around the house or lists of words printed from the Internet, you can teach your child sight words in no time.

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About the artwork Edward Burne-Jones was a highly successful English artist of the late 19th century. The Study for 'The Sleeping Knights' is a preparatory sketch for a larger painting, 'The Briar Rose'. The story is based on the fairy tale of a princess and a kingdom falling under the spell of a 100 years of sleep, to be awakened only by a young prince's kiss. The bodies of the knights are depicted frozen in time and suffering, while their armour lies entangled in the bushes. Despite the small size of the painting, the study is admirable for its elegant design and its vivid colours. Burne-Jones started four large paintings on the story in 1870 and completed them in the 1890s. They were bought by the financier Alexander Henderson for his house Buscot Manor in Oxfordshire, where they remain. Edward Coley Burne-Jones was one of the most famous British artists of the 19th century. Born in Birmingham in 1833, he received very little formal art education apart from some evening classes in the Birmingham School of Design in 1848 and his apprenticeship under D.G. Rossetti in the mid 1850s. While studying in Oxford he met William Morris, the pioneer of the Arts and Crafts movement in Britain, and the two became life-long friends. They made a tour of French cathedrals in 1855, and on their return decided to devote themselves to art. Burne-Jones was also strongly influenced by the writings of John Ruskin and believed in the spirituality and moral value of art. The tale of Sleeping Beauty seems to have been particularly important to him, and it may be that he saw an analogy between the prince's role in transforming the kingdom with a kiss and the need for change in 19th century Britain. Other readings of the study point to the sensuality of the suffering knights and relate this to Burne-Jones's friendship with the poet Algernon Swinburne. Burne-Jones met the poet at Oxford and produced paintings for his sado-masochistic verse. Study for 'The Sleeping Knights' was a preparatory piece for the large painting entitled Briar Rose. Burne-Jones's association of the rose with beauty may have derived from Swinburne's 'The Ballad of Life' in which roses serve as images of sadistic sensuality. The bodies in The Study are depicted almost naked, and those to the left-hand side appear to be more feminine than masculine. For Briar Rose Burne-Jones modelled the knights from women: Jane Morris, Georgiana (his wife), and Maria Zambaco, a famous Greek beauty who became his lover. The Briar Rose series, begun in 1871 and only finished in 1890, includes four paintings: The Briar Wood, The Council Chamber, The Garden Court and The Rose Bower. Greatly praised when exhibited in London, they were bought by the financier Alexander Henderson for his 18th century mansion at Buscot Park in Faringdon, Oxfordshire, where they remain. Burne-Jones joined the paintings together with small connecting panels, designing a gilded framework and including a verse written by Morris. Burne-Jones travelled in both Italy and France and was fascinated by 14th and 15th century Italian art. In 1897 Study for 'The Sleeping Knights' was exhibited in Paris. Burne-Jones gained international success and was admired by the French symbolist artists. Despite this, he suffered an acute sense of isolation in later life and felt that his work was going out of fashion. Study for 'The Sleeping Knights' was presented to the Walker Art Gallery in 1914.

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WARSAW, Poland (AP) – The oldest known survivor of the Auschwitz concentration camp _ a teacher who gave lessons in defiance of his native Poland’s Nazi occupiers _ has died at the age of 108, an official said Monday. Antoni Dobrowolski died Sunday in the northwestern Polish town of Debno, according to Jaroslaw Mensfelt, a spokesman at the Auschwitz-Birkenau state museum. After invading Poland in 1939, sparking World War II, the Germans banned anything beyond four years of elementary education in a bid to crush Polish culture and the country’s intelligentsia. The Germans considered the Poles inferior beings, and the education policy was part of a plan to use Poles as a “slave race.” An underground effort by Poles to continue to teach children immediately emerged, with those caught punished by being sent to concentration camps or prisons. Dobrowolski was among the Poles engaged in the underground effort, and he was arrested by the Gestapo and sent to Auschwitz in June 1942. “Auschwitz was worse than Dante’s hell,” he recalled in a video made when he was 103. Dobrowolski, who was born Oct. 8, 1904 in Wolborz, Poland, was later moved to the concentration camps of Gross-Rosen and Sachsenhausen, according to the Auschwitz memorial museum in southern Poland. After the war, he moved to Debno, where he worked as a Polish-language teacher and as principal at an elementary school and later at a high school for many years. He will be buried in Debno on Wednesday. At least 1.1 million people were killed by the Germans at the Auschwitz-Birkenau camp. Most of the victims were Jews, but many non-Jewish Poles, Roma and others were also killed there. (Copyright 2012 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.)

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New DECD website for play and learning 10 Mar 2014 The Department for Education and Child Development has launched a new website which provides parents and educators with ideas for play and learning. Called GreatStart (www.greatstart.sa.edu.au), the site encourages active participation in play and learning, emphasising the importance of stimulating the developing brain in the first five years of life. The website has plenty of ideas and activities that can help you make the most of everyday learning and events. It also has important information about the literacy and numeracy skills that children develop and how these link to learning in later life. The site will continue to add new ideas and activities.

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You don’t want to forget to teach music in your homeschool! Here are just a few reasons to teach music in your homeschool: Music reaches a part of the brain that other subjects don’t. Those who study music typically receive higher test scores on tests such as the SAT and ACT. Music allows students to relate math to the real world. And, music is fun! But, I know that teaching music can be truly elusive for a non-musical mom. I have some suggestions to make it possible for every homeschool mom to include music in her homeschool! Teach Music with the Library You will find so many items at your local library that you can use for teaching music in your homeschool. Check out picture books about composers and musicians. Find CDs of “The Best of” for each of those composers. Look up specific musical topics such as musical theater, sound, the orchestra, or rock music to find books to read and enjoy. Older students can check out some interesting books about music appreciation or music history. See a list I compiled of great books for music appreciation here. One of my favorites is The Complete Idiot’s Guide to Music History by Michael Miller. Check out movies, too! Some fun musicals include The Sound of Music and Annie. Or, there are movies about composers such as Beethoven Lives Upstairs for younger kids or Amadeus for a high schooler. Teach Music With Your Streaming Service Another very easy way a non-musical mom can include music education in her homeschool is to utilize a streaming service. Check out Spotify, Amazon Prime, or even YouTube to find ready-made playlists such as “Kid-Friendly Jazz,” “50 Great ’60s Rock Songs,” or “The Best of Mozart.” Check out the article 15 Ways to Use Amazon Prime Music in Your Homeschool for more playlist suggestions. Teach Music with Online Composer Study Courses To help out all homeschool moms, I’ve written a number of music appreciation courses at the online school Learn.MusicinOurHomeschool.com. Composer Study is one of the most popular topics, especially since it’s a cornerstone of both the Charlotte Mason and Classical Education homeschool methods. Three of the courses deal specifically with a variety of composers throughout the ages: Music Appreciation: Middle Ages Thru Classical Period, Music Appreciation of the Romantic Era, and 20th Century Music Appreciation. What’s so nice about these courses is that they are so versatile. They were specifically written for high schoolers who can use them for high school credit in Fine Arts. But, I’ve also used them to teach music to my younger kids at home, as well as at a homeschool co-op for grades K-12.

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Singing can be formal or informal, arranged or improvised. It may be done for religious devotion, as a hobby, as a source of pleasure, comfort, or ritual, as part of music education, or as a profession. Excellence in singing requires time, dedication, instruction, and regular practice. If practice is done on a regular basis then the sounds can become more clear and strong. Professional singers usually build their careers around one specific musical genre, such as classical or rock, although there are singers with crossover success (singing in more than one genre). They typically take voice training provided by voice teachers or vocal coaches throughout their careers. Singer Motors Limited was a British motor vehicle manufacturing business, originally a bicycle manufacturer founded as Singer & Co by George Singer, in 1874 in Coventry, England. Singer & Co's bicycle manufacture continued. From 1901 George Singer's Singer Motor Co made cars and commercial vehicles. Singer Motor Co was the first motor manufacturer to make a small economy car that was a replica of a large car, showing a small car was a practical proposition. It was much more sturdily built than otherwise similar cyclecars. With its four-cylinder ten horsepower engine the Singer Ten was launched at the 1912 Cycle and Motor Cycle Show at Olympia. William Rootes, Singer apprentice at the time of its development and consummate car-salesman, contracted to buy 50, the entire first year's supply. It became a best-seller. Ultimately Singer's business was acquired by his Rootes Group in 1956, which continued the brand until 1970, a few years following Rootes' acquisition by the American Chrysler corporation. During the American Civil War, Matthew Fontaine Maury, a Confederate government official established the Torpedo Bureau and the Torpedo Corps in Richmond, Virginia to oversee the development and deployment of new types of naval mines. Maury was convinced that the only way to defend the coastlines against Union assaults was through the widespread use of naval mines. Mines were inexpensive and easily produced on a large scale. The low cost and large volume of mines produced would supplement the small naval forces of the Confederacy and make it possible to defend against the superior fleet of the Union navy. The efforts of the Torpedo Bureau and the Torpedo Corps proved to be worth the investment of the Confederacy. For the relative low cost of the mines they did a tremendous amount of damage to the Union forces, sinking a total of 27 Union naval vessels.

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Early Childhood Education Portfolio An Early Literacy Project by the Producers of Mister Rogers Neighborhood (Interactivity is not displayed—only screen captures are shown of the exercises.) Some of the features in this program included a Table of Contents, a student journal, access to Resources including white papers, websites, and PDF documents, a searchable Glossary and full-screen DVD video. The whole program creates a blended learning solution for facilitators and one-on-one learning demonstrating many first-hand interventions with preschoolers in the real-world classroom environment. The Early Childhood Learning Matrix To see the relationship between the skills learned by the children and the various teaching methods to help the child obtain the literacy skills, a Matrix was developed which served the dual purpose of showing these relationships and acting as a menu system to access the learning modules in a particular skill path. The learners were to observe the interactions with children in a real classroom situation and draw conclusions based on the sample clip. The facilitator has full control over video playback in the 640 x 480 window, or with a single click, expanding the commercial DVD quality video full screen. Audio controls manage the sound levels, and the pause/play feature allows the facilitator to freeze the action while learners participated in an open a discussion about the interactions with children and the educators in the video clip. Talk to me! As the student teachers clicked on each of the groups of children at lunch, they heard all the various conversations between the children and with the teacher in the videos. The objective was to learn how to encourage the children to carry on a conversation with their peers and their teacher during mealtimes. Health, Nutrition, and Safety for the Early Childhood Classroom This program provides inservice training for the Early Childhood staff of the Pittsburgh Public Schools on the subjects of Health, Nutrition, and Safety. Some of the features in this program included a multi-tiered menu system, table of contents, help, resources including, access to more than 100 PDF forms used regularly in the classroom, links to Pittsburgh School's websites, a searchable Glossary, animations, interactive exercises, and quizzes. Teachers also had the capability to backup files to a USB drive. When is it a good time to wash your hands? "When her hands are dirty, of course!" As the teacher clicks on each child's animated face, their mouth opens and conversational text is displayed in the bubble while a randomly selected audio response is heard. In this exercise, there were twelve random answers to the question. Audio was recorded by child actors. Exercise: Health Safety The teachers were to observe the interactions with children in a real classroom situation and draw conclusions based on the sample clip. They have full control over video playback in the 640 x 480 window, or with a single click, expanding the commercial DVD quality video full screen. Audio controls manage the sound levels, and the pause/play feature allows the user to freeze the action while the teachers participate in an open discussion about the interactions with the children in the video clip.

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The PhysicaL Activity in Youth with Disabilities (PLAY’d) Lab seeks to enrich the lives of infants, toddlers, and children with and without disabilities by increasing opportunities to be physically active. Much of our research seeks to understand how promoting physical activity behavior in early life influences body composition and motor skills throughout childhood. The PLAY’d Lab focuses on the health and development of typically developing children and children with Down syndrome and Autism Spectrum Disorder. At PLAY’d, we invite infants and children to participate in one-time observational studies as well as interventions which usually take place in the home environment. Our current studies involve the use of BodPod and PeaPod to measure body composition, and the Bayley Scales of Infant Development and the Test of Gross Motor Development to measure motor skill development. In addition, we use accelerometers to measure physical activity.

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C.S. Lewis left an indelible mark on culture. On this anniversary of Lewis’s death in 1963, we enlist the help of Lewis expert, Diana Glyer, to explore the evidence that Tolkien and Lewis’s influence on each other led to some of the finest literature ever published. Can classical Christian schools be the type of community that spurs us on to greater things? Can a classroom be a version of the Eagle and Child pub giving us an opportunity to grapple with other thinkers on why ideas matter and finding out not just what we believe, but why we believe it? Listen in… Diana Glyer, Ph.D., is intrigued by the creative process, particularly the way that creativity thrives within small groups and creative clusters. She is an award-winning writer whose books focus on C.S. Lewis, J.R.R. Tolkien, and the Inklings. Her latest book is Bandersnatch: C.S. Lewis, J.R.R. Tolkien, and the Creative Collaboration of the Inklings (Black Squirrel Books, 2015). She is best known for The Company They Keep: C.S. Lewis and J.R.R. Tolkien as Writers in Community (Kent State University Press, 2008). * Ph.D., English (Language, Literacy, and Rhetoric), University of Illinois at Chicago * M.S., Education (Curriculum and Instruction), Northern Illinois University * B.A., English and Fine Arts, Bowling Green State University * B.S., English and Art Education, Bowling Green State University

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All News Releases By Date Pilot Partnership Aims to Reduce Asthma Among Children in Georgia Childcare Centers Release Date: 09/29/2010 Contact Information: Davina Marraccini, (404) 562-8293, email@example.com (ATLANTA – Sept. 29, 2010) October is Children’s Health Month and, at a ceremony today in Atlanta, the U.S. Environmental Protection Agency (EPA) and the U.S. Department of Health and Human Services (HHS)/Administration for Children and Families (ACF) kicked-off the month-long celebration by announcing a joint pilot project to reduce childhood asthma incidence in two Georgia counties, Bibb and Lowndes. EPA Region 4, in collaboration with ACF Region IV, signed an agreement to pilot the use of an asthma resource toolkit at Head Start and childcare centers in the two counties. Because these counties have the highest incidence of asthma in Georgia, the project will target a minimum of 40 classrooms in Head Start and childcare centers. “Asthma is a serious, life-threatening respiratory disease that affects 230,000 children in Georgia,” said Gwen Keyes Fleming, EPA Regional Administrator for the Southeast. “Partnerships like this will help make sure these children and 20 million Americans affected by asthma breathe easier as a result of cleaner air.” The pilot builds on a national Memorandum of Understanding signed between EPA and HHS in 2007 to conduct outreach aimed at reducing health risks associated with secondhand smoke and other asthma triggers. The asthma resources toolkit was created through a regional partnership between EPA and ACF with support from Bright from the Start: Georgia Department for Early Care and Learning. The toolkit is designed to help childcare and early education center staff better incorporate environmental education into their program activities. The toolkit consists of EPA’s asthma and secondhand smoke publications; educational aides for children (ex. posters and coloring books); ACF Care for their Air: Promoting Smoke-free Homes and Cars for Head Start Families Fact Sheets, and train-the-trainer modules for both staff and parents. Asthma is the most common chronic childhood disease nationwide, impacting the lives and families of 6.3 million children. Studies have documented that pre-school aged children have an exposure rate of 20 percent to secondhand smoke and are at a greater risk for developing asthma. In Georgia, among the counties with the highest incidence of asthma, many of the impacted children are ages 0-4. For more information, please visit: Children’s Health Month 2010: https://yosemite.epa.gov/ochp/ochpweb.nsf/content/chm2010.htm EPA’s asthma program: https://www.epa.gov/asthma/index.html ACF’s Early Childhood Learning & Knowledge Center: http://eclkc.ohs.acf.hhs.gov

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Main Article Content AutoresWendy Gorena Becerra Carvajal Daniela Lucia Alfonso Colmenares Brayan José Forero Gómez Lina Katherine Barón Beltrán Over the past few years, learning English has gained significant importance throughout Colombia. In order for students to accomplish proficiency in this language, different strategies and methodologies are used to help improve their basic language skills. This article explores the use of drama as a strategy to develop two basic English language skills: reading and speaking. Additionally, social relationships among eleventh graders at a public institution are examined. Values, such as leadership, and the use of voice, body language, concentration, and shyness displayed during the activities were analyzed among the students. The most relevant findings form this experience are presented and described as a way to encourage teachers and students to think of drama as a useful pedagogical strategy applicable not only in linguistics, but in social and personal fields as well. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Brown, H.D. (1994). Teaching by principles: An interactive approach to language pedagogy. Englewood Cliffs, NJ: Prentice Hall Regents. Cabrera, J. (2014). ¿Son las técnicas tea-trales útiles para desarrollar habilidades de liderazgo en directivos de empresa? Madrid: Universidad Pontificia de comillas. Retrieved from: https://repositorio.comi llas.edu/ rest/bitstreams/335/retrieve Camacho, B. (2008). Metodología de la investigación científica. Tunja: Universidad Pedagógica y Tecnológica de Colombia Clipson, S. (2013). Teaching Primary English through Drama: A practical and creative Approach (2nd ed.). London: Routledge, Taylor & Francis group. DBI Network. (2017). Drama- based instruction. Texas: University of Texas at Austin. Retrieved from: http://dbp. theatredance.utexas.edu/about Dryden, J. (2012). Definition of drama. Bhavnagar, India. Literary theory and criticism Retrieved from: https:// sites.google.com /site/nmeictproject/ reflections/2-2-1-definition-of-drama Ferrance, E. (2000). Action Research. Providence, Rhode Island: Brown University. Retrieved from: https://www.brown.edu/academics/educationalliance/sites/brown.edu.academics.education-alliance/files/publications/ act_research.pdf Güngör, A. (2008). Effects of drama on the use of reading comprehension strategies and on attitudes towards reading. Florida. Journal for learning through the arts, 4 (1). Retrieved from: https://escholarship.org/uc/ item/4d62r6p9 Holmwood, C. (2014). Drama education and drama therapy. Exploring the space between disciplines. New York: Routledge, Taylor & Francis group. Ministerio de Educación Nacional de Colombia. (2014). Plan nacional de inglés “Colombia very well”. Bogotá: MinEducación. Perfetti, A. (2001). Reading skills. International encyclopedia of the social & behavioral sciences. Oxford: Pergamon. Retrieved from: http://www.pitt.edu/~perfetti/PDF/Reading%20skills.pdf Pfister, M. (1991). The theory and analysis of drama. Cambridge: Cambridge University. Ryan, D. and Kehoul, G. (2016). What is drama? Australia. Learning to learn in drama. Retrieved from: https:// resource.acu.edu.au/learndrama/ what_drama.htm Sampieri, R. (2006). Metodología de la investigación. Mexico: McGraw Hill.

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LEtGO Your Mind Offers Unique Summer STEM Programs in NH, MA, and VT If you’re looking to encourage your child’s creative thinking and problem solving abilities this summer, check out LEtGO Your Mind’s STEM programs. Sure, there are other programs out there, but none are quite as unique (and fun!) as the ones offered through LEtGO Your Mind. Using LEGO builds in the areas of simple machines, robotics, and stop animation, kids ages 4 to 14 are challenged to think creatively, problem solve, and work as part of a team. STEM Programs Developed by an Experienced Educator Long-term educator Jim Harvey developed LEtGO Your Mind’s summer STEM programs out of a concern that his children would lose what they had learned during the school year. “I didn’t want my children sitting around all summer. I wanted to keep their skills sharp, and challenge them to reach their fullest potential,” he says. Harvey, who has over 32 years of teaching experience, holds a master’s degree in education with certifications in elementary education, technology education, and computer education. Curriculum Based on State Standards LEtGO Your Mind’s STEM curriculum is based on state standards, which challenge students to learn by thinking, designing, and doing. “But most importantly, kids are having a great time and don’t even realize they’re developing valuable knowledge and skills,” Harvey points out. Themed LEGO Builds Each year, the LEtGO Your Mind team comes up with a theme and Harvey creates a LEGO build that matches the state’s education standards. “Once the builds are made, I use CAD (computer-aided design) to construct it, and create step-by-step directions for the kids,” Harvey explains. This year’s theme is “superheroes.” Incorporating the Engineering Design Process An important part of the program is the engineering design process, which gives kids an opportunity to modify the build to accomplish various tasks. Kids work as partners so they have plenty of time to build, but also learn and collaborate with their peers. Quality Programming taught by Engineers and Educators All of our summer STEM programs are taught by educators, engineers, and college students with an interest in education. “Many of our instructors have been with us since we first started. And some of them even attended the programs themselves,” Harvey notes. Coming to a Place Near You LEtGO Your Mind’s summer STEM programs are also unique in that we bring them to you. Programs are offered at multiple locations throughout New Hampshire, Massachusetts, and Vermont. To find a summer STEM program near you, visit LEtGO Your Mind’s website. LEtGO Your Mind Summer STEM Programs in NH, MA, & VT As parents, we want to provide our kids with the best learning opportunities and help them prepare for a successful future. LEtGO Your Mind’s STEM programs help keep kids’ minds engaged over the summer months, a time when many lose the learning they’ve acquired during the school year. To learn more about our fun and exciting summer STEM programs, contact us today!

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A Tool to Help Struggling Students with Academic Pressure Academic pressure — particularly of the kind Indian high school students face — can be debilitating. But a growing body of research around the power of values affirmation, a psychological tool, suggests a short exercise can have dramatic effects on struggling students’ academic performance. Values affirmation is rooted in self-affirmation theory, which holds that all humans have a need to feel adequate, and the threat of inadequacy can cause stress and defensive mechanisms that get in the way of growth and performance. In other words, thinking you’re not good enough — at life, at a particular subject in school — can become a self-fulfilling prophesy. David Sherman, PhD, a psychologist with the University of California, Santa Barbara, and Geoffrey Cohen, PhD, a professor of education at Stanford University, theorized about a decade ago that actions or exercises that remind people of their values, beliefs and roles can bolster their identity to withstand the stress of inadequacy and actually help them become adequate — or even adept. It’s a theory borne out, more so than less, in experiments over the past ten years, particularly those focused on students. Take this most recent iteration, published in PLOS ONE, which studied the effect of a values affirmation exercise on 221 students enrolled in a difficult undergraduate psychology statistics course at The Ohio State University. “Many students are not huge fans of the class because of the math involved, but it is a requirement,” said Ellen Peters, lead author of the study and professor of psychology at the university. Half of the students first completed the values affirmation exercise near the beginning of the course: They were given a list of six values (including relationships with family and friends, spiritual/religious values and science/pursuit of knowledge) and asked to rank them in terms of personal importance; then, they affirmed their values by spending 10 to 15 minutes writing why their most important value was meaningful to them. The other half of the students, the control group, were given the same list of values, similarly asked to rank them, but then were asked to write about why their least important value might be meaningful for someone else. Both groups of students later repeated the exercises right before their first exam. The researchers found, by comparing the results of a numeracy test administered at the beginning and end of the course, that students who participated in the values affirmation exercise significantly improved their objective numeracy skills. The students in the control group did not see improved scores. Students also completed a questionnaire at the beginning and the end of the course that measured how good they thought they were at maths and how much they preferred numbers over words. Results showed that students who completed the values affirmation showed no change in this subjective numeracy measure from the beginning to the end. Researchers saw that stasis as a positive — students in the control group showed declining opinions of their personal maths skills, presumably because of the stress and difficulties they faced in the statistics class. “It has a snowball effect. Values affirmation is thought to help students get some early wins in class. That leads them to try harder and get more achievements and it creates a cycle of success,” Peters said. (The results also showed that students in the values affirmation group that demonstrated improved numeracy also scored higher on a financial literacy test and showed better health-related choices — such as avoiding cigarettes and practicing safe sex — over the course of the class; researchers are crediting it to improved numeracy skills being applied in the real world, but they’ve not explained how they controlled to rule out the effect of regular values affirmation on other areas of life.) So, for students struggling with academic pressure to the point they feel like success is impossible, have them try writing about what really matters to them and why before embarking on the subject’s next big assignment or test. (Hint: It only works if you’ve not drilled into them the paramount need to be a class topper.) Because this study and others suggest that sometimes, the most helpful thing you can do to improve academic performance is to remind struggling students of all the things that matter more.

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Kipinä's researched program was designed to merge play-based learning with structured outcomes that give kids a head start in school life. Our curriculum encompasses six core areas + innovation focusing on the; emotional, social, cognitive and physical development of each child. Cognitive Development through Exploration and Play Play and exploration provide a platform for supporting the development of children’s literacy and numeracy skills as well as capitalising on children’s natural curiosities and exuberance with the world around them. Early childhood is not only a period of amazing physical growth, it is also a time of remarkable mental development. Relationships and Character Development Kipinä supports every child’s social and emotional development in ways that allow each child to form positive relationships with others. In providing a safe and caring learning environment where a child’s sense of self is nurtured, opportunities for the development of one’s character is a natural progression and intended outcome of the program. Physical Development and Wellness Awareness An integrated focus on physical activity and wellness development through the Kipinä curriculum supports strong cognitive and physical development and produces high academic performance in children. Current brain research shows evidence that children who are physically active and lead healthy lifestyles are happier and able to advance more quickly developmentally than children who experience a more sedentary unhealthy lifestyle. Cultural Awareness and Diversity Kipinä seeks to provide an inclusive environment that celebrates the uniqueness of every child. In this caring environment, children will be nurtured to develop a deep understanding of the culture to which they belong, while instilling an appreciation and acceptance for the diversity of cultures that exist in our global society. Children will become socially responsible citizens sensitive to equitable and democratic practices that deepen their sense of cultural identity. Literacy, Communication and Language Children are active learners in the process of making meaning of the world that surrounds them. How they choose to communicate affects their identities and is influenced by language. Kipinä offers a socially and intellectually engaging environment where children’s communicative practices, languages, literacies and literate identities are valued and supported. Children need numeracy skills to solve problems, make sense of time, numbers, patterns and shapes. Numerate Kipinä kids will develop confidence in making judgments or taking actions in all aspects of their daily lives through the ability to critically assess and reflect upon quantitative information. Providing our children with a strong numeracy foundation will allow for deeper explorations in mathematical thinking and concepts as the child enters into KG-12 school settings. INNOVATION BUILT IN Our curriculum, the skills and learning outcomes, and all six domains, support 21st century skill development. Children build their abilities to innovate and problem solve – using the 4 C’s; Critical thinking, Creativity, Communication, Collaboration – through teacher questioning and activities every day!

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Get easy to implement conversation starters to help your child open up and discuss their frustrations with reading. - Learn how to use empathy to relate to your child - Discover key phrases to use to encourage your child to control the conversation Key questions to ask to get to the root of the problem There are a number of reasons why your child is struggling with reading, including: - Poor phonics skills - Trouble comprehending a passage - An unhealthy relationship with reading that only worsens the problem We’ve dedicated an entire section to listing out specific questions you can ask your child during your conversation. The answers to these questions will give both you – and your child – a better understanding of what’s needed to experience real change. A “next steps” action plan Your conversation is just the beginning. What you do with that conversation is what will help your child overcome their struggles. By the end of our guide, you’ll have a clear understanding of what steps you and your family should take to help your child conquer his/her challenges. Solutions we discuss include: - How to establish a set reading time and place for consistency - Discovering the right reading materials to match the skills and interests of your child - Identifying whether it’s time to turn to a specialist to help your child reach their full potential This resource is awesome! As an educator and business owner of a childcare and elementary school I know this resource would benefit families who just don’t know where to start. I know understanding how to conduct the initial conversation and listening to the child is key. It also lets the child know that what they say and do is important to you (the parent). Vinika Kinard, Co-owner of Growing Minds I can truly say this Ebook is an excellent resource for all parents. In my 30+ years of elementary education experience I have not come across a more encompassing guide for an effective conversation about the realities of struggling in math and reading. Robin Johnson, Head Master/Owner of Robin’s Nest About the author Hi, I’m Sylvia Adjeso, an education interventionist and brain trainer with more than 18 years experience helping students improve their reading, spelling, and critical thinking skills. I’m the founder of Spark Thinking, an innovative learning center based in Fayetteville, Georgia that works with students of all ages and abilities by developing personalized learning plans based on their unique needs and personalities. I’m trained in a wide variety of brain-based multisensory programs, including the Phonics First Orton-Gillingham Reading Approach, the Wilson Reading System, On Cloud Nine Math, and Visualizing & Verbalizing for Language Comprehension and Thinking. Copyright 2017 Spark Thinking-Progressive Tutoring

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Date of Award Master of Arts in Child Development First Reader/Committee Chair Academic achievement and in-classroom behaviors are two significant child outcomes that affect student success in school. According to Systems Theory, in order to truly understand the factors that affect these outcomes for children, one must look to the major systems that encapsulate the child (including their school and home environments). This project is a meta-analytic review that examined the effectiveness of measures representing each system in predicting child achievement and behavior: School-Wide Positive Behavior Supports (SWPBS) for the school as a system, level of parent involvement (high versus low) for the home system, and student motivation (intrinsic versus extrinsic) for the child system. Archival research was used to examine children who attended K-12 schools in various Westernized countries. A total of 15 studies were examined to compute the effect sizes which were combined to examine the relative strength of each factor on the two outcome variables. For academic achievement, it was found that effect sizes were very large for SWPBS (0.768) and student motivation (0.807), and were large (0.589) for parent involvement. For behavior, SWPBS was associated with a very large effect size (-0.780). In other words, SWPBS is strongly associated with both increased academic achievement and decreased problem behavior, whereas parent involvement and student motivation are strongly associated with increased academic achievement. A suggested systems approach including the school counselor is proposed that meshes the effects of these three child systems into a more fluid, collaborative model that address child academic achievement and behavioral concerns. Okereke, Beverly Ngozi, "A Collaborative Approach to Address Student Behavior and Academic Achievement across Systems" (2016). Electronic Theses, Projects, and Dissertations. 404. Applied Behavior Analysis Commons, Child Psychology Commons, Counseling Psychology Commons, Counselor Education Commons, Developmental Psychology Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Elementary and Middle and Secondary Education Administration Commons, Elementary Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, School Psychology Commons, Secondary Education and Teaching Commons, Student Counseling and Personnel Services Commons

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GLOBE provides students with a more integrated view of the various subjects they study and supports curricula interconnections in all areas. Interdisciplinary GLOBE projects have included science, mathematics, technology, geography, social studies, language, culture, art, music, physical education, cross-age collaborations, service learning projects, life-long learning opportunities and community involvement. Science, Technology, Engineering, and Math (STEM) Students use scientific protocols and Science, Technology, Engineering, and Math (STEM) when learning scientific research methodologies and analyzing data sets. The GLOBE investigation areas include Earth science and biology topics in atmosphere/climate, hydrology, soil, land cover, and phenology. Technology classes utilize GLOBE data sets to create elaborate charts, graphs and maps, comparing student's findings with other data from around the world examining data critically. Students build weather stations in industrial technology classes, and agricultural education students can actively assist scientists and farmers in the field to better track environmental events affecting crop production. Geography and Social Studies GLOBE supports the multicultural study of geography by providing hands-on experience with basic geographic skills such as understanding latitude, longitude, scale, map elements, and spatial analysis. There is a close match between the Earth science topics investigated in GLOBE and areas of physical geography such as climatology, hydrology, and soil study. Language, Culture and Art GLOBE students learn about various languages and cultures as they engage in authentic projects and collaborations with one another, students in other countries, and world experts in the disciplines they are studying. Because GLOBE is a worldwide program, materials are currently available in the six United Nations languages (Arabic, English, French, Mandarin Chinese, Russian, and Spanish), plus German, Japanese, Thai, and a number of indigenous languages. Additional materials in other languages are becoming available through our international partners. GLOBE provides English Language Learners (ELLs) with access to high quality science information and opportunities to assume leadership positions in their classrooms in discussions with students from different countries. GLOBE integrates literacy skills with all school subjects and Elementary GLOBE books introduce early primary students to the study of Earth System Science (ESS). Students record their personal observations in field notebooks and publish the results of their research projects. GLOBE is used to teach English to students for whom it is not their first language, and to teach English and science content to deaf and hard-of-hearing students who use Sign Language. GLOBE into the Arts and Humanities (art, drama, drawing, music, photography and even physical education). For example, students in art education classes work with contour maps, draw landscape diagrams, and study soil colors. Music classes can participate in the Sounds of GLOBE or perhaps even lead the way for the creation of a new GLOBE music CD! GLOBE students are afforded opportunities to include photography skills as part of collecting study site metadata and for particular projects. For more ideas, see the art page.

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CC-MAIN-2018-51

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The story starts in 1711, when the pious Queen Anne gave assent to her Tory government for the passing of the Fifty New Churches Act, intended to provide new churches in the burgeoning suburbs in and around the cities of London and Westminster. 'On top of the church there's a brass weather vane, and people in the area thought it was a louse, that's why they called it Lousy St Luke's ... When they took it down, I had a look at it; it has a beautiful red eye. After all these years, the truth has come out - it's a dragon.' John Mason, local resident In fact, only twelve were built as the succeeding King and Whig administration lost interest, and the confident overspending of the Act's Commisioners in the early years was reined in. Nonetheless, the Commissioners, who initially included Sir Christopher Wren, were reponsible, with their architects, for some of the most remarkable publicly-financed buildings ever built in England. A strict budget It is possible that the ambitious design of the churches commissioned early on contributed to the subsequent plight of St Luke's. The early years of the Act produced masterpieces such as Hawksmoor's Christ Church, Spitalfields and St George's, Bloomsbury, but the latter cost £26,000 to build, a figure spectacularly exceeded by the £40,000 needed for Thomas Archer's St John's, Smith Square. When St Luke's was eventually commissioned in 1727, the Surveyors, John James and Nicholas Hawksmoor, were given a strict budget of £10,000. The new church was consecrated in 1733, but repairs were already being undertaken in 1734, and it was 'thoroughly repaired' in 1869, followed by underpinning in 1877, 1914 and 1951. None of this work arrested the calamitous subsidence that occurred after the dry summer of 1959, leaving some columns hanging from the roof that they should have been supporting. The building was declared unsafe, the roof removed and the church abandoned. A fine organ The weather wrought its destructive purpose, after many of the internal fittings found their way into other London churches. The fine organ, now in St Giles, Cripplegate, had attracted at least two well-known musicians to St Luke's: Henry Smart was organist from 1844 to 1865, and much of his church music, including eight tunes in Hymns Ancient and Modern, continues in use today; and in the 1950's Basil Ramsey, who was also editor of The Musical Times, arranged for the Church to be used by the BBC for recordings of organ recitals and concerts. James or Hawksmoor? The authorship of the design of St Luke's remains a subject of scholarly debate. Papers in Lambeth Palace show that the Commission Surveyors were asked jointly to produce a design. The similarity of the main body of the church and its lost interior to St George's Hanover Square, would point to the hand of John James, but the stone obelisk (described as a 'superlative conceit' by today's leading Hawksmoor scholar, Kerry Dowes) suggests an architectural imagination of Hawksmoor's stature - his interest in obelisks is well known from the unexecuted design for St Giles-in-the-Fields and his work at Blenheim and Castle Howard. The spire, incidentally, has revealed an interesting story. Records show that there was an 'extra allowance in changing the scaffolds to flute the obelisque after it was erected'. So architects changed their minds then, too! On close inspection we discovered that the combination of erosion and fluting had greatly reduced the thickness of some of the outer layer of stone, resulting in much unexpected additional work. Axel Burrough was the director at Levitt Bernstein in charge of the design of LSO St Luke's, the UBS and LSO Music Education Centre

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HOME: STORIES CONNECTING US ALL Home: Stories Connecting Us All is a project that arose from the expressed interest to creatively showcase the beautiful diversity that makes Edmonton the great city that it is. Our goal is to create opportunities for people to learn about and from one another, celebrate our differences and discover the many similarities we share. This e-book is created by the community, for the community and is about the many immigration journeys, with themes of hope, struggle, resilience and reconciliation. For more information, please contact the Connecting Us All Collaborative at firstname.lastname@example.org WORLD OF STORY World of Story is a collection of folk tales developed by EMCN in collaboration with community partners to support language and literacy development in families. The materials developed encourage families to read together and maintain first language fluency with their children. Through storytelling, we validate and celebrate the use of diverse languages in our community. Although the primary goal of the initial project was to support language and literacy development in families, along the way other discoveries emerged. Sharing of folk stories builds intercultural understanding. Although the folk stories may take different forms, the key values that the stories express are the same and these values can serve to connect diverse cultures. Storytelling builds relationships in the family, community and inter-community level. Storytelling gives families, schools and communities opportunities to learn and celebrate together; to honour and appreciate diverse languages and together discover the value of relationships. Learning through the arts engages new ways of knowing and makes knowledge accessible to a wider variety of people. Through story, song, art and dance the creative process is ignited. Learning through the arts also has the ability to bridge gaps across generations, and indeed across cultures. As you use the World of Story resources and share them with families in your program, school or community, we invite you to embark on a journey of learning and discovery together with parents and children from diverse cultures. World of Story Workbooks are available here: World of Story Workbooks. The collection is available on the University of Alberta Libraries ERA: Education and Research Archive. 'Food is a very important part of culture' - February 1, 2018 Watch this video from inside the global cooking program of the Edmonton Mennonite Centre for Newcomers. 'Edmonton's Super Volunteers: Muzit Kinfe' - December 14, 2017 - Edmonton AM A profile of one of the thousands of Edmontonians who donate their time to make our city a better place to live. Muzit Kinfe volunteers at the Mennonite Centre for Newcomers. The Well Endowed Podcast The Well Endowed Podcast explores the impact that these municipal champions are having on our city. In this episode, learn how to make Edmonton a more welcoming place with Erick Ambtman and the Edmonton Mennonite Centre for Newcomers. On Saturday, October 21, 2017, Trudeau toured the Edmonton Mennonite Centre for Newcomers, which helps immigrants and refugees integrate into Canada, and then visited the Edmonton Police Service Downtown Division. On Saturday morning, Trudeau visited the Mennonite Centre for Newcomers for a 45-minute roundtable with immigrant community leaders, refugee program workers, as well as Edmonton Liberal MPs Randy Boissonnault and Amarjeet Sohi. Prime minister in Edmonton Saturday to visit police, centre for newcomers Great roundtable at the Edmonton Mennonite Welcome Centre. Thanks @YEGNewcomers for all the work you do helping new Canadians. Trudeau was at the Mennonite Centre for Newcomers in North Edmonton to meet with community leaders representing various immigrant cultures Learning English with CBC: Immigrant Women’s Integration Network Watch the March 2017 lesson, with the CBC's Adrienne Lamb, touching on the topics of jobs, community and connecting with a new culture from the Immigrant Women's Integration Network in Edmonton. Skies the Limit! CBC March 27, 2015 Sky Club was just a little idea Joseph Luri had a decade ago. Now Edmonton volunteers spend their Saturdays helping more than 50 kids. Watch this behind the scenes video if what they do at Sky Club. Travel Ban Edmonton Journal February 2, 2017 'This will affect us all': Edmonton immigrants and refugees react to U.S. travel ban.

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Times tables speed test Practise your times tables against the clock This is where you can practise your tables against the clock. Select the times tables you want to practise. You can practise the times tables against the clock separately, a few at a time or all at the same time. You get 10 seconds for each question. The idea is that you give your answers as quickly as possible. In the times tables test you are awarded 10 points for each correct answer and a point for each second that is left. The most important thing is that you answer the question within the time allowed, because that is how you score most points. What's more, the quicker you answer, the more points you score. If you select all tables for this test you will be asked no fewer than 55 questions. Good luck practising! Knowing the times tables is an important numeracy skill. Recently a lot of attention has been given to improving basic numeracy skills which are important to the pupil's future educational progress. For instance, in years 4 and 5 a lot of attention is devoted to the times tables, but the skills learned are needed later on in mathematics. Automation is therefore one of the core objectives of primary education and routine practise of calculations is an important part of being able to do more complicated sums later on in school. This speed calculation test is designed to aid automation of the times tables.

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(Extract from "Profil der Montessori-Pädagogik und ihrer Einrichtungen"(=Profile of Montessori Pedagogy and its Institutions), worked out by Prof. Dr. Hans-Dietrich Raapke, University of Oldenburg, and the expert group "Theorie" of the trainers' conference of the German Montessori Association). The "school of the child" is not a school for the child. According to Montessori and according to the knowledge of today's developmental psychologists, children of this age are highly eager to learn. Their "hungry intelligence" needs plenty of "food". They want to know all about this world and are now able to create coherent images of the world and its parts beyond their concrete perception. At that age the development of the intelligence therefore aims at two things: the ability of abstraction and the powers of imagination. The "seed of science" is sowed here. Nevertheless, in Montessori's opinion, children of this age are often demanded too little of or in a wrong way. The focus at this stage is on the acquisition of the basic competences in reading, writing and mathematics as well as in the scientific, cultural, social and political elementary education. According to Montessori, the guiding principle for the school of the child at this stage of development is the "Cosmic Education". This term is mainly unknown in the technical language of language. "Cosmic Education" is about That is why Cosmic Education - despite many points in common as regards content - is not identical with the social studies and science at regular Primary Schools. However, the similarities with today's ideas of the ecology movement are unmistakable. Montessori used the term "ecology" in the context of Cosmic Education herself (cf. Montessori, Maria: "Kosmische Erziehung", 5. Auflage, Freiburg 2002; cf. Eckert, Ela: Maria und Mario Montessoris Kosmische Erziehung - Vision und Konkretion, Bad Heilbrunn 2001; Fischer, R./Klein-Landeck, M./Ludwig, H. (eds.): Die "Kosmische Erziehung" Maria Montessoris, Reihe Impulse der Reformpädagogik Bd. 2, Münster 1999). In practice, it is often necessary to make compromises. Montessori schools must adapt in a way to the regular school system, especially as far as the curriculum is concerned, that students have the possibility switch to a regular school at any time. The "school of the child" should be responsive to the children's thirst for knowledge and the children's ambition to be explorers and adventurers. The children should have the chance to expand their mental, social and cultural range of activity. The broadening of the knowledge of the world should be the means for the transition to abstraction. In the prepared environment - in modern words: the cultivation of learning - at school as well as in the steps outside social and moral consciousness can be formed. With the special sensibility to justice, which is typical of their age, children can develop the ability to assess their own and others’ actions. (For more information on Montessori's primary education cf. Stein, Barbara: Theorie und Praxis der Montessori-Grundschule (=Theory and Practice of Montessori Primary School), Freiburg 1998 and Ludwig, Harald: Montessori-Schulen und ihre Didaktik (=Montessori Schools and their Didactics), Baltmannsweiler 2004)

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Taking Instruction out of the Textbook It’s Friday afternoon, a time when so many students (and some of us) are counting down to the weekend. Keeping students engaged is often a challenge. Jeff's Algebra 2 classes were working on the Law of Cosines on just such a day. In this case, however, they weren’t counting down the moments until the weekend. They were engaged and having fun and so was he! Jeff had the students take their practice out of the textbook and into the building. He challenged his students to find or create angles that couldn’t easily be measured. The students then took pictures of those angles, imported them to Notability, and solved their problems by writing on the pictures themselves. “What is great about this activity with iPads, is students can write all over the picture and see what the sides of the triangle actually represent.” His students were being creative, and innovative with their thinking and problem solving. They collaborated in groups to demonstrate their learning. What a great example of our vision! “The vision for digital learning at Pine Creek High School is focused on students as learners and teachers as their partners in the learning process. Here we use digital tools to create products, innovate design, collaborate with others inside and out of the classroom, and demonstrate learning. Our learners will be globally connected creators, communicators, collaborators, contributors, and constructivists.” Students use Sphero Balls to Develop their Programming Skills Did you find yourself watching small white balls rolling around the hallways a couple of weeks ago? Well, one of Denise's programming classes was responsible for that. Using the Sphero app and an iPhone or iPad, students collaborated in small groups to program those balls to light up and roll around the hallways. The goal was to race each other’s Sphero Balls around the hallways. Races, competition - how much fun is that?! Add in creativity, innovation, collaboration and a fun way to demonstrate learning and everyone wins! That’s not where the learning ended with this project, however, but only the first steps. After establishing those foundational skills, the class moved on to programming their own retro-style games on desktop computers. Digital learning takes many forms throughout our school. Students and teachers are partnering to create, innovate, collaborate and demonstrate learning. Share your stories with each other (and with me). Talk in the pods. Visit each other’s classrooms. There are so many amazing things being done with our students and Denise’s example is just one. Let’s celebrate these moments! I am a Digital Learning Coach by title, but lifelong learner by practice. An Apple Teacher, Google Certified Educator and Microsoft Innovative Educator, my goal is to assist educators in investigating, exploring, and investigating resources to embed in their instruction. I also hope to be a part of their journey toward an innovative and transformative practice that empowers learners and strengthens their own craftsmanship. I spends my free time with my family, my dogs and a good cup of coffee.

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Sociology A Level at Caldew School • Education methods in context • Research methods and families and Households • Education with methods in context, theory and methods • Families and Households • The Media • Crime and deviance with theory and method It is advised that students have 5 GCSE’s at Grade C or above, but each student’s grade profile will be considered individually. A-C grade in English and Maths is a major advantage as the course requires good communication skills as well as numeracy skills when studying sociological data. AS - Examinations take place at the end of Year 12. Paper 1: Education with methods in context. 1hour 30 mins written exam. Paper 2: Research Methods and Families and Households. 1 hour 30 mins written exam. A2 Level - Examinations take place at the end of Year 13. Paper 1: Education with Theory and Methods. 2 hour written exam. Paper 2: Families and Households and The Media. 2 hour written exam. Paper 3: Crime and Deviance with Theory and Methods. 2 hour written exam. Sociology is a broad-based subject. Students can progress to Higher Education to study Sociology or related subjects e.g. Criminology. Many professions, including teaching and nursing, use Sociology within their training. How to apply If you want to apply for this course, you will need to contact Caldew School directly.

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My friend Bettie Boswell is joining me today because as a writer of both words and music, she brings an informed view about how the two arts interrelated. Thanks so much for stopping by, Bettie! Music and the written word have characteristics that are both similar and yet very different: Patterns, rhythms, and lyrical phrases fill music and the written word. Both have meanings that are clear and hidden. Both reach for the listener’s heart and emotions. They move at varying tempos. They both involve pitches but what a difference between the two. Highs and lows move throughout the song and the story but again they have contrasts in meaning. A symphony has distinct sections and so does a story. Picture books may have a recurring refrain and so do many songs. By popular definition, music is organized sound. The written story consists of organized words. Organization makes the difference between a rambling journal entry and a well-written novel. Music begins with a BEAT that binds the piece and the performers together. The story has a heartbeat that ties the tale together through either a theme or an outline designed to show changes along a hero’s journey. In writing, the beat can also refer to actions that keep story movement going between conversations in quotes. RHYTHM adds sparkle to the music by breaking up the constant beat. Rhythm forms patterns that repeat and change. Patterns reveal FORM in the music and make the music memorable and easier to perform. Surprising rhythms are exciting to listen to and make each composition unique. Certain rhythms indicate genre, be it Jazz or Baroque or Rock. When an author pens a story, they will follow certain word rhythms or plot types that will take them into genres such as Young Adult, Picture Book, Mystery, Romance, or Suspense. PITCH in music makes the music sing as the melody moves through high and low notes. Stories also move through high and low events for the main character. Pitch can strain or relax the musician’s abilities. In the writer’s world, a pitch can be one of the most strenuous events that the author will experience. Will they easily sing out the essence of their story to an editor or agent, or will they over do it and ruin their chance at having their voice (story) heard? Speaking of voice, in music there are many TIMBRES (tone qualities.) In a symphonic orchestra, a b-flat played on an oboe will sound very different from one played on a tuba or a viola, yet they are in tune with each other. A singer can also perform the same note but he or she will have his or her own unique voice. Authors are encouraged to find their own voice for telling the story in a genuine way. They also need to find special voices for the players making up the orchestra of characters found in their book. All those voices playing together create HARMONY or dissonance in the music or the story. When things go well there is harmony; when they don’t there is dissonance. Dissonance creates tension in both music and the story. It happens when two voices get too close and create a displeasing sound. Dissonance creates the desire to resolve the sound into something more pleasing. When those two voices give each other a little space, they find harmony and a happy conclusion is the result. Writing is like being the conductor of an orchestra. The author keeps the beat and rhythm going and knows when to speed up or slow the TEMPO of the story. They know what voices should be part of the story and where to cue the reader that something is about to happen. They lead with quiet or loud words when approaching the DYNAMICS of each scene. They direct emotions by using smooth lyrical sentences, or staccato phrases to make a point. Just as a songwriter chooses the perfect lyrics for a ballad, an author finds words that are meaningful to their chosen audience and to themselves. They stand before that audience, give it their best (after many rehearsal hours of revising,) and hope that they receive a singing review for a work well done. Best wishes and Merry Christmas to all aspiring writers and musicians, Find Bettie’s Christmas short story “Fred’s Gift” as well as my country noir one “Debt to Pay” in the anthology below. Click here for ordering links. Bettie Boswell is an author, illustrator, and composer for both Christian and children’s markets. She holds a B.S. in Church Music from Cincinnati Bible College and a Masters in Elementary Education from East Tennessee State University. She lives in Northwest Ohio. Her numerous musicals have been performed at schools, churches, and two community theater events. When she isn’t writing, drawing or composing, she keeps busy with her day job teaching elementary music. You can find her online on Twitter @BboswellB and on Facebook.

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ARTS in Social Justice Symposium Arts for social justice, encompasses a wide range of visual and performing art that aim to raise critical consciousness, build community, and motivate individuals to promote social change. Art is used as a means to record history, shape culture, cultivate imagination, and harness individual and social transformation. Art can generate awareness, and also be a catalyst to engage community members to take action around a social issue. Social justice art, consequently allows people to develop agency to interrupt and alter oppressive systemic patterns or individual behaviors. The process by which people create and engage with art equips them with analytic tools to understand and challenge social injustices through social justice education (teaching for social justice), community building, and social activism/social movements. Visual and performing social justice art includes: drawing, painting, sculpture, murals, graffiti, film, theater, music, dance, spoken word, etc. Examples of social justice art ranges from Woody Guthrie who was well known to perform with a sticker on his guitar that read “This Machine Kills Fascists,” to documentary filmmaker Michael Moore, street artist Banksy, author Harper Lee famous for her novel on race: “To Kill a Mockingbird,” and Beyonce who helped to take feminism mainstream. Arts in Social Justice is a one day symposium exploring social justice artists – and looking to the past history and the future. We will invite speakers specializing in film, literature, and visual art with sample of their work to discuss and answer questions from participants and also discuss the importance of social justice art education because it combines the critique of social injustices and the use of art as a mechanism to engage with social issues. Join us March 9th and 10th! RSVP HERE Mrs. Tawfilis is a retired UN Executive (Director of Human Resource Management Services, United Nations Environment Program) and former Director of the Women of Srebrenica Project in the former Yugoslavia. She holds a MFA from L’Acadiana Art School and several certifications in Management and Crisis Counseling Intervention. Joanne’s work unifies people through the arts to promote collaboration, understanding, and respect on a global scale with the hope of generating sustainable educational programs and actions that prevent violence and promote peace. Find more at: www.artmiles.org 2. Elliat Graney-Saucke– documentary filmmaker & cultural researcher-blends cultural equity, intergenerational knowledge exchange, and storytelling as a way to unveil values and assets of organizations and groups. Elliat has produced a body of over twenty short films and one completed feature documentary. Currently in production are two feature documentary films: Boys on the Inside and Art Heart: Children of Riot Grrrl. Since 2000 she has been directing and producing films through Contrast Vision Productions and currently teaches film with Northwest Film Forum, Reel Grrls, Coyote Central, and Three Dollar Bill Cinema. While based in Berlin, Germany from 2009-2015, Elliat gained a Masters Degree in World Heritage Studies and co-founded the trans-disciplinary conference Innovate Heritage: Conversations between Arts and Heritage. Since returning to Seattle, Elliat has joined the steering committees of S.A.L.T. (Seattle Arts Leadership Team – Office of Arts and Culture), Next Generation National Arts Network (National Performance Network), and theWomen’s Working Group. 3. afrose fatima ahmed – poet and performer – is a hybrid Texan-Washingtonian whose work is deeply rooted in the images present in the natural world and the sensations of the body. afrose has self-published four poetry chapbooks, most recently season’s grievings (February 2017) and is currently working on a full length collection entitled blood gold and honey(some of afrose’s favorite things), which takes the shape of a fictional tarot deck comprised of short poems. she holds an M.A. in Asian Studies from the University of Texas where she studied Urdu literature and translated the poetry of Makhdoom Mohiuddin, a prominent progressive activist in the time of British colonization. Her writing has been published in many journals, including Juked, Ink Node (forthcoming), the Seattle Review of Books, Pontoon Poetryamong others. She is a 2017 Jack Straw Writer. Find more at: afrosefatimaahmed.com Interested in this event? RSVP HERE

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Depth of the Hebrew Language For centuries, Jewish rabbis and their students have contemplated and written about the letters that comprise the Hebrew alphabet. Each letter is seen as having its own personality, character, and message. This collective lore provides the reader deep insights into Jewish thought concerning the Messiah, the walk of faith, and wisdom for one’s own walk with God. Where It All Began After the author’s first trip to Israel in the early 1990’s, he developed a desire to learn Hebrew. Imagine his surprise when he discovered the many books rabbis have written over the years just about the Hebrew alphabet. What could so capture their interest and imagination that they would devote themselves to this pursuit? And imagine the author’s surprise when he discovered how these writings reflected so many truths about Yeshua HaMashiach (“Jesus Christ”)! This book is the result of these discoveries and the rich insights contained within the “jots and tittles” of the ancient Hebrew alphabet. Meet the Author – L. Grant Luton Grant Luton has taught Technology Education on the junior high and high school levels for thirty years, including one year in England as a Fulbright Scholar, and one year at Kent State University's School of Technology. He served for ten years as Assistant Executive Director for the National Museum of Education, formerly the Partnership for America's Future, Inc. Grant is an accomplished pianist as well as a published author whose book on Biblical Hebrew, "In His Own Words", is presently being sold internationally. He is contributing author for several Technology Education textbooks and has developed curriculum in the areas of Electronics, Robotics, Holography, Photography, and Construction. His elementary education space exploration curriculum was featured at NASA's Lewis Space Research Center summer teacher workshop. Grant has also developed instructional materials for the Duracell and Sears Craftsman educational programs. Grant Has been married to the same lovely bride since 1979 and has three children and one grandchild. Beth Tikkun Messianic Fellowship A home Bible study that started in Grant's home in 1994 grew to become Beth Tikkun Messianic Fellowship five years later. Grant has been the Congregational Leader of this fellowship since it began in 1999. Beth Tikkun Messianic Fellowship has a two-fold mission: to restore the church to its Jewish roots, and to introduce Jewish people to their Messiah, Yeshua. Come visit us in Akron Ohio or come learn with us online at www.bethtikkun.com

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The ACT® college readiness assessment is a test of educational development and measures how much a student has already learned. The ACT test reflects the high school experience, being more closely tied to curriculum and covering concepts taught in most secondary schools. The ACT consists of tests in four areas: English, Reading, Math, and Science Reasoning and an optional Writing test. There are no penalties for a wrong answer; therefore, students are encouraged to answer ALL questions.Online registration is available at: www.actstudent.org The SAT® reasoning test measures critical thinking abilities related to successful college performance. The Subject Tests are one-hour, primarily multiple choice tests measuring knowledge of particular subjects and the ability to apply that knowledge. A student applying to more highly selective colleges must complete at least two subject tests in addition to the SAT and/or the ACT with Writing test. Please consult your counselor and college websites to determine if you need to take the Subject Tests. Registration and practice materials are available in the counseling center or online at: http://sat.collegeboard.com/register. The Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT)--a program cosponsored by the College Board and National Merit Scholarship Corporation (NMSC)--is a standardized test providing firsthand practice for the SAT. The PSAT/NMSQT also gives students a chance to enter NMSC scholarship programs and gain access to college and career planning tools. The PSAT/NMSQT measures: - Critical reading skills. - Math problem-solving skills. - Writing skills. - ACT practice questions - Free ACT practice test (Princeton Review) - Free ACT practice tests - Free ACT resources from Varsity Learning Tools

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The book “Ability Development From Age Zero” by Shinichi Suzuki, has been used for years as a kind of introduction manual for Suzuki parents on the spirit of Suzuki philosophy and education and has often been described as life changing. While reading this book, one is constantly coming across ideas which ring true in their simplicity, leaving readers asking themselves, “How have we gotten so far off track in educating our children?” Shinichi Suzuki, through his commitment to teaching and in writing this book, helps the reader get back on track. As in “Nutured by Love”, the author’s second book, “Ability Development From Age Zero”, revolves around the following idea: “The consideration that all healthy children speak their own language indicates that every child can be educated. Therefore, the ability to become well educated is shown to exist in anyone who has developed an ability in language”. By pointing out that a baby is able to internalize thousands of words, idiomatic expressions, complex grammatical structures and even the most difficult of dialects (not to mention their ability to learn many languages contemporarily), he expresses his conviction that “the best method in the world is hidden within the mother tongue education”. In order to apply the “Mother Tongue Method” to music education, Shinichi Suzuki outlines the conditions for developing great talent in music students. These conditions have become “The 5 Principles of Suzuki Method Education”: - Begin as early as possible. - Create the best possible environment. - Use the finest teaching method. - Encourage the student to practice as much as possible. - Train the finest teachers. He assures us that “when all these conditions are working together, the flower of wonderful ability will bloom.” This book is permeated with an air of child-like enthusiasm and joy in it’s teachings. Suzuki’s remarkable ability to instinctively understand children was a life-long quest for him. “I am mentally preparing myself for the five-year old mind. I want to come down to their physical limitations and up to their sense of wonder and awe.” He emphasizes clearly the importance of kindling the child’s desire to learn. He teaches us that “children learn abilities best when they are having fun. Tasks which are done happily are internalized” and “if training can be combined with fun, a child has the power to do things which can surprise adults”. Through the author’s example of using fun in his musical studies, the Suzuki Method has developed this educational tool extensively and it has become a distinguishing element of Suzuki education. “Ability Development From Age Zero” is full of metaphors, stories, and reflections. It is less biographical than “Nurtured by Love”, but much of the philosophy and principles of his teaching method are also found in this book. The focus is more on applying this philosophy to life in general rather than on purely musical considerations. For this reason, non-musicians (especially Suzuki Parents) and musicians alike will find this book inspirational in the way Shinichi Suzuki expresses his deep respect for children and his absolute conviction that “every child can learn to play an instrument!” “If this book becomes a light of hope for mothers who love their children and wish for them to grow up wonderfully, I could not be happier”

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We see our role as much more than simply ensuring exam syllabus is covered. In all curriculum areas, and across all our schools we constantly strive to make subjects meaningful, stimulating, engaging and, certainly in the younger years, hands on and experiential. Wheras exam subjects can be quite narrowly defined we believe that in having a greater vision for what an Alton education is for, we can help our pupils learn key cross-curricular skills such as problem solving, creative thinking, communication skills and so much more, ultimately creating intellectually brave, morally sound, confident young people. In the Nursery we follow the Early Years Foundation Stage curriculum, focusing on play-based activities with the individual child at the centre of all we do. Children explore the woodland, hunt for bugs in the meadow and try out new skills in the adventure playground. Planned activities and daily walks help to stimulate curiosity and encourage independent learning. Alton Prep School We value every child in our care. Whatever their ability, we give children the learning environment, the opportunities and the encouragement they need to develop their personal potential. As an independent school we are able to go beyond the confines of the National Curriculum. There is emphasis on the core subjects, since future success in all areas of a child’s education is founded on reading, writing, numeracy skills, speaking and listening. Specialist teachers ensure a firm foundation in science, the humanities, modern languages, PE and the creative arts, together with lessons in religious and moral education. ICT is taught as a subject in its own right, and as a tool for learning. But there is also plenty of fun and hands on experience, with our expanded highly successful Forest School, as well as a range of stimulating extra curricular activities and trips. Alton Senior School Our Senior School is vibrant and diverse. We teach the full range of disciplines delivered by subject specialists and maintain high levels of attainment for all. Small classes foster a confident and independent attitude, ensuring children are educated, cultured and have a zest for learning. In the first three years of the Senior School pupils follow a common curriculum, including modern languages, Latin and individual sciences. In year 10 pupils will follow a traditional core curriculum – English, English Literature, mathematics, religious education, geography or history, a modern or ancient language and science. All pupils study the Sciences separately up until the end of Year 9. In Year 10, girls can opt to study Biology, Chemistry and Physics at IGCSE level or to follow a Combined Science GCSE course. In addition to this extension of Core subjects pupils will be able to choose from a range of other subjects. Pupils maintain a consistent and very high standard of GCSE examination results in all subjects. Alton Sixth Form In the sixth form, our small class sizes are a vital foundation for success. Our aim is to nurture individuals who are educated, cultured and have a zest for learning. With our wide range of courses, experienced and dedicated teaching staff and strong sense of community, we help students achieve the best possible results. We ensure every student has a bespoke timetable tailored to meet their individual aptitudes, needs and goals. Students who are aiming for Oxbridge entry, for strongly contested courses such as Medicine or Veterinary Science, or for Russell group universities are invited to weekly Academy lessons. These lessons are designed to challenge students by extending their knowledge and understanding through academic topics and current issues outside their A level studies.

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Science is pretty cool, and science for kids is even cooler. Many of you know I used to perform kids science shows as part of the Shell Questacon Science Circus and for Science on the Move. I’m also a past editor of Australia’s Scientriffic magazine, now Double Helix. (If you want awesome science activities and news delivered to your inbox every week for free, subscribe to the FREE Science by Email…it’s brilliant). But, back to the title of this post: Could Harry Potter’s Invisibility Cloak really make someone invisible? And the answer is… If your eyes are open and the lights are on, you can see most things. Objects are visible because they reflect or bend the light that hits them. If you can see something, it’s because light is bouncing from that something into your eyes. Some things — like air or water or glass — are transparent or translucent, so instead of reflecting all the light that hits them, some of that light can shine right through them. Transparent things are harder to spot, but there is one giveaway: light usually bends as it shines through an object. The speed of light in a particular material is constant. However, when light moves between two different materials, it usually changes speed. This change in speed causes the light to bend, and our eyes can detect the change in its direction. For example, when light moves from the air into a raindrop and back out again, the light changes speed, which causes the light to bend. Our eyes can see this bend in the light, which is why we can see raindrops falling in the sky. Each material bends light by a particular amount. We call this amount the refractive index of that material. If the refractive index of rain was exactly the same as the refractive index of air, light wouldn’t bend as it went through a raindrop falling in the sky. And if the light didn’t bend, our eyes couldn’t see the raindrops falling at all – they would be invisible! If the refractive index of Harry’s cloak was exactly the same as the refractive index of the air in a room, the cloak would be invisible in that room. Even if Harry’s cloak was invisible, we would still be able to see Harry underneath it! Harry’s body would have a different refractive index to the air, and to his cloak, which means he would still be visible behind his cloak in the same way that you are still visible behind a glass window. For the cloak to make Harry invisible, it would need to change the refractive index of Harry’s body to exactly match the refractive index of the air. Impossible? Yes. But only in a world without magic 😉 Question to think about: Would Harry’s cloak still be invisible if you looked at it underwater? And of course, an activity to try at home! Matching refractive indices This experiment demonstrates that if light passes through two media with equal refractive indices it will not bend nor reflect at the boundary. - Put a small Pyrex bowl inside a larger Pyrex bowl. - Pour Baby Oil into the small bowl till the oil overflows into the large bowl. The refractive index of Baby Oil is nearly equal to the refractive index of Pyrex glass. The small bowl should become practically invisible. - If you have a glass eyedropper try putting it into the oil. It will be easy to see because of the difference between the refractive indices of air and glass. - Try sucking up the oil into the eyedropper. The eyedropper should become almost invisible because the refractive index of the glass is nearly the same as that of the oil. When light passes between the oil and the glass it is only bent a little, and the dropper appears invisible. Note: If you don’t want to waste the baby oil, use the glass to pour it back into the bottle. Make sure you do this over the bowl so it doesn’t get everywhere. This post is a revised version of my original article, first printed in The Helix magaazine. Other posts you might enjoy:

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Centuries with no exposure to war or epidemic illnesses led to the developmental inequalities which triggered the downfall and conquest of the Native American Indians at the hands of the European settlers. E.H. Epstein, (1995) – defines comparative education as a field of study that applies historical, philosophical and social science theories and approaches to international issues in education. The problem with multicultural education is that several feel that by celebrating Martin Luther King Jr. and Cinco de Mayo by reading the biography or eating tacos and enchiladas. Erin McCarty (Las Vegas Valley ’08), a solution of Las Vegas public schools, has noticed her profession improvement from teacher to burgeoning school leader advantage due to her encounter as a Teach For America corps member. We think that by giving our schools the resources they need, we can take away barriers to learning and make our education method the very best in the planet. The effects that technology has had on education practices can be observed in every single classroom across the United States of America. Beredy GZF,(1964) – defines comparative education basically as the analytical study of foreign education systems. Option-primarily based art education is a nationally recognized grassroots method to art education. So many students in the U.S. look to consider education is some sort of punishment they have to endure. Otherwise, the use of technologies could be noticed as a disability rather of a advancement in education. Ballengee-Morris and Stuhr present Stuhr, Petrovich-Mwanike and Wasson’s six position statements about multicultural art education. Multicultural education emerged in the early 1960s out of the Civil Rights Movement as a implies for reconstructing school and society” (Stuhr, 1994, p. 171). The practices used in education have changed so significantly from generation to generation that the generation just before this generation would be tough pressed to hold up with the practices this generation uses these days. A shortage of schoolhouses and trained teachers are just some of the difficulties that numerous governments face in providing an education for the children in their country. That is why Hillary will construct on the hugely profitable Develop America Bonds program to give cities and towns the capital they require to rebuild their schools. According to Katherine Norbeck, former teacher trainer in Peru, the pedagogical institutes are linked with a particular level of good quality education. Evidence from around the planet shows that young children who have access to high good quality ECEC are much better in a position to develop the cognitive and non-cognitive abilities that will help them at school and all through their lives. Elizabeth Garber’s article, Teaching about Gender Problems in the Art Education Classroom: Myra Sadker Day,” is about a combined undergraduate and graduate art education course that Garber taught utilizing feminist pedagogy and feminist issues. States had been facing a dizzying array of challenges connected to education data systems. A 1st urgent worldwide task is to support develop or rebuild standard education worldwide. Our texts will preserve you informed and engaged on crucial education concerns, and provide opportunities for you to take action when the time is appropriate. There is nothing at all to be proud of unless and until you are tasting the real essence of education and that can only be happened feasible if you get the simple notion proper, do some efforts apart from your teacher, do not go with the conventional way or the norms or the customs, if they are incorrect.…

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+ art education nourishes creative ability. Children who study art learn how to discover original solutions to problems, discover innovative techniques, and are informed by the risk-taking and use of the imagination that artistic studies provide. + art education fosters communication skills The complex graphics and fast paced imagery of the new media communicates ideas that need to be understood, analyzed, and critically discussed. art education provides the language of comprehension for this new media. +art education offers marketable skills for the workplace of the future The study of art develops qualities employers say they look for in employees: engagement in analytical and creative thinking, ability to develop and deliver product, a disciplined approach to personal skill development and a collaborative work skill set. +art education will enhance our children's ability to compete in the global marketplace Twenty first century skills will require sophisticated visual understanding. Daniel Pink, in his book A Whole New Mind, says that in the next millennium, right-brainers will rule the world! I highly recommend you read this book. Careers such as architecture, product design, computer imaging, communications and science rely heavily on visual training. +art education improves student achievement in all areas of the curriculum Skills and attributes cultivated by the study and making of art include:creativity, imagination,problem solving, critical thinking,self expression, self esteem transfer across to other studies. +studying art encourages the attributes of self discipline and persistence +studying art teaches about human nature and cultural diversity +studying art encourages the participation of family, community and business What better way to bring parents to school, for an art show, or connect school to the 'real world' than by inviting businesses, cultural institutions and the like to partner with student artists in their education? +art making is basic to life Art is the language of human expression. We use our visual sense to give meaning to the world around us. We take in information and create understandings daily in advertising, fashion, movies, architecture, media....each other's facial expressions...as they say, our eyes are the first place we take in and process information. The study of art helps us to define and understand ourselves and our world.

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Learning about coding is a lot like learning a new language. The earlier that the foundational skills are understood and practiced, the easier it will be to add more complicated and detailed challenges later on. Students who have the opportunity to practice coding skills in elementary classrooms are better prepared for practicing more advanced coding. Benefits of Learning Coding in Elementary School Learning coding, much like learning a new language, opens doors to more creative projects and problem solving skills. Giving students the chance to learn the logic and patterns of coding is a great way to introduce STEAM skills and help them to develop interest in technology. Additional Problem Solving Skills Logical, algorithmic, abstract, and procedural thinking skills are all a part of coding practice. Skills like these are an important part of cultivating an enjoyment of learning and teaching students to be lifelong learners. Coding is a complex form of problem solving that requires students to look at a goal and take actionable steps to communicate using code to achieve it. This alternate view of problem solving is useful because it helps students practice using trial and error to find the correct or most efficient solution. Increased Career Opportunities According to the US Department of Commerce, STEM jobs will increase by over 8% by 2024. A large party of the growing market will include jobs in the computer and math fields. Coding and creative problem solving skills are crucial to preparing students for careers in these fields. Professionals with STEM degrees tend to earn more, regardless of whether or not they are working in a STEM career. Fun & Practical Coding and problem solving skills aren’t only important for the career aspects. The brain stretching practice and useful applications of coding knowledge make it fun and practical for students of any age. New thinking patterns and problem solving skills are a challenge to develop, but helping students to enjoy the practice early on is beneficial to their long-term goals and aspirations. Regardless of their favorite hobbies, career goals, or interests, practicing STEAM skills can offer a new perspective and may even improve overall performance. Family Games that Encourage Planning & Problem Solving Screen-Free Coding Activities for Elementary Students The good news is that you don’t need a bunch of expensive equipment to get your elementary classroom students started on the path to learning coding skills. There are fun activities you can create in your classroom using tools and supplies you already have on hand. Check out these three tech-free coding activities and try one with your students: 1. Lego Alphabet & Spelling Practice Create an alphabet code (or use using Legos of different sizes and colors. Take a picture of the code “map” and put it up on the board for all your students to see. Then, using a list of words or a spelling list, have students “spell” their word in code using the colors and shapes that match each letter. If you do not have enough Legos for every student to spell the words out using the code, have them work in pairs or small teams. Award points for each student/team that gets the spelling and the code correct. 2. Binary Birthday or Name Charms Most computers are written in binary code, and each number and letter of the alphabet can be represented by a combination of 0’s and 1’s. Use pony beads or other easy-to-grab beads to create a bracelet, necklace, or backpack charm that represents the students birthday or name in binary. Have students start by choosing two colors, one to represent 0’s and one to represent 1’s. Then cut a piece of yarn or string to the length required for a bracelet, necklace, or backpack charm. Shorter names or birthdays will fit best on bracelets, while longer names may need to be a backpack charm or necklace. See the Binary Alphabet Code More STEAM Blogs & Activity Ideas Looking for more ways to engage your students in some STEAM learning? Check out the STEAM/STEM category to find more ideas like these and inspiration for keeping your students engaged. Learning with the right tools and technology can make things even more exciting. Also be sure to stop by the STEAM online store to see the latest.

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Now Read This! Rosemary Wells You are here Author and illustrator Rosemary Wells has written more than 120 books with funny and realistic themes and characters. In a recent interview with TYC, Rosemary said that the most significant thing teachers can do at the beginning of a new school year is speak to children’s families or caregivers about the importance of reading aloud. Reading aloud should be done “as frequently and as regularly as you brush your teeth!” Rosemary says. Reading aloud is a wonderful activity that parents, caregivers, teachers, and children can all do together. As you head back to school, use the following books to inspire in children a love not just of reading but also of reading aloud! Rosemary Wells. 2011. Candlewick Press. A young rabbit learns to be brave as he watches his mother and father leave for work each morning. His parents imagine what their son is doing while they are gone and look forward to seeing him again at the end of the day. The family members send love waves back and forth, letting each other know that, no matter how far apart they are, they will always be together. Inspired by Rosemary Wells’s own experience of leaving her children at home for the first time, Love Waves can help comfort children and adults who may have anxiety about separation. For some children, the beginning of the school year may be their first experience being away from home. Teachers can read this story to support children who miss their parents and are struggling with their first days at school. Ask children what reminds them of their parents or caregivers. Have them illustrate a scene showing something they did in school that day, so they can share it with their families. On the bottom or the back of the page, write down children’s dictations explaining their drawings. Have extra copies of Love Waves on hand that families can borrow to learn about love waves for themselves and to reread to children at home. My Very First Mother Goose (Twentieth Anniversary Edition) Ed. by Iona Opie. Illus. by Rosemary Wells. 2016. Candlewick Press. For over 200 years, Mother Goose nursery rhymes have been some of the first stories many children hear. The short, engaging rhymes are great for supporting literacy development. In this edition, Rosemary Wells’s whimsical illustrations give the classic verses a new spin. She depicts Jack and Jill as two rabbits and Wee Willie Winkie as a mouse in a nightgown. Wells’s detailed pictures will spark children’s imaginations and allow them to experience these well-known rhymes in an enjoyable new way. Have children recite nursery rhymes along with you as you read aloud. Or pause at the end of each line and let children chime in with the rhyming word. To start them off, encourage them with rhyming words different from the ones in the poem. It’s extra fun when the new rhyming words are nonsensical and bring lots of laughter. Recite the pat-a-cake rhyme together, and have children mark their “cakes” with the first letter of their names. Rosemary Wells. 2009. Disney-Hyperion. Based on an experience Wells’s daughter had at school, Yoko is the story of a kitten who is teased by her classmates because of her sushi lunch. At lunchtime, when Yoko takes out her bento box—filled with sushi, seaweed, and red bean ice cream for dessert—the other children don’t seem to find it as appetizing as she does! Yoko’s teacher decides to hold an International Food Day so the children can learn to appreciate new foods, ideas, and customs. Have the children in your class create a menu listing the foods they would like to serve at their own International Food Day. Children can write invitations to their families, urging them to share a traditional dish. Book covers and artwork copyright of Candlewick Press and Disney-Hyperion Joellyn Powers, MFA, is an assistant editor for Young Children and Teaching Young Children.

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Helping Young Animation Lovers Appreciate Math; and Vice Versa Here at DreamBox, in our blog and in our monthly parent updates, we talk a lot about the importance of relating math to everyday activities with our kids. My own son has a gift for art and is especially interested in animation. (And while his math test scores are high he’s never been especially motivated to focus on math.) But a memorable way to help kids understand the connection between learning math concepts and something they enjoy in the real world is to ask them what their favorite animated movie is. The animated movies that younger kids love can be a good jumping off point for helping them understand the unlimited possibilities of learning math. If your child loved Finding Nemo or Toy Story, this Science Daily article might be a good read. Not all kids grow up with a love of math like Tony DeRose, a computer scientist at Pixar Animation Studios. He put the algebra and trigonometry he learned in high school to good use when he realized that “without mathematics, we wouldn’t have these visually rich environments, and visually rich characters.” The article includes a video clip of an interview with Tony talking about the connection between animation and math. You’ll also find a link to an article about the computer scientists who won an Oscar for developing the fluid simulation used in animated movies like Pirates of the Caribbean. Or take a look at this PBS Teachers site that suggests ways to help students use measuring, multiplication, division, and fractions to understanding what motion picture film is and how it is used. But we know that the best way to get kids interested in high school math is to make sure they’re engaged with math from the very beginning of school. And as a mother of an artist, in an environment where budget cuts have virtually eliminated art education from public school education, I was pleased to find someone like Wendy Jackson Hall. She was an animation artist and educator Seattle who used creative media like animation as a learning tool to help teach other subjects (and she introduced my son to stop-motion animation). Relating Math Learning to Everyday Activities In this terrific Stop Motion Works article, Wendy talks about teaching kids how to make flip books to relate math and aesthetics – with specifics for kids in grades 1 through 6. Helping children understand that 24 frames are combined to create one second of animation helps build comprehension of multiplication, division and fractions. And relating this to aesthetic principles of design, composition, contrast, and visual symbols, helps kids make the connection between the seemingly disparate worlds of math and art. Latest posts by @DreamBox_Learn (see all) - Where to Start When Evaluating Digital Curriculum - February 12, 2018 - 6 Tips for Introducing Kids to Laptops - October 26, 2017 - Investing Title I Funds in Evidence-based Interventions - October 19, 2017

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Literacy is the set of knowledge, skills, practices and behaviours that allow all of us to interact with each other. Literacy and learning are keys to employment, higher wages, better social and health outcomes and active participation in society. There are a number of literacy programs available to Saskatchewan citizens that encourage a highly-educated province and skilled workforce. Family literacy is all the ways that families interact, share and learn together. Family literacy programs give opportunities to learn about: - the importance of language, literacy and reading; - the role that family members can play in literacy development of their children; - interactive literacy activities that support a child’s literacy development at home and in school; and - how to access learning resources through the library or their community. Family Literacy Hubs work with schools, libraries and communities to provide family literacy programs, services and supports for families. These organizations are funded to act as Family Literacy Hubs within Saskatchewan: Saskatchewan Community Literacy Fund Call for Application The Ministry of Education is seeking proposals for short-term project funding of up to $50,000. The Saskatchewan Community Literacy Fund (SCLF) provides funding for Saskatchewan based not-for-profit organizations to develop and deliver new family and community literacy projects for Saskatchewan citizens. SCLF program funding is limited, and not every eligible application may receive funding. The amount approved for each project may be less than the amount requested, and is based on how closely the project meets grant criteria, eligible expenses, the number of requests received, and consideration as to how it aligns with ministry priorities. The 2018-19 guidelines and application forms can be downloaded below. Applicants are required to submit the complete application package electronically to The Saskatchewan Literacy Network Inc. by email (firstname.lastname@example.org) by 11:59 pm on Thursday, May 24, 2018. For further information, please contact: Merla Parker (306-787-2513) or Brenda Dougherty (306 787-6262) Literacy Office, Provincial Library and Literacy Office Ministry of Education

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The BC Curriculum presents what your students are expected to Know, Do and Understand. How students arrive at these expectations is not prescribed. A unit plan brings together the elements that are essential for 21st century learning: a concept-based approach to learning and a focus on the development of competencies to foster deeper, more transferable learning within a Catholic Worldview. The Framework is not intended to be a template that is filled out by a teacher, but to guide the teacher’s thinking and decision-making as he/she creates a unit plan. The unit plan is an organized, flexible, working plan structured to meet the learners’ needs that includes: 1. The Essential Elements that must be in a teacher’s unit plan. 2. The Guiding Questions that align with the spirit of the Redesigned Curriculum that allows a teacher to explore new, open-ended, more flexible ways of planning, rather than meeting a minimal standard. 3. The Framework encourages teachers to focus their planning through the lens of the Catholic Worldview as based on thePrinciples of Catholic Education. 1. How has the Catholic Worldview been infused throughout your unit plan (content, methodology & resources)? 2. How are the Principles of Catholic Education demonstrated in your unit plan? 1. How does your unit plan reflect how the core competencies align with the age/stage of your students within the context of the development continuum? Big Ideas (Understand) 1. What are the fundamental ideas in your unit plan on which new concepts will be built? 2. What are the enduring understandings your students will be able to remember and apply throughout their lives? Curricular Competencies (Do) 1. What are students expected to be able to do? 2. What are the opportunities for students to make meaningful and real-life connections? Curricular Content (Know) 1. What content and concepts are students expected to know? EVIDENCE OF LEARNING 1. How will assessment criteria be communicated to or co-created with students? 2. How does the assessment allow students to receive ongoing feedback in order to make revisions and improve their learning? 3. How will students demonstrate their understandings of the curricular connections in multiple ways? 4. What opportunities will there be for students to reflect on their thinking and feelings as part of their learning? 5. How will parents provide ongoing feedback to contribute to their child’s learning? Flexible Learning Environment 1. How will you intentionally build a sacred, inclusive, safe and caring learning environment? 2. How will you create a flexible learning environment with the creative use of time and space to adapt to students’ needs and interests? Evidence of Differentiation 1. How will you make learning accessible for all students to succeed? 2. How do you support the individual spiritual, social, emotional, physical and academic needs of your students? Personalized Learning Opportunities 1. What opportunities are there for continued development of literacy and/or numeracy skills? 2. How will you provide opportunities to engage students (i.e. voice & choice) and access background knowledge? 3. How have you scaffolded learning to help students move from a concrete understanding to transforming and applying their learning? 4. How does your unit plan connect to more than one area of learning to examine an inquiry, theme, issue, problem, topic, or experience? 5. What opportunities have you provided for integrating the First Peoples Principles of Learning? 1. How did it go? 2. What do I need to change? 3. Where to next? 1. What materials, technologies, equipment, etc. will you use? 4885 Saint John Paul II Way, Vancouver BC V5Z 0G3 Phone: 604 683 9331 Fax: 604 687 6692

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Benefits of Instrumental Music Instruction ♪ Literally Expands the Brain and Raises IQ ♪ Improves Academic Skills and Test Scores ♪ Playing with Classmates Improves Social Skills ♪ Promotes Self-Discipline and Self-Esteem ♪ Fun and Improves Memory and Creativity ♪ Helps Develop the Whole Child New technology allows researchers to scan the brains of children while they perform various scholastic activities. Unlike any of the other subjects, it was discovered that while they were learning to play a musical instrument all quadrants of their brain fired. It has been proven that children who start at a young age with instruments do a better job in high school, and on average score 22% higher on their SAT scores! Over these last 20 years, it has been proven that the younger children begin instrumental music lessons, the more beneficial they are. The research shows that instrumental music education should be introduced at the same time as basic language skills, writing skills, reading skills, and basic math skills. In other words, the first through fourth grade is ideal! The focus of Clef Notes Music Instruction is to offer this instrumental music instruction to younger children and utilize educational web sites to put forth a program in step with today's diversity in teaching and on the same course as the latest research.

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Goodstart Oxenford literacy room sharpens skills Developing literacy skills in early education is critical to success in later life. We’ve talked about the importance and benefits of children having a strong grasp on literacy here , including some of the negative outcomes associated with low literacy levels in adult life. In a nutshell, literacy skills are vital and they are about so much more than simply being able to read and write. The broader perspective of literacy reflects the role it plays in a person’s ability to design, speak and listen in a way that allows them to communicate effectively and make sense of the world. Being able to read and understand information about health, fill out forms, organise information, follow instructions, understand legal obligations and interpret signs and symbols are skills that rely on having solid foundational abilities in literacy. Tameika Smith, centre director at Goodstart Oxenford Riversdale Road understands the value of early literacy skills, so when she learned that literacy levels for children entering school in the area were poor, she knew her centre had a central role to play in improving the situation. “We know that children who start school behind tend to stay behind, so it was obvious to us that we needed to make literacy more of a focus in our centre,” Tameika said. “Being able to communicate effectively is the key to so many developmental areas for children, with most childhood milestones depending on strong communications skills.” Tameika and her team decided to develop and trial a dedicated literacy room within the centre, full of resources and equipment that supports literacy development, and 12 months later the concept is in full swing and paying off. Initially the room was designed to support children in their kindergarten year to help get them ready for school, but it’s now being used by all age groups from toddlers onwards and has proven to be especially effective in helping younger children with speech delay. Educators in the room use the Jolly Phonics program with children, which is a multi-sensory method that teaches the sounds of letters and letter combinations, the ability to recognise and verbalise these sounds, as well as letter recognition. The room is also full of other resources geared towards developing skills that support literacy, like: - Fine motor skills: these are essential for a child to be able to write and are supported by puzzles, manipulation boards, magnet boards, chalk boards and even beanbag balls which are thrown towards targets to develop hand-eye coordination. - Books: you can never have too many books when it comes to developing literacy! The range of books on offer are stimulating and fun, and help children relate story themes to pictures, recognise symbols and process visual information. - Number and letter shapes: these help children to recognise letters and numbers, put them in order, practice naming them and practice sounds. With the literacy room now an established feature of the centre, Tameika is hoping to expand literacy development into the homes of the centre’s family and the local community by creating a community library and a street library. “It’s all about making books more accessible, for both children and adults. Families are all so busy and we want to make time limitations and convenience less of an issue as we know these factors often limit access to books and reading,” Tameika said.

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CC-MAIN-2018-51

https://goodstart.org.au/news-and-advice/December-2017/Literacy-room-concept-pays-off-at-Oxenford

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Philosophy of Art Unit In a fast-changing and an increasing globalized world, we need to prepare our students with lifelong skills of observing, envisioning, innovating and reflecting both in school and elsewhere in life. These competencies will help them cope better with challenges in adulthood so that they respond to them with creative intelligence. They learn these lifelong skills through a thorough and holistic Art Education in Yishun Town Secondary School. The learning of Art as a discipline helps them to better relate to the world around them as it complements and balances all other disciplines. It is a platform for them to synthesise their learning from other disciplines so that it enhances their overall education. The study of Art as a discipline nurtures creativity and allows room for self-expression and develop traits of mental behaviour that are valuable such as mental flexibility and spontaneity which will help them flourish in a dynamic environment in the years ahead. Leading the frontiers of Art. A community of Artists. E – Enriching YTzens with holistic art education X – Exciting and dynamic art curriculum planned and executed by committed teachers C – Cultivate confident and self-motivated YTzens by providing a safe haven for learning E – Empowering YTzens’ learning through self-discovery and self-expression L – Leading the frontiers of artistic and inventive creation through arts appreciation Art Education in Yishun Town Secondary School entails the following: 1. Nurturing Creativity 2. Freedom for Self-expression 3. The Visual Act 4. Visual Literacy We aim to nurture YTzens to be Confident Leaders and Global Thinkers. Students will be able to: • Develop creative thinking skills through art processes • Express thoughts and feelings through different forms of art • Adapt and be resilient in the process of art-making • Interpret, negotiate and make meaning of artworks in the verbal and written forms. Art lessons are conducted in the Three Studio Structures: • Demonstration-Lecture: Teachers deliver information quickly and visually, about processes and tasks that students immediately undertake in assignments. • Students-at-Work: Students make artworks based on teachers’ assignments, while teachers observe and consult with individuals or small groups. • Critique: Teachers and students discuss and reflect on students' artwork, often while it is still in process. Through Inquiry-based learning, the responses of the students will be elicited.

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https://yishuntownsec.moe.edu.sg/curriculum/aesthetics/art-unit

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A music teacher is responsible for introducing students to music appreciation, offering classes such as music theory, history and performance. In order for a high school student to enter the field of music education, she must take several classes to prepare herself for the in-depth university studies needed to become a certified music teacher. Music theory classes focus on the building blocks of music, such as rhythm, pitch, melody and harmony and how they all work together. Composition and analysis are also important parts of the course, as well as learning to sight read passages on staff paper. A high school student who has a working knowledge of music theory will have a head start on becoming a successful college music education major. Music history provides an overview of the ancestry of music, outlining its development throughout the centuries, from the Renaissance period to modern day. Students also learn about composers who have shaped the spectrum of music. Learning to identify various styles, composers and musical time periods by ear is a necessary skill for an influential teacher. A high school music history class will provide students with the basic information needed to enter college-level courses that dive deeper into the historical impact of music on society. Chorus, Band and Orchestra A chorus class will teach a singer to work together with other vocalists and put music theory studies into action. Participating in a band or orchestra will show students how to play music together in harmony. Performance classes teach pitch, blend and presentation. Working in a group setting gives a future music teacher the opportunity to appreciate different talents and instruments and helps narrow down their choices of what kind of music teacher they may want to become. Individual lessons give students the opportunity to work one-on-one with an expert. The curriculum will include warm-ups, physical form, technique and interpretation and offer performance opportunities. The student will build his repertoire, adding songs of different genres to his book and practicing audition pieces for college entry. The teacher will guide the student in picking the right pieces, filling out applications and building a resume. In addition to perfecting a specific talent, individual lessons instruct the aspiring music teacher to be confident presenting music to an audience and eventually, a classroom full of learners. - Jupiterimages/liquidlibrary/Getty Images

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CC-MAIN-2018-51

https://education.seattlepi.com/high-school-classes-should-pursue-career-music-teacher-1622.html

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