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All West Virginia children deserve the opportunity to become immersed in a culture supportive of their ongoing literacy development. The West Virginia Department of Education, under the auspices of the West Virginia Board of Education, is well-poised to elevate the importance of literacy development in the state to close the reading achievement gap by third grade. Growing literate, competent children today will result in positive impacts on career and college readiness tomorrow. The West Virginia Leaders of Literacy: Campaign for Grade Level Reading serves as the organizing body to help achieve this work. To yield long term gains in student achievement, partnerships between stakeholders at the national, state, and local levels will help ensure all young children in West Virginia are provided ample opportunities to establish positive dispositions toward literacy learning.

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Spelling and reading are mirror sides of each other. The spelling side is the encoding of words. The reading side is the decoding of words. These sides work hand in hand. In order to spell a word, you need to pull the word apart, a sound, pattern, or syllable at a time and retrieve the letters that represent those sounds, patterns, and syllables. You then either write them down or say them. The auditory, visual and tactile/kinesthetic memory systems are involved in this process. Think about it, how many times have you spelled a word out-loud and then write it down to double-check your spelling? Researchers Brenda Rapp and Kate Lipka state, “We find clear evidence of shared substrates for reading and spelling. The results specifically provide strong support for a shared lexical orthographic function in reading and spelling in the left mid-fusiform region.” In other words, there are specific shared areas of the brain that build links between the visual forms and auditory forms of whole words. Further studies by (Shahar-Yames and Share, 2008; Ouellette, 2010) conclude that practice writing your words brings an advantage to the long-term encoding-retrieval match (memory system retrieving the spelling of words). So, how do you develop and improve both spelling and reading skills? Spelling and reading need to be taught in an explicit manner made up of phonics instruction, the structural analysis including prefixes, suffixes, and root words, and comprehension strategies. You also can be taught to increase your rate of rapidly naming objects with specific exercises designed specifically with that in mind. However, you do not want to only do that. Any skill taught in isolation remains that, an improved skill in isolation unless you make the bridge to bring the skill from the isolated practice to real-life practice. With spelling, you need to be taught in an explicit manner the sounds of the words and how to pull them together to make words. This is part of phonics and structural analysis referred to in the above paragraph. The Summer Reading Program teaches the sounds of the letters, how to put the sounds together to make words, and the several of the 8 structural vowel patterns in the English language. This addresses both encoding and decoding of words. This helps to cement, so to speak, your ability to both encode and decode thousands of words. Additionally, since best practices say these skills should not be taught in isolation, we work on the fluency of decoding words through the fluency portion of the program and comprehension through additional written techniques and games. Who is Bonnie Terry? Bonnie Terry, M. Ed., BCET is the author of Five Minutes To Better Reading Skills, Ten Minutes To Better Study Skills and numerous others books, reading games, and guides and the Awaken the Scholar Within Programs. She is a Board Certified Educational Therapist and internationally recognized as America’s Leading Learning Specialist and the founder of BonnieTerryLearning.com. Terry is an expert in identifying students’ learning disabilities. Ms. Terry coaches teachers and parents so they can give their child a 2 to 4-year learning advantage in just 45-60 minutes a day. She is a frequent media guest and speaker.

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Teachers have known for years that music plays an important role in the development of children. Research is now backing it up. Researchers have found the first evidence that young children who take music lessons show different brain development and improved memory over the course of a year compared to children who do not receive musical training. Not only do the brains of musically-trained children respond to music in a different way to those of the untrained children, but the training improves their memory as well. After one year the musically trained children performed better in a memory test that was correlated with general intelligence skills such as literacy, verbal memory, visuo-spatial processing, mathematics and standardised IQ scores. This research also found that the verbal intelligence of 4 to 6 year-olds rises after only one month of musical training! In a similar study, research indicated that during the early developmental years, children's brain neurons are being "wired". This provides a window of opportunity which must not be missed if children are to achieve their full potential. Circuits in different regions of the brain mature at different times. As a result, different circuits are most sensitive to life's experiences at different ages. Neurological studies have also shown that early music training, on any instrument, is correlated with greater verbal IQ and language acquisition. This echoes the results of a recent study of second graders, which found the reading skills of those who received structured musical training were superior to those of their peers. Such research suggests cutting music education to concentrate on “the basics” is based on a misunderstanding of the way young minds work. Children between the ages of 6 and 12 who had years of experience reading music were also found to have greater mathematical ability than non-musical children. This is no surprise, as the temporal lobe of the brain, responsible for memory and rapid problem solving, is actively engaged when solving a formula AND when playing an instrument. Musical training encourages plasticity and the growth of neural pathways in the brain that affect a child’s life in almost every way. Aside from brain function and intelligence, learning an instrument can be a great way to improve your child’s social skills and communication with their peers, while also providing them with a positive creative outlet and a way of dealing with their emotions. The result of all these studies? Used positively and therapeutically, music is extremely beneficial in the regulation of emotions (mood, affect), physiology (blood pressure, heart rate) and can even re-pattern the neurological structure of the brain to improve general and verbal IQ, mathematical ability, memory and performance. The research is clear - Start them on an instrument today! MacLachlan, S. (2009). Memory for the Recall of Popular Songs: A Comparative Study of Musicians and Nonmusicians. Trainor, L., & Fujioka, T. (2006). First Evidence hat Musical Training Affects Brain Development in Young Children. Aiello, R., & Sloboda, A. (1994). Music performance: Expression and the Development of Excellence.

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As you may know by now, sleep position is a very important issue for me and I write about it quite often. When I recently came across this article in Slate magazine, I just had to comment. The gist of the article is that since the start of the back to sleep campaign in 1992, the rate of SIDS (sudden infant death syndrome) has been cut 50%. But there seems to be a downside: Parents are being overly cautious and not allowing enough tummy time when their children are awake. As a result, it’s been suggested that motor skill development such as lifting the head or rolling over, has been significantly delayed. The arguments in this article are plausible, but a more immediate issue that’s completely being ignored is the fact then when babies are forced to sleep on their backs, by definition, you’re preventing them from staying in deep sleep. The thinking is that supine sleep allows infants to wake up easier if they ever obstruct. There are tomes of data that show that lack of deep sleep can have significant detrimental effects on your memory consolidation, affect, executive functioning, and motor skills. Imagine what can happen if you force this on an infant’s developing brain. It’s no wonder there’s been an epidemic of pediatric developmental, behavioral, and medical problems in the past few decades. It’s even been suggested that the incidence of autism spiked just after the back to sleep campaign was implemented. Honestly, I don’t know what the right answer is. I’m not saying that we should place all our infants on their stomachs. However, this is an important issue that needs to be discussed, even if it means that the medical profession has to admit this was not the best thing to do. What’s your opinion on this issue? How well was your baby able to sleep on his or her back?

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In the classroom and community For teachers, daycare providers and community programmers, here are some freely accessible resources to bring music into your classes! Ontario Music Educators’ Association Music Education Resources, Memorial University Music for Youth (UK) In your home Here are some tips and tricks for parents and caregivers to turn your home into a symphony of sound! From PBS Parents: What music should my child listen to? From Common Sense Media: Music recommendations for families Here is an introduction to the importance of music in healthy child development! The importance of music in early childhood development Music and your child’s mood The effect of music on cognition in children

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Mathematics for Elementary Education The MATH 140-141 sequence is designed for prospective elementary school teachers. These courses are required courses for the Urban Education program with Elementary Education Concentration in the College of Education. Math 140 and Math 141 emphasize a problem-solving, activity-oriented approach to the study of mathematics. The first course, Math 140, integrates arithmetic and algebraic concepts. The second course, Math 141, integrates geometric and algebraic ideas with a sub-focus on statistics and probability ideas. Both courses encourage interaction between students in a cooperative learning atmosphere. Course work includes not only tests and homework but also group and independent investigations. Math 140 and Math 141 are designed especially for people who seek to become teachers of mathematics. Teaching mathematics requires a great deal of specialized mathematical knowledge - knowledge that is different from what it takes to do well in a math course as a student yourself or to be good at other jobs that require mathematics. Thus these two courses focus on supporting prospective elementary school teachers in revisiting, refining, and extending their mathematical knowledge and making connections to teaching. Success in these courses requires a mastery of precollegiate mathematics, including algebra. Students who do not demonstrate sufficient mathematical strength are placed into algebra courses. Transfer students who have taken math for teachers courses may be able to receive credit for Math 140 or Math 141. To confirm your readiness to take one of the courses, we encourage you to contact Dr. Alison Castro Superfine (email@example.com), Director of the Office of Mathematics Education. You can arrange to take a practice exam that we can grade and then counsel you appropriately. The content of Math 140 centers around the unpacking and development of a flexible understanding of important mathematical ideas and processes within the areas of number theory (e.g., factors and multiples; even, odd, prime, composite, and square numbers; divisibility tests); place value and operations; and fractions (different meanings and representations, e.g., fractions as parts of wholes, as portions of discrete sets, as division, as points on a number line). Math 140 students engage in problem solving and discussions that encourage the mathematical practices of explaining (e.g., exploring central features of an adequate mathematical explanation), representing (e.g., using multiple representations, making connections among representations) and questioning (e.g., meta-cognitive questioning, questioning to make sense of the strategies of other students). The main text for the course is Sybilla Beckman’s textbook Mathematics for Elementary Teachers and Activity Manual, Pearson, 2012. The content in this textbook is extended through activities and problems that encourage students to investigate questions similar to the ones below: - •Why do we move the decimal point when multiplying decimals? - •Why does the invert and multiply algorithm for fraction division make sense? - •What are different algorithms for multiplying whole numbers and how are they connected? In Math 141 students’ work centers around the unpacking and development of flexible understanding of important mathematical ideas and processes within the areas of shape (e.g., properties of two and three dimensional shapes); congruence and similarity (e.g., transformations, proportional reasoning), measurement (e.g., area, perimeter, volume and surface area), and statistics and probability (e.g., data displays, measures of central tendency and dispersion, experimental versus theoretical probability ). Math 141 students engage in problem solving and discussions that encourage the mathematical practices of explaining (e.g., exploring central features of an adequate mathematical explanation), representing (e.g., using multiple representations, making connections among representations) and questioning (e.g., meta-cognitive questioning, questioning to make sense of the strategies of other students). The main text for the course is Workshop Geometry: Mathematics for teaching elementary school, by Sallee and Saunders, 2006. The content in this workbook is extended through activities and problems that encourage students investigate questions similar to the ones below: - •What side lengths and angle measures are possible for a triangle? - •How are the algebraic terms in area, perimeter, and volume formulas related to geometric figures? (e.g., - why do the volume of a cylinder and the area of a circle have similar algebraic terms) - •What does a particular data display communicate about the spread and center of the data set?

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Midland Montessori Preschool and Kindergarten The three-year old, four-year old and Kindergarten classrooms are thoughtfully prepared educational environments where children are free to grow, learn, and explore their world in a “child-centered” environment. Under the careful observation and guidance of the teacher, the students receive group instruction, work in small groups, and work independently. The Montessori classrooms are calm, ordered, and brightly colored spaces filled with self-correcting learning materials that meet the child's educational needs. In addition to being a child-centered environment, Midland Montessori School offers a “prepared environment.” The classrooms contain a selection of carefully designed “works” from which a child may choose. As the children manipulate these works, they teach themselves through their senses, primarily the sense of touch. The preschool and kindergarten classroom materials provide four distinct areas of learning: practical life, sensorial, mathematics, and language. The students also work in the areas of science, geography, history, art, music, and Spanish. Children who complete the full three-year Preschool and Kindergarten program will have the skills necessary for a successful elementary education. Practical Life: The Skills of Daily Living Montessori practical life materials and exercises allow children to take part in and master activities of daily living. As students practice, they gain fine and gross motor skills, as well as, a growing sense of independence. Practical life lessons include: Care of Person (buttoning, zipping, tying, washing) Care of Environment (cleaning, sweeping, gardening, care of animals) Development of Social Graces (greeting, serving, apologizing, thanking) Movement (developing manual dexterity and muscular coordination) Sensorial: Exploring their World Using sight, sound, touch, taste, and smell, the sensorial materials enable preschool children to order, classify, and comprehend their world. The Montessori materials help the children to discover concepts in relation to: length, width, height, temperature, texture, and color, etc. As the children work with their hands, they developed concentration and self discipline. Mathematics: From Concrete to Abstract Rods, spindles, beads, cubes, and counters are some of the concrete tools used to symbolize mathematical abstractions. The math materials allow the students internalize the concept of numbers, place value, and mathematical operations. Like all Montessori materials, these manipulatives build on each other and provide increasing complexity as the student masters skills. Language: From Spoken to Written The Montessori early childhood classroom emphasizes spoken language as the foundation for all expression. Throughout the class time, children hear and use precise vocabulary for all the activities, learning names of geometric shapes, parts of plants, mathematical operations, and so on. The materials for written language first introduce the child to the twenty six letters of the alphabet and their sounds. In order to simplify the children's first experience with letters, they are first introduced to the phonetic sounds of the alphabet, rather than the names of the letters. After a child has begun to successfully sound out phonetic words, he/she may be introduced to word cards, sentence strips, and books, all of which emphasize a phonetic approach to reading.

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Pre-primary school is an important stage which lays the foundation for life-long learning and whole person development, and serves as the starting point of formal education. We nurture children to attain all-round development in the domains of ethics, intellect, physique, social skills and aesthetics, so as to prepare them for life. We stimulate children’s interest in learning and cultivate in them positive learning attitudes, for their future learning. We believe that observation, exploration, thinking and imagination are the essential learning approaches. All kinds of learning include the three key elements, namely “knowledge”, “skills” and “attitudes”, and these are also emphasized in our pre-primary curriculum. • Young children need the opportunity to develop large and small motor skills through indoor and outdoor activities and games for the benefit of personal fitness and well-being. • Students participate in activities that involve fine motor skills. • Demonstrate increased control of hand and eye coordination while using pegs, beads, pattern blocks, crayons, pencils, paint brushes, fingerpaint, scissors, glue, and a variety of puzzles. Large Motor Skill Development • Students participate in activities that involve large motor skills • Children are enabled to listen to and understand conversations and stories which enrich their everyday vocabulary. • We develop interest among our students in reading and writing. • We encourage them to gain interest in exploring the physical world. • We develop interpersonal relationships and other social skills. • The Arts provide children with many opportunities for self-expression. • Expose children to dance, music, visual art (drawing, painting), and drama help them develop an appreciation of both individual and group expression. • The students participate in activities that involve fine motor skills. • Demonstrate increased control of hand and eye coordination while using pegs, beads, pattern blocks, crayons, pencils, paint brushes, finger-paint, scissors, glue, and a variety of puzzles. Creative skills are developed by engaging children in activities with play dough, sand, water, dramatic play, blocks, creative stories, art, music, movement, and a variety of other materials.

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Fairlawne class is made up of children from year 4 to year 6, learning together in a caring, enthusiastic and supportive environment. When a child enters Fairlawne class, they will be a reasonably fluent reader, ready to develop independent learning skills. In order to meet the requirements of the National Curriculum 2014 and ensure good progress, all learning is differentiated to the age, individual needs and ability of the child, with a range of teaching and learning approaches being employed. In English, writing tasks are predominantly linked to a class book or topic, providing a meaningful and on-going context for the writing; this also helps to develop each child’s reading comprehension and skills of inference and deduction. The text selected is often linked to our current Geography or History topic. This cross curricular approach helps to develop the child’s understanding of more than one area of the curriculum, whilst providing good breadth and depth. Children are also taught spelling and handwriting skills within each English lesson, with phonics support given to those children who need it. Daily guided reading is also an important part of the timetable, as is daily home reading which all children are encouraged to complete. In Maths we endeavour to develop Numeracy skills within a real-life problem-solving context. By year 6, all children should have sound mental maths skills and be proficient in using standard written methods for calculations. Home learning and support with homework tasks will help every child become more confident in this. As for English, children are set meaningful targets in every lesson, enabling them to move forward in their learning and to take responsibility for their progress. During the afternoon, a varied timetable covers Science, Geography, History, Art, DT, RE, PE, Computing, PHSE, Music and French. A variety of topics are covered each year, enabling a broad and balanced coverage of the National Curriculum during the three years a child is in the class. As a child progresses into the later years, they are encouraged to seek answers to their own questions, utilising independent research skills and developing a thirst for knowledge. All children work towards assessment at the end of Key Stage 1 and 2. By the time children have progressed through their seven years of Primary Education, they should feel confident in themselves and their abilities to move on to their Secondary Schools. Click here for Fairlawne Welcome Powerpoint presentation

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Kindergarten-Meet ScratchJr 1 Using ScratchJr (a programming tool on the iPad), the students learned how to create their own animations. They had to think about and plan how they wanted their animation to look and how their characters were going to act. 1st Grade-Free STEAM We finalized our unit on Light: Observing the Sun, Moon, and Stars, so we took a break this cycle to explore STEAM related websites. 2nd Grade-Catch Up The students had time to complete any unfinished work toward our unit about the changing Earth. As students finished, they were encouraged to practice their typing skills through online games linked on the STEAM Studio website. 3rd Grade-Story Factory After reviewing nouns, adjectives, and verbs, the students were divided into teams. Each team was given a set of instructions that they were to follow when given a cue. The first team started the factory by delivering messages to the other teams. One team was in charge of responding to the messages with nouns, one with adjectives, and the other with verbs. As the "story factory" ran, each team was delivering and sending messages to the final team who inserted these parts of speech into a story. At the end of the program, the final team had a "Mad Libs"-like story to share with the class. Using the story factory as a model, the students were able to see how computer scientists break big problems into subproblems and ways that teamwork can support problem solving. This was the first computer science lesson in our unit "Programming Patterns." 4th Grade-Reaction Test 2 Using the Tynker app, the students followed step-by-step directions to create a game that allowed the player to test their reaction time. The students chose a background and actors that would randomly move around the screen. Each time the player tapped the character, a score would be recorded with a reaction time (fast, medium, slow) displayed at the end of the game. 5A & 5B-Introduction to Robots To begin our new Robotics and Automation unit, the students explored different types of robots using nonfiction books. After choosing a robot, they answered a Google questionnaire and uploaded a drawing of the robot. As we have worked through this first year of STEAM, we spent a good deal of time considering curriculum. We made the leap during our 2nd trimester to adopt Project Lead the Way. Because we began using PLTW into the school year, it just hasn't been possible to do all of the units. The limitation with this unit is the expense of robotics kits. We were able to purchase robotics kits for two 5th grade classes. Next year we will be able to stagger the use of the kits so that all of the 5th graders will have the opportunity to use them, but time is a constraint this year. I know our 5C & 5D students are disappointed that they won't be using the kits this year, but it is important to us that the students (and us as teachers) get as much experience as we can with each unit. 5C & 5D-Catch Up We spent time this cycle working through any unfinished assignments before we begin our next unit which focuses on computer science. Welcome to the STEAM Studio Blog for Jamestown Upper & Lower Elementary Schools in Hudsonville, MI. Here you will find the latest projects and concepts we've been working on in class. comes to Hudsonville with 17 years of teaching information and technology skills to elementary students. After earning a BA in Elementary Education at the University of Northern Iowa and a Master’s degree from the University of Iowa in 2000, she drew a circle on the map and chose Southwest Michigan.

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Can you imagine learning to read without a book? Basotho children are taught in Sesotho and English with often very few resources except a blackboard and chalk. Throughout their education they are thrown in the deep end through language immersion with no support for learners with additional needs. Teachers and learners are limited on an imaginable level by such a lack of resources and training. Lesotho Literacy Leap works hand in hand with the new Integrated Primary School Curriculum in Lesotho by providing books and training workshops to primary school teachers. We support the new thematic curriculum content by providing level appropriate reading schemes, story books and non-fiction picture books. We run workshops on Phonics, reading and writing strategies and assessment for learning all aiming to raise the confidence and independence of teachers and learners. Find out more about the Swallows Journey project by artist Sharon Flint Donate to Lesotho Literacy Leap

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The Goals Of Developmental Psychology Essay examples In today’s society it is widely accepted in the educational field that teachers, who can incorporate the theories of Piaget and Vygotsky into their classrooms, will be better able to increase student achievement and development to promote student learning in current elementary education programs. Piaget and Vygotsky’s theories are often contrasted to each other in terms of individual cognitive constructivism (Piaget) and social constructivism (Vygotsky). Piaget believed that children go through a set of cognitive development changes whereas Vygotsky believed that cognitive development is continual. Both individuals have contributed to education by offering research for the cognitive learning styles and abilities of children. Cognition refers to the inner processes and products of the mind that lead to “knowing”. It…

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Neuroplasticity: New Research Challenges Our Ideas About the Brain I’ve been posting recently about the new approach to math. This approach is based on what researchers have been learning about the brain and how it works. In the past, many believed we were born with certain abilities and after childhood, our intelligence was pretty much set. This idea, that some of us were born with higher than normal intelligence than others, fueled at boom in IQ testing during the 70’s. As you might expect, this interest in assessing innate intelligence, had some negative effects. While some students benefited by being identified as “gifted”, many students were unfairly labeled as a result. Later, in the 80’s and 90’s Howard Garder’s Theory of Multiple Intelligences, broadened our understanding of intelligence to include more than one way of thinking: students could be visual, kinesthetic, or interpersonal learners (among other categories.) Gardner’s theory definitely expanded our collective understanding of intelligence. Nonetheless, is still limited when we consider the findings of recent research. As an educator, I will never tire of learning how the brain works. To this end, I recently came across a video series. The video I’ve posted below is about neuroplasticity, which refers to the ways the brain changes in as a result of new thoughts, behaviors, feelings or experiences. Researchers are learning the brain has a lot more plasticity than we ever thought possible before. Basically, we can rewire our brains. In fact, it’s happening all the time… Check out the video and let me know what you think in the comments below. How does this inform your understanding of how we learn? How might we use this information to support our childrens’ or students’ learning? How might this affect our own ideas about what we can or can’t learn ourselves? - Common Core Math is Changing with Way we all Think about Math - Investing in Music Education Is Smart!

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As a child, before he started playing jazz, composer and musical icon Herbie Hancock was fond of taking things apart and putting them back together. He was perpetually inquisitive and analytical, a quality that carried from his days of tinkering with clocks and watches to his playing of music, where he threw himself into jazz as a teen. “I would always try to figure out how things work,” Hancock said. “It was that same instinct that I have that made me learn jazz more quickly. . . . It wasn’t a talent for music. It was a talent for being able to analyze things and figure out the details.” Hancock later studied electrical engineering at Grinnell College before starting his jazz career full-time. He says there is an intrinsic link between playing music and building things, one that he thinks should be exploited in classrooms across the country, where there has been a renewed emphasis on science, technology, engineering and math (STEM) education. Hancock joined a group of educators and researchers Tuesday at the U.S. Education Department’s headquarters to discuss how music can be better integrated into lessons on math, engineering and even computer science, ahead of International Jazz Day this weekend. Education Secretary John B. King Jr. said that an emphasis on math and reading — along with standardized testing — has had the unfortunate side effect of squeezing arts education out of the nation’s classrooms, a trend he thinks is misguided. “English and math are necessary but not sufficient for students’ long-term success,” King said, noting that under the Every Student Succeeds Act, the new federal education law, schools have new flexibility to use federal funding for arts education. Hancock is the chairman of the Thelonious Monk Institute of Jazz, which has developed MathScienceMusic.org, a website that offers teachers resources and apps to use music as a vehicle to teach other academic lessons. One app, Groove Pizza, allows users to draw lines and shapes onto a circle. The circle then rotates and each shape and line generates its own distinct sound. It’s a discreet way for children to learn about rhythm and proportions. With enough shapes and lines, children can create elaborate beats on the app, all in the context of a “pizza” — another way to make learning math and music palatable to kids. Another app — Scratch Jazz — allows children to use the basic coding platform Scratch to create their own music. “A lot of what we focus on is lowering the barriers to creative expression,” said Alex Ruthmann, a professor of music education at New York University who helped develop the Groove Pizza app. Other researchers discussed their experiments with music and rhythm to teach fractions and proportionality, a challenging concept for young students to grasp when it is taught in the abstract. Susan Courey, a professor of special education at San Francisco State University, developed a fractions lesson that has students tap out a beat. “It goes across language barriers, cultures and achievement barriers and offers the opportunity to engage a very diverse set of students,” Courey said. In a small study, students who received the music lesson scored 50 percent higher on a fraction test than those who learned with the standard curriculum. “They should be taught together.” “If a student can clap about a beat based on a time signature, well aren’t they adding and subtracting fractions based on music notation?” Courey said. “We have to think differently.” Hancock thinks that the arts may offer a better vehicle to teach math and science to some students. But he also sees value in touching students’ hearts through music — teaching them empathy, creative expression and the value of working together and keeping an open mind. “Learning about and adopting the ethics inherent in jazz can make positive changes in our world, a world that now more than ever needs more creativity and innovation and less anger and hostility to help solve the challenges that we have to help deal with every single day,” Hancock said.

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Encourage fine motor skill development, ordering, sequencing and much more! Kid-approved Smart Snacks pack serious learning into delightful batches of irresistible play. This batch features 5 progressively sized, differently colored bears that children can take apart, snap back together, and nest into one. Baby, brother, sister, Mama, and Papa, the whole family is here to demonstrate sizes, colors, and big-time fine motor fun! Includes 5 Bears (red, orange, yellow, green, blue). Largest bear (red) measures 6"H. Ages 2+. Suggested Learning Activities: Ordering or sequencing by size: - Have your child put the bears in order from biggest to smallest and then smallest to biggest. If your child is having difficulty, try tracing the bottom of each bear on a piece of paper, and then have your child place the matching bear on top. Fine motor skills: - While opening and closing these bears may seem simple to adults, it's actually a great way for children to build fine motor skills (by strengthening muscles in the fingers and hand that are later used for holding a pencil and other everyday tasks). - Discuss the color of the bears and use size words such as small, medium, large, short, tall, biggest, bigger, smallest and smaller. - Line up the bears by size and have your child tap each bear while counting 1-5.

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The Common Core’s emphasis on higher learning standards is well intended but poorly executed and evaluated. Standards are expectations of student learning and skill development. Skills must be acquired by students rather than imparted by teachers or the standards. We are mistakenly evaluating student learning and predicting future outcomes based on how well a child meets a particular standard of performance at a predetermined moment in time regardless of individual circumstance, ability, or disability. Availability of funding, class size, academic support programs, wrap around services, along with numerous other “barriers to learning” that exist outside of school and beyond the reach of teachers, can also have an impact and diminish student performance. Furthermore, cognitive skills emerge and develop differently in people depending on both genetic and environmental factors, and that is why K-12 education programs should focus on the acquisition and cultivation of individualized, customized, and transferable skills, rather than standardized ones. Conversely, learning activities that foster the development of foundational social and emotional skills and cultivate student agency should be standard practice and a primary focus of all K-12 programs. Students learn differently and school programs that emphasize a standardized curriculum and standardized testing will not by osmosis standardize student skills and abilities or synchronize student learning. Students must actively participate in the learning process and care to do better if their performance is going to improve. Learning is not done to you. learning is something you choose to do. Student agency and self-efficacy is an essential component of achievement and learning in school. The appropriate and effective application of hard skills is soft skills dependent. Rather than a narrow focus on the acquisition of “college ready” numeracy and literacy skills measured by a standardized test, K-12 education programs should cultivate the development of diverse academic, social, and emotional skills that will prepare students for the real “tests” in life. Common Core’s misguided emphasis on rigorous “college ready” math and ELA skills may be well intended, but in practice other critically important skills and vigorous learning experiences are crowded out and receive less attention in the classroom. A broad-based and well balanced K-12 education program will help to assure that each child achieves his or her academic, social, and emotional potential as they acquire a comprehensive and customized set of life skills and “tools”. A contractor may possess the literacy skills to understand building plans, permits, and blueprints along with the numeracy skills to construct a level, square, and properly angled structure but that is of little consequence if he or she lacks the self-confidence and courage to climb a ladder and the balance to work on a roof. Every person is unique and cognitive ability will always differ among our students. K-12 education programs must include activities and diverse experiences or “pathways” that cultivate academic, social, emotional, and vocational skills that will enhance and support student learning and growth throughout life. Passion-driven learning respects students as individual learners with unique interests, talents, and abilities while data-driven Common Core education programs seek to rate, sort, and compare students according to a narrow and standardized set of math and ELA skills. Cognitively delayed and disabled students who are resourceful, creative, persistent, self-reliant, compassionate, generous, curious, confident, flexible, open-minded, courageous, resilient, and volunteer will succeed in college and careers. Students who are academically and cognitively proficient but are selfish, lazy, hesitant, dishonest, unreliable, dispassionate, rigid, compelled, doubtful, indifferent, spiritless, unimaginative, and narrow minded will not be successful in college and work environments. A more accurate and reliable indicator or predictor of “readiness” is not how well you perform on a standardized test at a particular moment in time, but whether you pick yourself up, dust yourself off, and continue learning and striving towards a higher level of performance. It is foolish to claim that all high school graduates must first acquire the same “college ready” Common Core math and ELA skills in order to attend and succeed in college, when they just need to be “ready to learn” and apply the numeracy and literacy skills they do have in more advanced and challenging ways. What would have been the likelihood of Michael Jordan being “career ready” if his K-12 schooling was focused primarily on acquiring the same math and ELA skills as his classmates at the expense of time spent discovering his passion and developing his unique and special athletic skills and abilities?

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Young Athletes presented by Comfort Dental Special Olympics created this program in 2007 to reach out to children with intellectual disabilities ages 2 1/2 to 7, and to welcome them and their families to the Special Olympics movement. The Young Athletes Program is an innovative sports play program for children ages 2 1/2 through 7 with intellectual disabilities and their non-disabled peers, designed to introduce them into the world of sport, with the goal of preparing them for Special Olympics sports training and competition when they get older. The benefits have been proven worldwide. First and foremost, these activities will help the children improve physically, cognitively and socially. This program will also raise awareness of the Special Olympics program and serve as an introduction to the resources and support available within Special Olympics Colorado to families, agencies, and schools. Improved social skills is another inspiring reason parents enroll their children in Young Athletes. The confidence boost makes it easier for them to interact with other children on the playground, whether or not they have intellectual disabilities. Goals of the Program This program is designed to address two specific levels of play. Level 1 includes physical activities focused on developing fundamental motor tracking and eye-hand coordination. Level 2 concentrates on the application of these physical activities through a sports skills activity program and developing skills consistent with Special Olympics sports play. The activities will consist of foundational skills, walking & running, balance, and jumping, trapping & catching, throwing, striking, kicking and advanced skills. Objectives of the Program 1) Engage children with intellectual disabilities through developmentally appropriate play activities designed to foster physical, cogni- tive, and social development. 2) Welcome family members of children with intellectual disabilities to the Special Olympics network of support. 3) Raise awareness about the abilities of children with intellectual disabilities through inclusive peer participation, demonstrations and other events. How the Program is Conducted The Young Athletes program includes several resources — a Young Athletes Activities Guide, a Training DVD and a Young Athletes Equipment Kit — to guide family members, educators and other professionals as they conduct Young Athletes activities with their children, brothers, sisters, cousins, grandchildren, students or patients. Advanced YAP in Colorado An advanced YAP curriculum guide for kindergarten to second grade (ages 5-7) students is currently being developed utilizing the Special Olympics individual sport skills guides to ensure continued involvement after completing the preschool Young Athletes Program.

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The Project Approach in Early Years Provision is designed to help early years students, practitioners and managers understand and manage project work with young children. The project approach is designed to enable early educators to ensure young children are learning in the best possible way by providing motivating learning opportunities. Put the project approach into practice, using the included resources with adaptable and printable planning and observation forms. Link the approach to the requirements of all four British early years curricula. Develop children's personal and social skills by encouraging collaboration with others. Provide a meaningful context for children to practice their literacy and numeracy skills. Promote sustained shared thinking by facilitating projects that involve children in active investigation, discussion and debate. Give each child the freedom to learn according to their individual needs, interests, aptitudes, and abilities. Please Note that the book is stored on your phone and you do NOT need a data connection to read it. The Project Approach in Early Years Provision, by Marianne Sargent, is packaged with an easy to use functional book reader which means you can down load the App and start reading. This is a full length, fully licensed and official ebook version of this title. Further details of distribution rights and copyright ownership are available at www.digimediaapps.com/license.aspx ******* Features include ********** - Scroll up/down - Opens up where you left off reading - Portrait and Landscape mode - Variable font size - Table of Contents for easy navigation between chapters - Bookmarks to remember marked sections 免費玩The Project Approach in Early Years Provision APP玩免費 免費玩The Project Approach in Early Years Provision App |香港 Hong Kong||Windows|

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Rosen Phonics Readers Rosen Phonics Readers is a complete and comprehensive classroom program created with both quality of instruction and economy of time in mind. Rosen Phonics Readers provide authenticity in linguistic context to contribute to a complete learning experience for students, while also providing educators with an easy go-to program for either primary or supplemental use. Phonics is the method of teaching children to “sound-out”, or decode words. Children learn to recognize each of the phonemes in the English language and their associated graphemes, and how those sounds and letters combine to form whole words. Phonics therefore can be seen as a set of rules about lettersound correspondences that readers must learn to recognize and use automatically. Phonics as a method of teaching English has been subject to some valid criticisms in the past. The Rosen Phonics Readers program is designed to address those criticisms, most importantly the authenticity of instructional materials. The best educational experiences are authentic—those that place the skills, rules, or ideas being taught in real context. To be most successful, beginning readers need the opportunity to immediately place phonics rules in context of real, relatable stories. Each Rosen Phonics Reader does just that, providing essential explicit phonics instruction with the benefits of embedded phonics (the Whole Concise and easy-to-reference suggestions for whole class and small group instruction are included in the back of each book. All readers are also leveled using Fountas and Pinnell levels (A-D), for easy integration into any Guided Reading or literacy intervention program. Educators can thus differentiate instruction and implement the program in the way they feel best benefits their unique learners or classrooms.

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•• 50 Videos •• GRADED CURRICULUM SERIES FOR PIANO ACCORDION. If you’re a beginner or have a tiny bit of experience with the accordion (and want to make sure you’re doing it right) this course is for you! In this course we teach you a very unique way to read music, you’ll get an introduction to basic rhythms, learn what the #1 rule is for the bellows, learn standard bass patterns used in many songs, and produce quality sound. By the end of the course, you’ll have a whole list of different songs with different styles that you will be able to play like a pro! • Grade Level 1 • 50 Videos • Digital Player • Sheet Music Included How to Play the Piano Accordion with Patricia Bartell Online Accordion Lessons Graded Curriculum Series | Level 1 for the Piano Accordion. In this Level 1 course of the Piano Accordion Series we teach you what the #1 rule is for the bellows, standard bass patterns used in many songs, and how to produce quality sound. You’ll learn a very unique way to read music and get an introduction to basic rhythms. By the end of the course, you’ll have a whole list of different songs with different styles that you will be able to play like a pro! • 50 Videos • Sheet Music Included PIANO ACCORDION SERIES LEVEL 1 INCLUDES: |Unit 1: Getting Ready (2 videos)||Unit 8: Major Chords (6 videos)| |Unit 2: Rhythm (3 videos)||Unit 9: Early Morning Time (5 videos)| |Unit 3: Airborne (3 videos)||Unit 10: It’s How You Think (5 videos)| |Unit 4: The Left Hand (2 videos)||Unit 11: On The Journey (4 videos)| |Unit 5: The Other Side (3 videos)||Unit 12: Stepping In (5 videos)| |Unit 6: Keyboard Action (3 videos)||Unit 13: Going Higher (5 videos)| |Unit 7: I Believe (4 videos)||Unit 14: Celebrate (5 videos)| If you’re already an Accordion Life member, click the button on the right side of this page that says “Take This Course” to get started learning the piano accordion. If you’re not a member yet, click the button below to join as a Piano Accordion Student. Your Accordion Teacher: Patricia Bartell Patricia Bartell is a graduate of Whitworth University with a B.A. in Music Education and Accordion Performance. Patricia is recognized not only in North America, but internationally as an adjudicator, professional performer and teacher. She has studied piano with Dr. Judith Schoepflin of Whitworth University and with Kendall Feeney of the Golandsky Institute, which is the preeminent center for the Taubman Technique Approach. Patricia has also studied “The New Technical Approach” with the world-renowned accordion teacher Frederic Deschamps in France. This technique approach has helped produce amazing results for all ages. MORE If you want to take your online accordion lessons a step further, Patricia also gives private accordion lessons via Skype for all ages and styles of music. Why Join Accordion Life? • You deserve the best music education and tools available to learn the accordion from qualified and experienced teachers. • Depending on where you live, accordion teachers may be as scarce as hens teeth. • From the start, you want to know you’re doing it right … and not having to start over later since your time is valuable. We will give you proper technique that you won’t find on YouTube. • It’s much cheaper than most private lessons and you’re getting top notch education without breaking the bank. • We’ll give you the confidence you need about the process of learning, and we’re available for questions through the forums. Every lesson in each course also has a place for you to ask questions and get feedback. • You’ll have your own personal library of downloadable sheet music that is always growing. • You’ll receive weekly articles to help advance your Accordion Life.

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Sotavento presents educational sessions, residencies, workshops, and string Orchestra Programs at the elementary, junior high, high school and college levels. Presentations are also available for Ethnomusicology, Music Education, and Music Appreciation classes at the undergraduate and graduate level. Here is a list of the various workshops and educational sessions, and orchestra arrangements available: Introduction to Latin American Music A presentation of the three main roots of Latin American music. In this lively, interactive performance you can hear how Pre-Columbian, European, and African musical influences have blended together in different countries in Latin America to become what each region can now claim as its own style. The presentation includes information about socio-cultural context of songs as well as the display of unusual string, wind, and percussion instruments from Latin America. Participants will have opportunities to play along with the music. A study guide accompanies the performance, which includes an extensive glossary of terms and resources for further study. The group will customize their program to fit the interests of your organization and develop performances with music from specific cultures or countries. Instruments of the Andes In depth descriptions of the many instruments of the Andean or Altiplano region, such as the quena, quenacho, tarkas, sikus,bombo, chajchas, charango, etc. Sotavento will demonstrate the usage of these instruments in the traditional musical styles of Bolivia, Ecuador, Peru, Northern Argentina, and Chile. Latin American Percussion An overview of percussion instruments and rhythms played throughout Latin America, from the Argentinean zamba to the bomba and plena of Puerto Rico. In this workshop participants will have the opportunity to learn and play some of these rhythms. A presentation of Andean panflutes, from the very tiniest chulli to the longest toyo. Sotavento will demonstrate the different ways in which sikus are played and the various musical styles in which this instrument is used. The group will help participants to learn the basics of playing with easy-to-learn siku pieces. In longer residencies, siku making is an exciting workshop where participants will make their own siku. Music scores are provided for this workshop. The Mexican Son Dynamic and vibrant, this musical is representative of the richness and diversity of Mexican cultures. This workshop presents a historic outline of the son, the main characteristics of the genre, and the musical instruments and ensembles within each son tradition (huasteco, calentano, istmeño, jaliciense, jarocho, abajeño, arribeño etc.) throughout Mexico. Participants will have the opportunity to play different son traditions. Musical instruments are required for those who want to play. Music scores are provided. Back to Top For chamber orchestra: - El molde (merengue-rumba-cueca) - El destajo (festejo) - Los Botones (son jaliciense) Orchestra arrangements for school string orchestra: - Canchunchun dichoso* (Folk Venezuela) - Casa de la Virreyna (Eduardo Ocaranza, Peru;, vals) - Cucurumbé* (Gavilondo Soler "Cri-Cri," Mexico) - Después del silencio (A. M. García, Ecuador, canción) - La flor de la dalia* (Folk Bolivia, kaluyo) - Jucheti Consuelito* (D.P. Michoacán, Mexico, pirecua abajeña) - Kunatakiraki* (Folk Bolivia, huayno) - Mamá Criso (Yayo Jofre, Bolivia, canción-charla) - Morenada (C. Salamanca, Bolivia, morenada) - Nana Chuchita (Rafael Trinidad, Mexico, pirecua abajeña) - La Paguinita* (D.P. Oaxaca, Mexico, son istmeño) - Poncho color viento (Alcides Mejías, Peru, huayno cacharpaya) - Ojos azules* (Irma & Elsa Arteaga, huayno) - Pa' los changos* (Roberto Cantos, Argentina, bailecito) - La flor azul* (Mario Arnedo Gallo, Argentina, chacarera) - Negra linda* (Alberto Dominguez & Carlos Pinelo, D.P. Mexico, danzonete) [* with vocals] Back to Top

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March is Arts Education Month, which makes it fitting to point out that when school budgets get cut to the bone, as they are in this current budget crisis, art and music education are always among the first casualties. Because this crisis is unprecedented, so is the depth of the cuts being made. It’s clear why art and music take the first cut in the current climate. As a result of No Child Left Behind legislation, every school and every classroom is rated according to how students achieve on standardized tests. You can look at those tests until you grow very weary, and you will never see mention of a treble clef or a two-point perspective drawing technique. When tests measure reading, math, and social studies, that is what is taught and that is where resources must be allocated. What remains much more difficult to understand is the political arena and social context that makes those choices necessary in the first place. It is shortsighted. The arts are not frills—they are essential elements of a complete education, often providing the very skills and motivation required for school success. The arts represent a form of thinking that is both sensory and academic, involving human imagination and judgment. They are a form of expression and communication that is essential to the human experience. What’s more, the arts provide unique ways of reaching students who may not access knowledge as readily through language and mathematics alone. The research is unequivocal. In a comprehensive report, the Education Commission of the States cited “a growing body of evidence that points to the importance of arts education in improving student achievement, affirming positive alternatives to troubled youth, and developing and building a workforce capable of competing in an increasingly knowledge-based global economy.” Among the most critical findings was the fact that learning through the arts can level the playing field for young people from disadvantaged backgrounds. In a national sample of 25,000 students, those with high levels of art instruction or experiences earned higher grades and scored better on standardized tests than those with little or no involvement in the arts, regardless of socioeconomic status. Other studies have shown that in terms of reading and language development, certain forms of arts instruction enhance basic reading instruction aimed at helping children “break the phonetic code” that unlocks written language by associating letters, words, and phrases with sounds, sentences, and meanings. Also, in the area of mathematics, certain music instruction develops spatial reasoning, which is fundamental to understanding mathematical concepts. Art experiences strengthen problem solving and creative thinking. Learning in the arts also nurtures growth in self-confidence, self-control, conflict resolution, collaboration, empathy, and social tolerance. What’s more, another researcher showed that an education rich in the arts and humanities develops skills that are increasingly crucial to the productivity and competitiveness of the nation’s workforce: the ability to think creatively, communicate effectively and work collaboratively, and to deal with ambiguity and complexity. In Santa Barbara County, thanks to the power of partnerships, we have managed to keep the arts alive in our schools so far. The Children’s Creative Project, started by my office after Proposition 13, uses an artist-in-residence approach and sends professionals in the visual and performing arts to more than 60 schools in Santa Barbara and San Luis Obispo counties, reaching more than 30,000 students. It is also important to underscore the link between careers and the arts. New technologies for the arts, arts-related computer applications, and emerging arts-related careers are especially vital in California. One study of the arts found that spending on the nonprofit arts alone supports more than 115,000 full-time and part-time jobs in the state. In addition, entertainment products, such as movies, television shows, video games, and music CDs, form one of the country’s highest export categories. Many young people find great joy in artistic expression. For some, it is an outlet and a source of inspiration. It helps them keep connected to their teachers and their schools. The benefits of arts education can translate into real advantages, including closing the achievement gaps between groups of students, keeping young people in school who otherwise might drop out, and preparing students for the demands of college and an ever-changing workforce. Bill Cirone is Santa Barbara County superintendent of schools. Send comments to the editor at email@example.com.

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To ensure universal access to quality education for establishing literate society Providing free and compulsory quality education at elementary level and improving the standard of secondary and higher secondary level, and also improving adult literacy. 1 Equity : Inclusion of disadvantaged groups, weaker sections and illiterate adults. 2 Quality : Improving standards of education. 3 Formulating policy and carrying out institutional and systematic reforms. 4 Access : Expansion of school and Teacher capacity building. 5 Retention : Improving retention rate of School children The School Education Department looks after formal education through schools from Class I to Class XII, that is, Elementary Education from Class I to Class VIII, Secondary Education from Class IX to Class X, Higher Secondary Education from Class XI to Class XII. It also looks after Adult Education, Hindi Education and Physical Education. Besides, the department is also implementing various Central Schemes/programmes such as 1) Rashtrya Madhyamik Shiksha Abhyian (RMSA) 2) Sarva Shiksha Abhyian (SSA) 3) Mid-Day Meal 4) Right to Education Act, 2009. It is the biggest department consisting of around 33% of the entire government work force in Mizoram as per the census of Govt. Employees, 2008. Rashtriya Madhyamik Shisha Abhyan (RMSA) and Sarva Shiksha Abhyian (SSA) are implemented through the Mizoram Education Mission Society in which the Secretary to the Government, School Education Department is the Mission Director. They are headed by the State Project Directors. The Right to Education Act is also implemented through the Sarva Shiksha Abhiyan. Though the department has a good number of notable achievements during the last Five year plan, there is still a long way to go to achieve the desirable qualitative changes. Therefore the programmes and schemes are directed towards achieving these goals which of course definitely imply allocation of resources reasonably. Further, in order to reform the system of education in the State of Mizoram, the Government of Mizoram set up the Education Reforms Commission to recommend ways and means to raise standards of education and improve its quality.

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- A piece of paper with an arrow drawn on it. - 1 glass - 1 glass of water. WHAT TO DO Draw an arrow on the piece of paper. Then put the empty glass in front of the piece of paper with the arrow on it. Finally pour water into the glass and watch in amazement as the arrow changes its direction! WHY THIS HAPPENS? In the experiment light traveled from the air, through the glass, through the water, through the back of the glass, and then back through the air, before hitting the arrow. When the light passes from one material, into another, it bends or refracts i.e. refraction of light. For more such science experiments and articles, visit Science for Kids.

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NAMM understands me? I finally have found the words to describe what I do. Thank you NAMM!! For full article visit: https://www.nammfoundation.org/educator-tips/supporting-music-education-choose-teach “The information that follows will assist you and your students in making an informed choice. Becoming a music teacher can be an extremely rewarding and challenging career. If you love to make music and enjoy working with others, there is no better way to convey that passion than by sharing your knowledge and enthusiasm as a professional music educator. What Does a Music Teacher Do? - teach classes - share their love of music with students and other teachers - prepare lesson plans - develop curriculum - assess and evaluate student progress - share student progress with parents, fellow teachers and school administrators - prepare and perform concerts - develop course content based on local, state and national content standards - ensure success for all students while respecting their various interests, abilities and cultural backgrounds - use motivation and positive reinforcement as effective classroom-management tools - model professionalism in all aspects of the profession - demonstrate ultimate responsibility for resources, including - communicate with all parties on a regular basis - lead with enthusiasm What Do I Have to Know to Be Able to Teach Music? - Understand pedagogy: The techniques of teaching choral, instrumental and classroom music at all levels—elementary school, middle school and high school - Demonstrate an accomplished level of musicianship: Mastery of your instrument, conducting, sight reading, singing and studying a score - Develop effective time management, organization, communication and facilitation skills - Advocate for music education: Learn why music is important for all children and how being involved with music contributes to brain development of young children and enhanced student achievement - Show compassion: A music educator must be exceedingly sensitive to all student needs - Maintain high expectations: Focus on achievement and motivate students to meet established goals successfully.”

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Dietetics Association of Australia encourages all Australians to start the day with a healthy breakfast. Eating breakfast contributes in many ways to good health and nutrition. Here’s why you should enjoy a nutritious brekkie every day. – Helps you to maintain a healthy weight – Breakfast is often coined as the ‘most important meal of the day’ as it an opportunity to break the fast from the night before. Research shows that consuming breakfast regularly is associated with lower levels of overweight and obesity. Breakfast fills you up, meaning you are less likely to experience hunger pangs throughout day and resort to snacking on high energy, high fat foods. – Provides energy and leads to higher intakes of essential nutrients such as carbohydrate, dietary fibre and certain vitamins and minerals. – It is important to eat something nutritious each morning to replenish your carbohydrate stores and re-fuel for the day ahead. Breakfast is an ideal opportunity to consume foods which are great sources of B vitamins, folate, iron and fibre. Research has found that those who consume breakfast are more likely to meet their recommended dietary intakes for vitamins and minerals compared to when breakfast was not eaten. Improves alertness, concentration, mental performance, mood and memory – Skipping breakfast can often leave you feeling ‘fuzzy’ or unable to concentrate; this is because your brain is starving for energy. Your brain requires energy in the form of glucose from nutritious foods such as grainy bread, breakfast cereals, fruit and milk at breakfast in order to function at its best throughout the day. In fact, eating breakfast has been linked with an improvement in literacy and numeracy skills in school children. – For the best start to the day, choose a healthy breakfast which is high in fibre, low in saturated fat and provides plenty of vitamins and minerals. In today’s Healthy Workshop we prepared a delicious balanced perfect meal for breakfast: Acai Bowls. Whats so good about them? Berries contain antioxidants called polyphenols, which are anti-inflammatory to the body and can promote optimum health and vitality. Bananas are a great source of potassium that helps to regulate muscle contraction and fluid balance. Leafy greens and super foods are anti-inflammatory and help support immune function. Super foods added; Chia Seeds Helps to pump up the omega 3 fatty acid profile. Benefits of omega 3 include helping to lower cholesterol levels, reduce high blood pressure, improving symptoms of arthritis and improved mental health. Goji Berries They are high in antioxidants, specifically the carotenoids (like beta-carotene) and zeaxanthin (compound that absorbs blue light and helps protect the eyes). The antioxidants in the berries are thought to help fight off free radicals in the body. Goji Berries have about 20 different vitamins and minerals, making it one of the most nutritionally beneficial foods available and 18 different amino acids (the building blocks to protein). Acai Powder A remarkable concentration of antioxidants that help combat premature aging, with 10 times more antioxidants than red grapes and 10 to 30 times the anthocyanins of red wine. A synergy of monounsaturated (healthy) fats, dietary fiber and phytosterols to help promote cardiovascular and digestive health. An almost perfect essential amino acid complex in conjunction with valuable trace minerals, vital to proper muscle contraction and regeneration.

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THE ELEMENTARY SCHOOL PROGRAM OF STUDIES |Standard 1||Creating, performing, and participating in the arts| |Standard 2||Knowing and using arts materials and resources| |Standard 3||Responding to and analyzing works of art| |Standard 4||Understanding the cultural dimensions and contributions of the arts| Art education is essential to fulfilling the potential of the whole child by fostering intellectual, social, and creative growth. Our elementary program provides opportunities for students to use a large variety of media in an expressive and organized form; respond critically to works of art; and learn about art expression in its social, historical, and cultural context. Students are encouraged to explore different solutions to problems to develop divergent thinking. This skill is fundamental to the creative process. Through art, we are able to teach critical thinking, analysis, and judgment. Art is integrated with other disciplines in the elementary curriculum. Students in grades one to five have art one period each week. The elementary art program strives to develop the joy of discovery through art in a nurturing and positive learning environment. We recognize the unique style of each child, and that each child will produce art at his/her own level of development. The curriculum provides experiences to guide students toward a lifetime of appreciation and pleasure through art. |To develop each student's potential for artistic expression| |To foster a sense of self-confidence, worth, and individuality| |To cultivate the imagination| |To develop critical thinking, analysis, and aesthetic judgment skills| |To recognize and respect diverse artistic, cultural, and historical expressions| To accomplish these goals, the elementary program is comprised of developmentally appropriate experiences at each grade level to enable students to understand art, create art, and value art. Children work with a variety of media including paper, crayons, paint, printmaking materials, and clay.

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Sugar Absorption Experiment Demonstrate the process of absorption with this easy sugar absorption experiment. Absorption can be described as a process in which one substance takes in another substance. Before you do this sugar absorption experiment, you could talk about and demonstrate how a sponge and paper towel absorb water. Discuss the advantages of this property with respect to cleaning up in the home or classroom. You could even test a variety of substances to see which one are good absorbers of liquid and which are not. For example, compare a wad of newspaper with the pages of a glossy magazine, or compare a tissue with a cotton kitchen swab. See which substance absorbs the most water or which one absorbs it the quickest. Ask the children to think about what fabrics would make good diapers for babies or good towels. Then ask what type of fabrics make good swim suits, shower curtains or umbrellas. Sugar Tower Absorption You will need Build a tower of four sugar cubes. The sugar absorbs the water as shown by the colour that gradually climbs up the tower.The sugar gets soggy and the tower will fall over. Easy Science Experiments for Kids Evaporation Science Experiment Surface Tension Experiment Salt Solution Evaporation Experiment Sugar Crystals Experiment Capillary Action Experiments New! CommentsHave your say! Leave a comment in the box below. What science for kids have you done? See the tried and tested preschool science activities submitted by visitors to this site.Get ideas or upload a photo and share YOUR kids science with us all. [?] Subscribe To This Site Copyright © 2005-2016, Shirleys Preschool Activities.com| All Rights Reserved.

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EdD Educational Leadership Educational Services and Leadership College of Education Purcell Cone, Theresa McCall, James A. Rattigan, Peter J. Attention-deficit hyperactivity disorder; Exercise Elementary Education and Teaching This case study examined the relationship of elementary age students' participation in a before-school physical activity program and their adherence to the behavioral expectations in the morning homeroom period. Students with Attention Deficit Hyperactivity Disorder (ADHD) demonstrate behaviors such as impulsivity, hyperactivity, and inattention. One theory that as to the cause of these behaviors is the lack of a synaptic connection in the Executive Functioning brain area, which is caused by the lack of dopamine and norepinephrine which increase during physical activity. This case study was conducted using three student participants diagnosed with ADHD and their classroom teacher. Data collection included an observation checklist and description, student and teacher interviews and a field journal. As a result of reading and coding the data, three major themes emerged related to the research questions along with sub themes connected to each major theme. This study found that when the students participated in the before-school physical activity program they were able to demonstrate an adherence to the behavior expectations set by the teachers in each classroom. Teacher philosophy towards education also played a role in the students' ability to adhere. This study showed that each child moved with joy and purpose, and offered a perspective into the mindset of these highly creative students. Wehrle, Steven Robert, "A qualitative case study describing the relationship of physical activity and classroom behaviors expectations for elementary students with Attention Deficit Hyperactivity Disorder" (2017). Theses and Dissertations. 2347.

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How to become a Gaming Engineer Do you like video games? What it would it be like to design video games for a living? - Gaming engineers usually work with a team that includes designers, artists, and testers. Engineers might be involved in just one part of the project—or they might be involved from the initial idea through testing the game. - Gaming engineers are specialized software designers. They usually have a bachelor’s degree in a related field, like computer science. Some companies require a master’s degree. - Gaming engineers need to understand computer programming and development. They need to be good at math and be able to analyze data, think creatively, and solve problems. They also need to understand what makes a video game interesting and fun. - A big part of a gaming engineer’s job is creating programming code to make the game work. Engineers also troubleshoot (fix problems) once the game is almost complete. - While the field of game engineering is growing, there’s also lots of competition. Who wouldn’t want to work on creating video games for a job? Because of this, gaming engineers have to be really, really good at what they do. They also have to be able to work well with team members. - The average salary for a gaming engineer is around $65,000. On the low end, gaming engineers might make $35,000. A highly skilled engineer might earn $95,000. Questions and Answers Question: I want to work on video games, but I’m not sure being a gaming engineer is the right fit. How do I know? Answer: Gaming engineers do the behind-the-scenes work, writing code (a type of computer language) to make the game work. If computers—and computer programming—isn’t’ your thing, you might be more interested in a different area, such as working as an artist to design the animation used in video games. In any event, it’s a good idea to get a broad education that will allow you to work in many areas of computer programming or art—not just video games. Watch a video detailing steps about how to become a gaming engineer. Cite This Page You may cut-and-paste the below MLA and APA citation examples: MLA Style Citation Declan, Tobin. " Gaming Engineer Facts for Kids ." Easy Science for Kids, Dec 2018. Web. 10 Dec 2018. < https://easyscienceforkids.com/gaming-engineer/ >. APA Style Citation Tobin, Declan. (2018). Gaming Engineer Facts for Kids. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/gaming-engineer/ 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 music of composer Heitor Villa-Lobos (1887-1959) reflects a combination of traditional European and native Brazilian influence. He was exposed to classical music at an early age through the musical evenings his father hosted in their home. His music education, at first, followed the standard formal training of harmony and learning to play several instruments. It was his interest in the folk music of Brazil that led him to spend years studying the musical elements of native cultures. Those elements were frequently incorporated into his concert works. After Brazil abolished slavery in 1888, the dominance of European music gave way to more folk music. Villa-Lobos heard the street bands in his hometown of Rio de Janeiro while relying on his classical training to help support his family following the death of his father in 1899. Heitor earned money by playing with movie and theater orchestras. He later went on several expeditions to Brazil’s interior to study the music of native groups. That music had further been influenced for hundreds of years by the Portuguese explorers and settlers, and the African slaves. This alternating between classical and folk music continued in both his performance and composition. He played cello in an opera company orchestra in Rio and wrote improvisations for guitar based on the folk music from his expeditions. Instead of choosing one style or the other, he composed two symphonic poems in 1916 that blended Brazil’s interior with classical music training. Although the works, Amazonas and Uirapurú, were not performed until several years later, they were both for orchestra and both were based on the sounds within the Amazon rainforest. He was influenced by several famous names of the early 20th century such as pianist Arthur Rubenstein and Ballet Russes founder Sergei Diaghilev. Another who particularly inspired him was guitarist Andrés Segovia, who commissioned a work for guitar. The result was 12 short pieces related to Brazilian street musicians called “chorões.” Choro music rose in popularity from the freed slaves and the growing middle class. The term is used for the style of music and the instrument ensembles used to perform it. Popular instruments include the guitar, flute, and cavaquinho – a four-stringed member of the guitar family. The type of music is lively, filled with key changes and different rhythms. Following these short guitar pieces, Villa-Lobos composed a larger work, Choros, written between 1920 and 1929. The work was made up of 14 movements plus introduction and finale. Some were for solo instruments, others for chamber and full orchestra and some had either men’s or full chorus. They included traditional as well as native instruments. Villa-Lobos combined his lifelong admiration of J. S. Bach and his interest in Brazilian culture in one of his most famous works, Bachianas Brasileiras. Written between 1930 and 1945, it contains nine suites for chamber ensembles and demonstrates how Bach’s compositional techniques can be interwoven with Brazil’s folk music. Out of the nine suites, it is the fifth one that particularly stands out. Bachianas Brasileiras No. 5 was composed for eight cellos and soprano solo. The lyrical “Aria (Cantilena)” uses text by Brazilian poet Ruth Valadares Correa about the beauty of nature. The poet was also a soprano and sang the world premiere of this work. The melody keeps going, gently moving, effortless within the 5/4 time signature, without stops and starts. The aria ends on a sustained high note that fades into stillness. Villa-Lobos also wrote music for Brazilian and Hollywood films, was a conductor, music educator and remains one of the most influential Latin American composers of all time. His works continue to be recorded and performed in recitals and on concert stages throughout the world.

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Try these sites for discovering exciting science! Discovery kids - Games, videos, exploration and a very good Facebook feed with current events. The Science Museum - the best science museum in the world lets you explore and discover parts on line. Extreme Science - find the biggest, baddest and best in the world of science! Kids Gardening - the science of getting out in the garden and growing! Planet Pals - discover more about our planet and how to help to keep it green. Science for Kids - a great site from New Zealand. Science made simple - get active with these great science projects that can be done at home. Strange science - a history of paleontology and biology.

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Below are some websites and downloads that will work for a short time while in trial mode, that your child might like try to get back into school mode. One website which might be useful to try out would be www.purplemash.com . You can get a free 30-day trial, and again if your child’s school is using this, you may be able to get a home login. In particular, on this website, I recommend activities such as 2publish, which would allow your child to write creating stories including audio, pictures, and videos. Using 2connect, a mind-mapping activity, they can plan and sequence before writing. Writing personal stories, ie. What I did last week, when I grow up, etc can be very motivating and help maintain attention. Writing about daily activities can be useful in helping establish sequences such as getting ready in the morning, how to make a sandwich etc. this could then be extended to recalling a movie plot for example or recreate a recently read book, paying attention to what happens first, then next and how it concludes. In the 2publish plus, 2annimate and 2code activities, the child is guided to work on sequence movements of characters and items, which should assist with planning, and when editing, visual memory ie. What do you need to change to get X to turn left instead of right? You can use this to stop the animation and ask what happens next, again to work on visual memory, critical thinking, maintaining attention etc. There are lots more activities that are worth exploring, mostly aimed at the primary school curriculum. As this is web based, it can be accessed from any device. www.ixl.com/ie is one of the few websites that follow the Irish curriculum for both maths and English. While it is subscription based, it does allow for up to 10 problems /questions to be solved each day without paying, which is a nice short session, particularly for the summer months, when sitting at a computer may not be the most motivating! It should provide extra support for the maths and English activities your child is doing in school, giving them extra practice with gentle correcting from the website, so they can learn independently. Answers are usually in a multiple choice format, and it covers the curriculum from junior infants through to sixth year. Again, this is web based and can be accessed from PC, Mac, Apple, and Android devices. The free 30-day trial version of Clicker 7 from Cricksoft.com is a great way to experience this literacy support software. It has lots of features for those with literacy difficulties, including word prediction, where the software helps writers by giving a list of words that can be read aloud by right clicking on them, before selecting with a left click. This software also has a mind-mapping tool, the ability to create books and other activities, but one of my favourite features is the text reader. This will read aloud content (either the whole page or just selected words) with highlighting, so that the text can be followed, which again helps with word recognition. Premade books and activities can be downloaded within the software, so that the child can experience vocabulary and work on comprehension on topics that interest them. As this is a downloadable software, it is not available on iPads or Android tablets. www.starfall.com has some great activities for those who are starting out with literacy and numeracy skills. Easy to use activities that are self-correcting are appealing to young learners, with the option of buying a subscription to access more activities. Most of the activities are Flash based, so may not work on tablets. Mathschimp.com is a repository of free maths games, suited to a primary and secondary level. Most take a fun element to drilling maths skills, and a mixture of formats are used, depending on the website linked, so most will work on any device. www.cookie.com focuses on maths and science for the lower end of primary school, with some interactive activities. Literacy based games and stories are also featured. www.coolmaths4kids.com also has some basic maths games that require quick thinking! These last two websites are mostly flashed based, so again may not work on tablets. For any budding authors, www.storybird.com is a website that will provide a selection of art for use in your own literary creations, be it short stories, novels or poems. These are just a small selection of games available free of charge online. Hopefully, your child will have fun exploring and playing!

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Phonics Games and Activities to Help Your Child Learn to Read Phonics is a vital part of learning to read, and is usually the first strategy children learn in becoming confident lifelong readers. Phonics instruction refers to the process of helping children learn the relationships between letters and the sounds they make. For example, children learn that the letter b represents the sound /b/, and that it is the first letter in words such as ball, boots, bear and bee. One of the best ways for young children to begin learning phonics is through playing phonics games and activities that make the learning process fun and engaging. Below are some ideas on how you can carry out phonics games and activities at home. Start your free trial of ABC Reading Eggs here to enjoy hundreds of online phonics games and reading activities for ages 3 – 13. Fun phonics games and activities 1. Letter Races This game requires a magnetic board, magnetic letters, and a lot of space! Set up the magnetic board on one side of the room, and place the magnetic letters in a basket or bowl on the other side. Call out a sound, or a word starting or ending in a particular sound. Then ask your child (with a ready, set, go!) to pick out the correct magnetic letters and run over as fast as they can to stick it on the board. 2. I Spy the Sound ‘I Spy the Sound’ is a fun way to build phonics skills and phonemic awareness. In this variation of the classic game, ‘I Spy’, ask your child to spy words that begin with a certain sound, rather than a letter. For example, “I spy with my little eye, something beginning with mmm.” 3. Matching Rhymes Rhymes help children understand that sounds in our language have meaning and follow certain patterns. Find a corkboard or something you can stick pins into. Write down a list of words on one side of a sheet of paper, and on the other side write down words that rhyme with these words, but in a different order. Then stick pins next to each word. Give your child some rubber bands and ask them to match the rhyming words on each side of the page by placing the rubber bands on the pins to connect the rhyming pair. 4. Phonics Hopscotch This game helps children develop their ability to match letters to their sounds. All you need for this fun phonics activity is a piece of chalk and the ground. Simply draw hopscotch markings on the ground (how many squares and in what shape they are arranged is up to you). In each square draw a letter of the alphabet (you may want to draw both the upper and lower case letters in each). There are many ways you can play this game – you can call out a letter or combination of letters and ask your child to jump on those letters, and as they do, for them to sound out each letter. Or you can ask your child to jump on the letters in alphabetical order, sounding them out as they go along. You can also roll dice and ask your child to jump to the square that matches the number rolled, counting the squares as they jump and sounding the letter out at the end. Enjoy hundreds of online phonics games and activities in ABC Reading Eggs – start your FREE trial today! ABC Reading Eggs makes learning phonics and early reading skills fun, with hundreds of online phonics games and activities for young children. Start your free trial of ABC Reading Eggs now!Tweet

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Why is there inequality in society and how do we solve it? How can governments encourage growth while controlling inflation and inequality? How can we cure obesity and alcohol problems? Economics is a subject that spans the individual financial issues companies and individuals face at the ‘micro’ level and the ‘macro’ decisions of national importance. A Level Economics brings students face to face with life’s most important questions and challenges them to make considered and practical decisions about them. Studying Economics demands an all-round mindset. On the one hand, you’ll be developing your logical problem-solving ‘detective’ brain that allows you to analyse and interpret statistics clearly and accurately. On the other you’ll be honing your ability to write well-argued, critical, evaluative essays and to discuss and communicate complex ideas clearly and convincingly. Neither solely an art nor all science, Economics is a subject that breeds versatile, practical thinkers who are well equipped for any field. If you are interested in current affairs and the world around you then this is definitely the subject for you. Read the Economics blog here A level Course Requirements and Curriculum Students study the AQA A Level course. For full details of the course and its assessment please refer to the AQA website or the Harrodian Sixth Form Prospectus. Candidates are not expected to have studied Economics before starting the course. Although no specific GCSEs are required Economics is a conceptual and relatively abstract course and requires a high degree of literacy and numeracy skills. The course is largely essay based with much of the workload completed outside lessons. Students need to be comfortable with independent study and be thoroughly self-motivated. Brief course summary: Individuals, firms, markets and market failure - Economic methodology and the economic problem - Individual economic decision-making - Price determination in a competitive market - Production, costs and revenue - Perfect competition, imperfectly competitive markets and monopoly - The labour market - The distribution of income and wealth: poverty and inequality - The market mechanism, market failure and government intervention in markets The national and international economy - The measurement of macroeconomic performance - How the macroeconomy works: the circular flow of income, AD/AS analysis, and related concepts - Economic performance - Financial markets and monetary policy - Fiscal policy and supply-side policies - The international economy For more specific year-by-year information, please refer to our Curriculum Handbooks/Information Booklets. Students studying A Level Economics need to understand the importance of the City of London and its role in stimulating the economy, so every June we organise a trip to the Bank of England and other city institutions. Head of Economics: Edward Marsh (email: email@example.com ) Teachers of Economics: Edward Marsh, David Behan (email: firstname.lastname@example.org)

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In the two-week exhibition phase no day passes without some surprising, critical or questioning children's voices. During about two hours the school classes are immersed in the world of art and learn through interactive courses or games to know the works and their background. We work out different concepts for the different age groups and adapt them, that all classes are welcome from the first year of primary school to high school classes. After an involvement with the thematic content of the exhibition, children and young people themselves can become artists, and participate in a work of art. For example an old caravan came to life or a garland with 300 different painted flags was created. With our activities, we want to give a first impression of contemporary art and show how art can be diverse. The older students we dare first attempts at interpretation, and go into the question of what art is. More art education: kklick.ch

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Singing is the act of producing musical sounds with the voice and augments regular speech by the use of sustained tonality, rhythm, and a variety of vocal techniques. A person who sings is called a singer or vocalist. Singers perform music (arias, recitatives, songs, etc.) that can be sung with or without accompaniment by musical instruments. Singing is often done in an ensemble of musicians, such as a choir of singers or a band of instrumentalists. Singers may perform as soloists or accompanied by anything from a single instrument (as in art song or some jazz styles) up to a symphony orchestra or big band. Different singing styles include art music such as opera and Chinese opera, Indian music, and religious music styles such as gospel, traditional music styles, world music, jazz, blues, gazal and popular music styles such as pop, rock, electronic dance music and filmi (film songs). Singing can be formal or informal, arranged or improvised. It may be done as a form of 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. Copyright 2018 puzzlefactory.pl. All rights reserved.

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WELCOME TO K-4 MUSIC WITH MRS. SCHILLER! All Big Hollow primary and elementary age students have music one day a week for thirty minutes. Our music program is designed as a comprehensive, standards-based course of study that will allow students to become musically literate. Music education helps students express and interpret meaning. Through music, students increase their awareness of rich and diverse cultures, beliefs and societies of humankind. As students examine the role of music throughout history and in different cultures, they develop respect for diversity. Our music education program addresses the learning needs of the whole child. Studies in music address the physical, emotional, social, intellectual and aesthetic development of children. Music engages students by providing an experiential approach to the learning experience. Music study allows learners to be successful by addressing various learning styles and intelligence. I look forward to a wonderful year of music with all of the students here at Big Hollow!

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CC-MAIN-2018-51

https://mrskschiller.weebly.com/

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en

When it comes to jobs in education it is safe to say that the old ways of thinking are pretty much dead. It used to be that a job in public education meant a job for life. After all no matter how bad things got, most people were not willing to short change their children’s education in the long term in order to save a few extra bucks in the now. At least that was the case in past economic downturns, but in the case of this long-term global economic downturn many schools are feeling the brunt of serious budget cuts and are choosing to cut back on staff in order to make up for those job losses. Take, for example the case of the Beaverton School District. Situation in the town on Beaverton, Oregon the Beaverton School District is getting ready to get rid of no small amount of jobs in order to shore up a hole in its budget. The school is going to cut back on more than 300 jobs to set its budget to right. The school is getting ready to cut back on 344 jobs in order to fix a $37 million hole in the budget for the coming school year. In addition the school will be making serious changes to the schools at all levels. The school system outlined those changes in a public memo, posted to the schools website. Changes to the elementary school will include,” At the elementary level, students learn critical foundational skills in the core academic areas including literacy, math, social studies and science. This model invests in classroom teachers and specialists in P.E., music, and counseling. Intervention teachers will provide targeted instruction in reading, writing and math, as well as support for the Professional Learning Community (PLC) process. Classified staff will provide support in the areas of technology and the school library. The model provides supervision and counseling supports to ensure student safety in a positive learning environment.” So the basic level staffing with remain the same, with the most notable loss being the elimination of the base non-salary allocations for each campus. On the high school level the cuts will represent a more radical change to the way things are done. In the same statement the school announced the changes, “The High School Model is focused on providing students with a range of rigorous academic courses, electives and co-curricular athletics and activities that prepare them to succeed in post-secondary choices. In addition, students are encouraged to participate in leadership and community service opportunities. High school principals across the system have been engaged in discussions and planning for equity in programming.” The school is looking to build a contingency plan into its budget, though it will be seriously reduced. In the same statement they said, “In these unprecedented economic times, the General Fund Contingency will be budgeted at 3.0% of total revenues. Board policy calls for a minimum contingency of 5%, and the ending fund balance will be at least equal to the appropriation for contingency. The contingency will be budgeted at a lower level than policy requires, and will be rebuilt to the required 5% over the next two to three years.” Do you want to work for Beaverton School District? Click here to see their current openings.Beaverton School District to Cut Jobs by Harrison Barnes

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CC-MAIN-2018-51

https://blog.granted.com/2012/06/06/beaverton-school-district-to-cut-jobs/

s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376823320.11/warc/CC-MAIN-20181210080704-20181210102204-00372.warc.gz

en

Figure drawing can intimidate some students. It is however, an essential part of visual art education. This lessons breaks figure drawing down into a simple to follow methodology that beginning art students can be successful with. I have found great success with this lesson with students in Art 1, although this lesson is probably also appropriate for middle school. Materials: Black, Brown, Gray drawing paper, Newsprint paper, pencils, oil pastels Class Level: Art 1 Overview and Purpose: Students will become familiar with the element- “shape” and use shape to draw to the human figure. Students will create a finished drawing of a figure from a photo using gesture drawing and shape drawing. Guided Practice: On day three, students will bring a photo of a figure and work from that photo to create a finished drawing using oil pastels. Paper size can vary, but I usually use 12" by 18" sheets of gray or black paper. Toned paper creates contrast for the oil pastels. Estimated Duration: 5 days Back to Art Lesson Plans

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CC-MAIN-2018-51

https://thevirtualinstructor.com/figuredrawing.html

s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376826892.78/warc/CC-MAIN-20181215152912-20181215174912-00532.warc.gz

en

Open the door to Corbett Prep's PreK3, PreK4 and Kindergarten classes and you may find students walking on the moon, painting the Sistine Chapel, boarding the Mayflower, or investigating their shadows. Hands-on projects and creative, engaging lessons allow children to transform into artists, performers, scientists, and explorers. Understanding young children's need for fresh air, movement, and exploration, Early Primary teachers at Corbett Prep provide a variety of age-appropriate learning opportunities both in and out of the classroom. They challenge their students to take risks in a supportive environment and guide them toward independence. Using the International Baccalaureate Primary Years Programme (PYP) early years, highly trained Corbett Prep Early Primary teachers guide students through stimulating units of inquiry designed to reach out to the multiple intelligences and engage all learning styles. The foundation of the PreK3, PreK4 and Kindergarten curriculum supports the Corbett Prep philosophy of appreciating the uniqueness of each child, emphasizing the importance of cooperative learning, and creating joy in learning. The Early Primary program lays the groundwork academically and socially for students' learning in the future as students make fantastic discoveries about their world. A parent in the PreK3 class put together this special video of memories from the 2017-18 school year to capture the magic that occurs among our youngest students every day! At a Glance Early Primary includes PreK3, PreK4 and Kindergarten. Spanish language is integrated into PreK3 and PreK4 with bilingual teachers. Kindergarten students attend Spanish as a Special. Rest time is built into the day after lunch for PreK3 and PreK4. Children may choose to bring their lunch from home or purchase one through Corbett Prep's healthy lunch program. All students should pack a snack for their day. PreK3 and PreK4 students carry their supplies in green Corbett Prep totes, available for purchase in the office. Kindergarten students bring backpacks. Preparing Your Child Tips from teachers Starting school is an exciting step for parents and children! Corbett Prep's Early Primary teachers are experts in their field and have shared tips with Tampa Bay Parenting Magazine on how to choose a school for your child and how to ensure children are ready for this milestone. Here they share 7 questions parents should consider when selecting a school. At home, parents can play games and plan activities to encourage fine motor skill development and reading readiness. Read more about ways you can help your child prepare for prekindergarten.

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CC-MAIN-2018-51

https://www.corbettprep.com/academics/primary/early-primary

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en

Did you learn how to sing when you were a child? Do you hope your child will become proficient in music? We all know the traditional way of learning music–first comes reading music then progressively learning more difficult techniques with long hours of practice. What if there is a better way to learn music? Stepping Stones to Music: Cultivate Your Child’s Love of Music in 10 Minutes Our presenter, Cecilia Yeung is a music teacher who wants to cultivate a love of music in every child with a very special approach. She holds a double degree in music and education. Cecilia has taught instrumental music in both Australia and the United Kingdom. She has also worked as a classroom music teacher in both countries. Cecilia Yeung discovered the Kodaly method for teaching young children music through song and is now looking to teach the world to sing! She has taught students from all ages and abilities. I’d Like to Teach The World to Sing Since discovering the Kodály methodology, Cecilia is committed to teaching and learning music using this approach. She further studied at the Kodály Institute in Kecskemét with music educators from around the world and earned a Diploma in Kodály Concept of Music Education. Thank you, Cecilia Yeung for joining our crew. We look forward to creating harmony through out the world with your special music lessons. Come Make Music with Us! Do you have a gift or passion to share? We would love to have you present on Global Learn Day 2018! Help us unite the world through education!

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CC-MAIN-2018-51

https://bfranklin.edu/meet-a-presenter-stepping-stones-to-music/

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en

Workshops for Families Through a grant provided by the Department of Elementary and Secondary Education, FACET offers free workshops for families in the public school system, based on school needs and availability.* Building School Readiness Helps families to understand the importance of physical/nutrition, social skills, emotional and behavioral self-regulation, language and communication skills, attention and fostering the curiosity to learn. This workshop will outline ways parents can support their children’s learning in all areas. Building Effective Communication Between Families and Educators Explores the benefits of meaningful communication between parents and professionals, provides suggestions for creative ways to communicate with educators, and identifies ways to build positive, trusting relationships. Families Supporting Their Children’s Learning at Home Reviews the importance of families’ roles in their children’s education and how they can help their children learn at home. Addresses frequently asked questions from families about their children’s education. Family Engagement: A Key to Student and School Success Reviews research findings on the benefits of family engagement at home and at school. Looks at what motivates families to become engaged and identifies various ways that families can participate in school activities. Fundamentals for Families: A Closer Look at Family Engagement A review of the Massachusetts Family, School and Community Partnership Fundamentals focusing on Family Engagement Families and Schools Together: How Families Can Partner with Schools Provides information on how family involvement factors into students success at schools and share a wide variety of possible ways families can become involved in schools to support student learning. Parents are Powerful Explores the importance of family involvement and ways that families’ engagement can make a difference in students’ successes. Addresses responses to families’ commonly asked questions about schools and their involvement. Understanding My Child’s Learning Style Reviews the different ways that children learn and how families and schools can support different learning styles. English Language Learner Families are Powerful Explores the importance of family engagement in children’s education and how culturally sensitive approaches can support ELL Families in their partnership with their children’s schools Families are the First Teachers Reviews the importance of family involvement and the value of early childhood learning experiences provided by families that impact their children’s future academic success. Explores ways that families can continue to be involved in their children’s education. Understanding US Schools: Help for New Immigrant Families Provides an overview of US schools for immigrant families. Topics include the importance of the family’s role in helping their children succeed in school, the differences between US schools and schools in other countries, and student and family rights and responsibilities. Available in English, Spanish, Portuguese and Chinese. * non-public school programs are encouraged to contact FACET for family workshop fees.

<urn:uuid:3fd7d204-3f6e-44b9-9d4e-a34fe7701730>

CC-MAIN-2018-51

https://fcsn.org/facet/workshops-for-families/

s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376831334.97/warc/CC-MAIN-20181219045716-20181219071247-00031.warc.gz

en

Volcanoes Quiz – Fun Online Interactive FREE Quiz for Kids on Volcanoes Enjoy this Easy Science for Kids Volcanoes Quiz – you’ll get your quiz score after completing this FREE online interactive quiz on Volcanoes. You need to answer all the questions to be able to get your score. You can do this fun quiz about Volcanoes again, till you get the perfect score and become a quiz champion! Tip: To get it right the first time, read the page with fun facts about Volcanoes. Volcanoes Quiz – FREE Earth Science Quizzes Our easy earth science quizzes are a free quiz resource for teachers and educators of kids in elementary school, grammar school and preschool. This fun Volcanoes Geography quiz helps your kids learn fun facts about Volcanoes while enjoying this FREE quiz game online. If your kid is enjoying home-schooling, or is doing after-school education, then this is a fun science activity, with reading comprehension benefits for first to fifth grade kids. Kids will enjoy competing against their classmates and friends, to see who gets the best score, doing this fun online Geography quiz on Volcanoes. As a reading comprehension training for your kids, you can set a timer to encourage kids to do the reading comprehension faster and better, or you can limit the number of times they can read about the Volcanoes quiz topic, before they do the actual earth science quiz questions. Younger kids who cannot yet read or write, such as Pre-K kids, Kindergarten kids or Preschool kids, will benefit from doing this and our other fun quizzes, as a listening comprehension activity; you read out to them about the topic and then read the quiz question and answers. You will select the Volcanoes quiz answer they think is correct, and at the end you get the quiz score. Your child can try unlimited times doing the Volcanoes quiz, till gets the perfect score faster, as he or she learn to listen more carefully and develop a better memory and attention span! Enjoyed doing this free online quiz about Volcanoes? Check out all our other fun Free Online Quizzes and learn easy earth science. Visit our Natural Science for Kids website all about Volcanoes page. Get lengthy info here. Cite This Page You may cut-and-paste the below MLA and APA citation examples: MLA Style Citation Declan, Tobin. " Volcanoes Quiz – Fun Online Interactive FREE Quiz for Kids on Volcanoes - ." Easy Science for Kids, Dec 2018. Web. 10 Dec 2018. < https://easyscienceforkids.com/volcanoes-quiz-fun-online-interactive-free-quiz-for-kids-on-volcanoes/ >. APA Style Citation Tobin, Declan. (2018). Volcanoes Quiz – Fun Online Interactive FREE Quiz for Kids on Volcanoes -. Easy Science for Kids. Retrieved from https://easyscienceforkids.com/volcanoes-quiz-fun-online-interactive-free-quiz-for-kids-on-volcanoes/ 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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CC-MAIN-2018-51

https://easyscienceforkids.com/volcanoes-quiz-fun-online-interactive-free-quiz-for-kids-on-volcanoes/

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en

What are things you are teaching your child? Advice and techniques please! She's learned her ABCs just from singing them while washing her hands. She doesn't actually know most letters yet. We work on counting objects. She can count to ten, but is still grasping the actual counting part. I just incorporate it into other activities. She's learning colors through identifying what color she's using as she colors. She LOVES to read books which I think has helped her learn things. Also we've found Daniel Tiger's Neighborhood cartoon is great for this age. Every episode has some toddler life lesson it teaches. It's free on Amazon Prime. She also helps with chores - unloading the dishwasher, laundry, picking up toys, cleaning up, sweeping the floor. Granted she's not successful in actually folding laundry or getting any dirt off the floor, but she's 'helping'. ;-) My daughter seems to want to do everything I do so I'm taking full advantage of incorporating chores at this early age. Hoping it sticks as she gets older. We sing the ABC song all the time and I count everything. My LO is good up to ten. We are working on recognizing numbers and letters, especially for her name. Also having her learn her name and ours (instead of mommy and daddy). Otherwise colours and vocabulary. I try to be specific instead of general. "That bird is a robin, eating our worms from the garden." You get the idea. We also read all the time and encourage pretend play with any object that is presented. I think they see the world very differently and there is so much opportunity for kids to learn. We also do catching, throwing and rolling. Most of this is unstructured playtime although I am working on adding creative activities- painting and crafts, etc.. work in progress! Like the others have said....ABC's, counting (up to 14), colors, basic shapes, animals/sounds, different emergency vehicles/people, and things like that. He learns from books and copying his siblings mostly. My teen taught him to count to ten in Spanish. Lol He mostly learns through play, books, and copying us. His favorite question right now is "what is it?" It's cute. Everything is a learning activity. Anytime you interact with your child, they are learning from you about behavior, about new words, everything around them. Read. Read as many books as you can to your kid (I know sometimes it's tough because they like to move around, but do it). See if your library has any kids' programs that they offer. Our library has a daytime story time (10:30am on Thursdays) and an evening story time (6:30pm on Tuesdays) every week. Check out library books that interest your kid and read those to them. Have them play with other kids. They will learn from their peers, just like they learn from you. Color. Either get coloring books or download coloring pages (there's a ton of free ones on the internet) and let them color, but don't correct them with their hand position. Teach them what color they are using. Tell them, "What color crayon do you have? Blue. You have a blue crayon." Soon they will know all their colors. Go for a walk and point out what different things are along your walk. I take my kids (ages 2.5 and 10 months) for a walk and my 2.5 year old will point out every robin along our route because she loves animals, so I have taught her what the animals are that we might see on our walks. The simple act of pointing at something and saying, "That bird is a robin." will help them learn. Once they know what something is, reinforce the learning by asking them, "What's that?" It helps to teach to their interests, if your kid likes cars, get to know different model cars or be able to tell the difference between a backhoe and a dump truck. Take your kids to places where they can learn about things they love. We have a membership at our local zoo because my kids love animals and I want them to learn as much as they can about animals. If it is interesting they will retain more. Learning non-academics is far more important than learning academic subjects and I say that as someone with a master's degree in elementary education (although I now stay home with my kids) and coming from a long, long line of teachers (my great grandmother was an education professor at a college as well as the first kindergarten teacher ever in one of the local public school districts, my grandmother and my mother, as well as several aunts and cousins were/are also teachers). Your kids are constantly learning from everything around them.

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CC-MAIN-2018-51

https://community.whattoexpect.com/forums/february-2015-babies/topic/learning-activities-19.html

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en

The first day of school is exciting and a little nerve wracking for both students and teachers. It's a new beginning, but it's also a chance for getting to know if all the rumors are true about the teacher you've been assigned to for the year. Find out who your new teacher is by following school procedures to register for a class (or classes). Schools usually make choices regarding registration over the summer before the school year begins, so that is the best time to ask about who your teacher will be. Register for the school year during the preceding school year. Registration for fall typically occurs in March-April of the preceding school year. Make sure you have registered for your class or classes and passed any exams to proceed to the next level. Your registration will be processed over the summer and you'll be assigned to a teacher (or teachers) so that is the time to begin seeking out your new teacher (or teachers). Find your new schedule or the class list with your name on it. Some schools have class schedules ready for students up to two weeks before class starts. For elementary students, class lists are often posted on the windows of the school up to a month before school starts. If you are a secondary education student, go to the counseling office in the weeks before school starts and ask for your class schedule. If they don't have it quite ready yet, ask them to give you an idea of who your teachers might be. Elementary education students can visit the front office for class assignments. Ask any teachers you know whether they know who their students are. Sometimes, teachers have access to class lists before the public. Ask your favorite teachers who their students are and whether you are one of them if you want to know ahead of time. Keep in mind that sometimes it is a nice surprise to walk in on the first day and see that you are going to be with your favorite teacher all year long. Things You Will Need - Registration information - Class schedule (if in secondary education) - Identifying information (name, date of birth, address, school ID number) - Jupiterimages/Comstock/Getty Images

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CC-MAIN-2018-51

https://classroom.synonym.com/out-teacher-8296093.html

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en

ERIC Number: ED428321 Record Type: RIE Publication Date: 1999 Reference Count: N/A Scaffolding Emergent Literacy: A Child-Centered Approach for Preschool through Grade 5. Soderman, Anne K.; Gregory, Kara M.; O'Neill, Louise T. This user-friendly book offers a sensitive approach to helping children become more strategic in their building of literacy skills and concepts. Underscored by child development theory, developmentally appropriate practices, and research, the book offers an array of literacy activities to support children's emergent to fluent literacy from the preprimary years through the fifth grade. Each strategy is paired with a classroom demonstration, and samples of children's work are included. Numerous classroom-based, child-centered measurement tools are offered, as well as a useful description of the most common standardized tests being used for diagnostic purposes. Portfolio implementation and student-led celebrations are also highlighted. Chapters in the book are: (1) Developing Literacy in the Young Child: Antecedents, Transactions, and Outcomes; (2) Literacy Links and Processes; (3) Organizing for Literacy; (4) Emerging Literacy: A Nurturing Classroom Context; (5) Early Literacy: A Supportive Classroom Context; (6) Moving toward Fluency: Developing Greater Self-Efficacy in Literacy; (7) Documenting Skills and Competencies; and (8) Portfolios and Student-Led Conferencing: Celebrating the Stages of Development. Contains approximately 350 references; an appendix presents an alphabetical listing of the first thousand words for children's reading. (RS) Descriptors: Class Activities, Classroom Environment, Elementary Education, Emergent Literacy, Portfolios (Background Materials), Preschool Education, Reading Skills, Scaffolding (Teaching Technique), Student Centered Curriculum, Student Evaluation Allyn and Bacon, 160 Gould St, Needham Heights, MA 02494; Web site: http://www.abacon.com ($24.70). Publication Type: Books; Guides - Classroom - Teacher Education Level: N/A Authoring Institution: N/A

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CC-MAIN-2018-51

https://eric.ed.gov/?id=ED428321

s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376828507.57/warc/CC-MAIN-20181217113255-20181217135255-00371.warc.gz

en

The Visual and Performing Arts Framework for California Public Schools begins ... "Education in the arts is essential for all students". Garden Grove Unified School District is committed to the belief that arts education is for all students. Children in TK through 12 participate in a comprehensive curriculum designed to develop an awareness and appreciation of the arts. The VAPA Curriculum includes courses in vocal music, instrumental music, visual arts, dance and theatre arts/drama. Our Visual and Performing Arts staff consists of: - 26 Elementary Vocal Music Teachers - 17 Intermediate & High School Vocal Music Teachers - 25 Elementary through High School Instrumental Music Teachers - 10 Intermediate School Visual Art Teachers - 25 High School Visual Art Teachers - 16 Intermediate & High School Theatre Arts/Drama Teachers - 3 High School Dance Teachers Visual and Performing Arts Teacher on Special Assignment Find us on Facebook at https://www.facebook.com/vapaggusd An art education, more than any other kind, develops self-discipline, broadens one's perspective, and helps the student to understand his or her world. It is the kind of education that can enrich a lifetime.Kenneth M. Hanlon

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CC-MAIN-2018-51

https://ggusd.us/departments/vapa

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en

Music Education at the University of South Florida is a visionary laboratory for the preparation of the subsequent generation of music educators and scholars, and serves as a dynamic web-site for progressive and foundational teaching/studying and investigation in music education, within the context of modern life. Early childhood and kindergarten applications typically incorporate a great deal music in the classrooms, but initially by way of fifth grade classes are often shorted in their music classes. I agree with his assessment that the connection of music with emotion makes it possible for music to complement and expand the appreciation of all other types of art. A second reason to teach music in the schools is simply because of its value as a pervasive force in society. This bodily connection humanity has to music has resulted in music becoming made in every culture. I do not think that music can be mandated for all youngsters in the specific education system. Each and every school could give the core music applications and a choice of specialized music courses. Teachers should also strive for far more collaboration with music pros outdoors of academia. The music repertoire need to center on western civilization with occasional study of globe music. The Center for Music Education Research provides assistance for all of our programs. Music therapy exists in component for the reason that society has recognized the connection amongst music and the body and mind. In my knowledge, music need to at the very least be offered to qualifying students in particular education. Unique roles may possibly also be explored so that any interested special education student can participate, even if it is as an office assistant or on the sidelines in the pit” for the marching band. Aside from unique education, music time in elementary schools really should be enhanced.

<urn:uuid:36e09cc7-9db6-4d35-9534-bcce3c5443d2>

CC-MAIN-2018-51

https://www.apprentissage-lecture.com/music-education.html

s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376831715.98/warc/CC-MAIN-20181219065932-20181219091932-00411.warc.gz

en

Since young people’s lives are increasingly mediated by digital technologies, media arts—such as documentary and other technologically supported art forms—help young people develop an understanding of the world and how they fit into it. Media arts education programs for youth in community settings enable young people to develop a sense of self-advocacy and identity, as a way to respond to how social, economic, cultural, and political structures are affecting their lives (Horst, Herr-Stephenson, & Robinson, 2009; Hull & Nelson, 2010; Metzger, 2010; Taylor & Carpenter, 2007). Though considerable, research on youths’ media arts practice has predominantly focused on young people from middle-class families, marginalized youth—defined in this study as young people facing serious difficulties whose participation in society is inhibited by various barriers—have been underrepresented in research. While scholarly evidence, including findings from our recently completed SSHRC study, indicate that community media arts programs attract marginalized youth who often do not have access to mainstream educational experiences (Herr-Stephenson, Rhoten, Perkel & Sims, 2011; Ito et al., 2009; Levy & Weber, 2011b; Lin, Grauer, & Castro, 2011), there is not enough research that examines what marginalized youth within urban communities are doing through media arts and what curriculum innovations are offering. The purpose of our research is to investigate marginalized urban youths’ media arts practice in community digital-mediated arts programs and how it impacts their engagement around identity, culture and wellbeing. This study takes place in community media arts learning sites located in culturally dynamic and geographically diverse urban environments of Vancouver, British Columbia and Montréal, Québec. It will examine the impact of media arts practice on marginalized urban youth through a program of field observation, interviews, visual documentation, and analysis of youth learning processes and artistic productions, using ethnography and image-based research methods. Research questions guiding this study include: 1. How do young people’s creative practice and digital production influence their conceptualization, negotiation and participation around issues of identity, culture and wellbeing? 2. What roles do artists/teachers play in community-based sites in engaging with marginalized youth to foster youth participation and community engagement? 3. How does the impact of media arts learning on marginalized young people suggest new curricula, pedagogies and policies that will help improve urban art education?

<urn:uuid:f3f16034-16ad-4609-ab84-e100422c2021>

CC-MAIN-2018-51

http://citizensoftomorrow.research.educ.ubc.ca/community-sites/

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Lower School students benefit from individualized instruction, tailored to their needs, in a nurturing environment. Our team of highly qualified educators brings the curriculum to life, deepening each child's love of learning and encouraging growth in mind, body and spirit. - Language Arts - Social Studies - World Language - Music / Creative Movement - Physical Education The language arts program aims to produce a student who is confident, proficient, a life-long reader, writer, speaker and listener. Teachers use a balanced approach to literacy, including guided reading, book clubs, independent reading, whole-class literature experiences and direct instruction of literacy skills. The writing workshop emphasizes the writing process, stresses writing for a variety of purposes and encourages creativity. Students are provided with many opportunities to serve as both presenter and audience throughout all areas of the curriculum. A school-wide math block encourages students to use a variety of approaches to investigate concepts and learn from one another. At the beginning of each unit of study, students are placed in flexible, cross-age groups based on an assessment in the specific content area. The development of number sense and the study of relationships and patterns are emphasized. Students' math fluency is encouraged through the use of technology and by participating in engaging and effective activities. A variety of methods are provided in the groups' investigations, ultimately fostering students' competence and confidence in their ability to do mathematics. Students experience science as a method of obtaining information through inquiry and investigation. Science classes include exploration of scientific concepts through hands-on experiments, vocabulary study and field trips. Students observe, investigate, analyze, hypothesize, research and problem-solve to reach conclusions about the nature of our world. Students learn about themselves, their community, their state and their country. In their study of history, geography and culture, students learn to respect others and to see themselves as part of the global community. Through social studies, students develop critical reading and thinking skills; learn to read for information; gather and evaluate information; analyze sources; prepare results; compare and contrast past and current events; and develop map-reading skills. Computers are a tool for learning and presenting material. Students are educated on internet safety and the appropriate use of technology. Students learn age-appropriate technology skills through projects for all curricular areas. Faculty incorporate the use of 1:1 mobile technology, including tablets and Chromebooks, meaning that each student has an individual computer available for use during the school day. Students practice problem-solving in an online collaborative environment through the use of Web 2.0 applications. In addition, keyboarding skills, research via Internet access, and use of spreadsheet, word processing and presentation applications are objectives in the technology curriculum. Culture and conversation are the focus of world language classes in the Lower School. Students learn vocabulary, sentence structure, listening comprehension and correct pronunciation, and have the opportunity to participate in language labs. Students are placed in cross-age groups based on an assessment in their language of choice. Each group meets three times per week for 30 minutes to provide frequent, developmentally-appropriate exploration of the language and culture. Personal faith development, Bible history, the Catholic liturgy, building a faith community, and service to others are the foundations of the religion curriculum. Students learn about other religions as compared to the Catholic faith. Sacramental preparation is central in Grade 2 (Solemn Eucharist) and Grade 4 (Reconciliation). The Orff Schulwerk philosophy of music education builds on a child’s basic instincts to play, sing, chant and move. Students sing, play Orff instruments, improvise, compose, perform and listen. Students are instructed in the basics of music literacy. Each child finds a place making music with others in the classroom, chapel and concerts. The music education curriculum is complemented with exploration of creative movement, often with groups of students taking turns providing the music or the movement in the classroom and/or for a performance. The movement curriculum addresses students’ ability to move in personal and general space with safety and confidence. Simple forms of locomotion, rhythmic concepts, following verbal directions and the use of imagination to create something new from something familiar, are goals of movement classes. The goals of the physical education program include developing a sound body and mind through physical fitness and activity. While students improve their health by developing cardiovascular endurance, muscle strength and flexibility, they also cultivate self-esteem, good sportsmanship, leadership skills, interpersonal relationships and responsible behavior. Basic loco-motor skills are also developed, and a variety of team and individual sports are introduced. Interested in Curricular Outcomes? So are we. Learn more >>

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As one whose passion is blended between literacy and technology, I seek out the best EdTech resources to share with educators to support literacy in their classrooms. Most of my teaching and learning experience involves both Google and Apple options, but recent investigation and application allow me to say, without a doubt, in the area of Assistive Technology to support struggling readers in the classroom, Microsoft Learning Tools wins, hands down, and offers students a comprehensive option. Adolescents who struggle with reading face multiple challenges throughout the school day. They are constantly confronted with a text they cannot read in almost every discipline, motivation and peer acceptance play a major role in identity and self-esteem, diagnostic tools to pinpoint exact deficits are difficult to locate, and many of their teachers have had little to no training in foundational skills of reading. While many adolescent readers may have difficulty in comprehension and vocabulary, a rising number of older students are diagnosed with Dyslexia and experience decoding issues. Dyslexia is not a visual issue; kids don’t see letters and words backward or in reverse. Dyslexia is a specific learning disability in reading; which impacts learning, not intelligence. It’s mainly a problem in reading accurately and fluently. Decoding issues are a sign of dyslexia and direct instruction beginning with letter-sound correlation is often needed, but there are immediate things all teachers can do to help students, even if they have no understanding of how to teach phonological awareness, phonics, and fluency. This support can come in the form of Assistive Technology. “In a broad sense, assistive technology (AT) is any device, piece of equipment or system that helps a person with a disability work around his challenges so he can learn, communicate or simply function better.” (Understood.org) As previously stated, I believe that Microsoft Learning Tools provides students who struggle with reading, including those with dyslexia, a comprehensive set of free tools to support their daily literacy needs. If the goal of AT is to provide students tools for independence, I recommend all teachers become familiar with the top 5 ways I see these tools helping students: - Text to Speech – Text to Speech provides both the visual and audio needed to support fluent readers. By seeing the words and hearing it read aloud, students are not only able to access text that may have been too difficult to read independently but are reinforcing vocabulary and fluency. - Display Controls – Display Controls allow students to customize their reading experience by font, size, color, and language. But, Microsoft Learning Tools takes it a step further, allowing students options with spacing, syllables, and parts of speech. There is also an option to mask part of the screen minimizing distractions and focusing on the line read. (Slideshow below highlights options available) - Annotation Tools – Many struggling readers often use all of their cognitive energy decoding text and can’t remember what they had just read. Annotation tools allow students to take notes as they read. simply by switching browsers, students can use Microsoft Edge to annotate and save images directly from web pages into their OneNote Notebook. While there are many annotation tools out there, this one was so simple, streamlined and provided many annotation options! Plus… - Optical Character Recognition – Microsoft also allows students to the option to capture text from pictures and pdf when shared to OneNote. So not only can students annotate digital text, they can save their notes, share them, and then extract the text in the image to customize with text to speech or display controls. - Dictionary – Finally, Microsoft Learning Tools allows students to learn unfamiliar words with the built-in dictionary. Not only does the dictionary define the word, but it also provides a picture and an audio clip to hear the word. All students should have the tools and resources needed to access content in the classroom. Microsoft Learning Tools allows students to not only access information but provides customization, annotation tools, OCR, and a visual and audio dictionary for FREE. The beauty of these Learning Tools is the ease and compatibility they have to work together. Supporting struggling readers in multiple areas not only supports their literacy development but provide options for future learning that they do in and out of school.

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South African National Language Education policy (South Africa, DoE 2002) enshrines multilingualism (ML) as one of its major goals. The implementation of such a policy is a slow process, however, particularly in the educational domain, where parents, teachers and students favour the dominant, ex-colonial language (English) for both historic and instrumental reasons (Dalvit & de Klerk 2005). However, results of the National Benchmarking Test (NBMT Report 2009) conducted at selected South African universities show that most non-English speaking students in higher education have underdeveloped language and numeracy skills for study at this level, one of the main barriers to access being that of language (Council on Higher Education 2007: 2). Efforts have thus intensified in South African institutions to introduce the home languages of learners into the educational domain, either as learning support alongside the main medium of instruction or as alternative languages of instruction, working towards the development of a bilingual education model. This report documents developments in research in the promotion and use of the African languages in education in South Africa in recent years, particularly since the publication of the previous report (Wildsmith-Cromarty 2009), which discussed various initiatives in the teaching, development and use of the African languages in South African education during the period 2005–2008. This report considers further developments in the use of the African languages for academic purposes in the following areas: the learning and teaching of these languages as additional languages and for professional purposes in selected disciplines for specialist programmes, and their intellectualization, which includes their use as languages of instruction, in the translation of materials and other learning resources, and development of terminology.

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How People Learn to Be Jazz Musicians. Case Studies from Bristol Drawing on first-person accounts, the study traces the historical development of jazz music and musicians in Bristol. In the post-war years, players began to develop significant stylistic aspects in the jazz lexicon. Drawing on media sources and interaction in performance, players garnered a host of performing skills whilst suffering dwindling audiences and declining venues. Reforms in English music education in the 1980s offered formal opportunities to study jazz in the city’s schools, drawing minimal attention from institutions. Practical learning and playing opportunities offered by the Local Authority music service sustained a modest membership over the years. Post millennium, local schools, with one or two exceptions, showed little interest in jazz education. Nevertheless, maintaining its traditional stance, Bristol’s jazz community continues to exhort top quality jazz performances including compositions that match national and international standards. picture: ‘Jazz Factory at the Albert Inn’ (circa 1986) by Rachel Hemming Bray. Back cover photograph: Clifton Suspension Bridge by John Tidball. The author would like to acknowledge the assistance of Liz Wilkins and Amelia Kate Berry with the early stages of the cover design. isbn 978-3-0343-0962-2 (print) isbn 978-3-0353-0462-6 (eBook) You are not authenticated to view the full text of this chapter or article. This site requires a subscription or purchase to access the full text of books or journals. Do you have any questions? Contact us.Or login to access all content.

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Early Literacy Skills Early Literacy & Language Language and literacy development begins at birth and provides the foundation for a child’s success in school. It encompasses the skills related to listening, speaking, reading, and writing. Early literacy skills are defined as the knowledge, skills, and attitudes that come before, and lead up, to conventional reading and writing. Did you know that your child begins using early reading skills to read from the time they are born? You may not know it, but when you talk, sing, read and play with your child, you are building important skills and teaching them to love books. The more stories you can read and tell your child, the better! We have a list of seven great books listed on the “Pre-K Essential Literature” Bookmark below to help you get started. You can find these books at the Nashville Public Library or buy them from your local bookstore. No matter what book you read to your child, here are a few things to remember: Choose books that you and your child enjoy! If you start a book and decide it’s not for you, it’s OK to put it down and try a different one. Ask your local librarian or bookseller for books they recommend. - Read with expression. Make sound effects, do different voices for characters—whatever makes it fun for you and your child! - Make it interactive! Are there words or phrases that get repeated? Have your child join in. - Read the pictures. Did you know you can read a book without ever reading the words? Look at the pictures and have your child tell you the story they see. You can help them out by asking questions like, “What’s happening here?” “What do you see?” or “What do you think will happen next?” - Talk about the book. The story doesn’t have to end on the last page! Talk about what you read. What did you like? What didn’t you like? Can you connect what you read to your life? There are many ways for you to support your child’s early literacy and language development. Below are tools and activities to support your child’s early literacy development. Pre-K Essential Literature The Alignment Nashville Pre-K Committee created this bookmark featuring a list of essential literature for your Pre-K age child, as well as tips for reading with your child! Nashville Public Library has these books ready for you and your child to read together. Please visit your local branch today to enjoy these titles! Essential Literature Activity Sheets These activity sheets provide additional learning opportunities for each of the “Pre-K Essential Literature” books! We have included a version for parents and families to use at home AND a version for teachers to use in schools! CLICK on any of the links below to download and print!

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Sat 2013 July 27 @ 2:15pm – Building Firm Foundations for Music Literacy by Janna Olson. Edwin Gordon is a music education researcher who began what is known as the Music Learning Theory (MLT). MLT help students gain audiation. It uses a brain friendly learning sequence. Ms. Olson shared how MLT has changed her life. MLT helps give students an excellent music education, not just skills in piano playing. (1) The process is more important than the performance. Audiation is the focus. (2) Student motivation (immediate, not long term) and musical independence are the primary focuses. (3) Everyone has musical aptitude. Aptitude is about potential. When you think about the things required to be a good pianist, they are largely non-musical. Concentration, focus, ability to memorize, grit, work ethic, discipline, etc. Music aptitude is often hidden. Remember, there is no such thing as zero aptitude. When it comes to speech or reading, we bring them to a specialist to help the student learn. Similarly, audiation can be nurtured in everyone. Music aptitude is highest at birth. The early childhood years are crucial. Ms. Olson asked us to sing “Are You Sleeping?” in our heads and then repeat it is minor, and then again to triple meter. This is audiating. Audition is the foundation for music literacy. Audition is about hearing music with understanding – not just copying. Audition helps music become the student’s own property. Best of all, audition can be taught! We learn music similar to languages. In early life, we listen and hear the language. We slowly begin to speak, and then later learn to read and write. First, music learning should involve listen, echoing, thinking, speaking, reading, and writing, Music is actually made up of a surprisingly small number of different patterns. Notes are like letters – they only take on meaning when they are in context in patterns. How can we apply this in the piano lesson? Everything is a matter of proper sequence. So, we must begin with listening. We can begin with context. C-D-E is very different in C major than in D Dorian. Another example is with rhythm. There are layers: pulse, meter, and rhythm. Macrobeats, microbeats, and the melodic rhythm. The context of tonality is the resting tone, aka the tonic center. Tonality can be major or minor or other. Dr. Gordon uses solfege – moveable do with a la-based minor. Students are taught to identify these elements of context as they are listening to music. This builds the foundation and then students can focus on content next. Ms. Olson then demonstrated how she could teach a simple piece by Gurlitt using these MLT ideas. She would begin by preparing students with the rhythm first so that by the time the student plays the piece on the piano, they are already comfortable with the rhythm at the final tempo. Audition can be developed through moving, chanting rhythms, singing, and playing. Things should be aurally based. Improvising and creating is important. Ms. Olson stated that it was very challenging to for her 10 years ago to begin incorporating the ideas of Dr. Gordon in teaching, but she has seen such an increase in the music comprehensive in their students and increased motivation which results in increased skill and progress. Thanks to the work of Marilyn Lowe, incorporating MLT ideas in the piano lesson is becoming easier. (Check out Marilyn’s method, Music Moves For Piano.) Edwin Gordon quote: “…the artistic culture of a society is not necessarily determined by the number of virtuosos in their midst but rather by the percentage of the population who participate in the making of music…”

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Soviet artist Georgy Vereisky Soviet artist Georgy Vereisky (1886 – 1962) – People’s Artist of the RSFSR (1962), winner of the Stalin Prize of second degree (1946), Full member of the USSR Academy of Arts (1949). Georgy Semyonovich Vereisky created a series of lithographs – portraits of prominent Soviet contemporaries – artists, writers, and politicians. Among the most famous portraits – poet Anna Akhmatova (1929), ballerina GS Ulanova (1950), sculptor Konenkov (1954). Georgy Vereisky – master of graphic portrait and landscape (lithograph, etching, drawing). The artist of the Leningrad school of landscape painting, he has also created landscape and genre paintings. Soviet artist Georgy Vereisky has not received a formal artistic education. He studied at the Faculty of Kharkov and St. Petersburg State Universities. Participating in the first Russian revolution (1905), the events of the year, was even some time in detention and was forced into exile (1905-1907). He got original art education in a private school of Schrader in Kharkov. After moving to St. Petersburg (1911), he studied at the New Art Studio, where there was a high level of teaching. In 1913-1916 he studied in St. Petersburg at workshops of Mikhail Dobuzhinsky, Boris Kustodiev, A.P. Ostroumova-Lebedeva, E.E. Lansere. With his high professional and general culture (for twelve years he has been a curator of prints at the Hermitage, and has written a number of scientific articles), Vereisky was able to naturally and effectively continue the classical tradition in the domestic art of XX century. Since 1915 – member of the association “World of Art”. During WWI in 1916 – 1918, Georgy Vereisky was mobilized and was in military service, where every spare minute used for front-line drawings. “Fighting Pencil” He participated in the work of the association. In 1920 he made a series of portrait sketches of Lenin at the III Congress of International. In 1918 – 1930 he worked in the department of prints in Hermitage, taught at the Higher Institute of photography and photographic equipment, and at the Central School of Technical Drawing (TSUTR); and in 1921-1923 in VHUTEMAS. From 1933 he worked in the experimental lithographic workshop LOSH. Soviet artist Georgy Vereisky died December 18, 1962. He was buried in St. Petersburg at the Theological cemetery. His son – Soviet graphic Orest Vereisky.

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Although we are Chinese by ethnicity, both my husband and I are native English speakers who are more comfortable speaking English in everyday situations. In our hectic schedules, how do we teach our child to appreciate the Chinese culture here and speak mandarin fluently when she grows up? Being able to speak fluent mandarin has proven to have become more practical in recent times. China’s influence is growing over the world and the region. Moreover, it’s part of the Singapore Chinese cultural identity which exists and has thrived within the rich racial and cultural diversity in our sunny metropolis. However, according to findings by the Straits Times, English has become the main language spoken at home in Singapore. While effectively bilingual households exist, the number of families speaking mostly English has superseded that of those who speak mandarin. Raising a bilingual child while speaking only one language may seem to be a challenge, but it is not impossible. All it takes is some encouragement from home and positive influence externally. Starting young gives them the advantage they need Research has also shown that children who are immersed in a second language from an early age are more likely to do well in language and literacy development. From a tender age, give your young tot exposure through interactions with Chinese speakers, watching Chinese cartoons and educational shows, or placing them in a bilingual environment. For parents who are not comfortable that their own level of Mandarin to kick start their child’s learning journey, consider placing him/ her in Chinese playgroup, nursery or kindergarten. MindChamps Chinese PreSchool provides a platform, with most of the core and enrichment programmes at MindChamps Chinese PreSchool being effectively bilingual for all levels, starting from playgroup to kindergarten 2. Be immersed in Chinese culture from a young age Pick up a calligraphy brush! Learn the intricacies of Chinese tea appreciation. Or check out a riveting Chinese opera in Chinatown. “Chinese folk art forms are rich and colourful, and they follow the characteristics of children's physical and mental development, life experience and operational ability to choose from some interesting folk art types,” says MindChamps Chinese PreSchool Curriculum Trainer, Chen Ying. This immersion in Chinese could be the missing link between communication and cultural appreciation in Mandarin. It’s through the initial contact, participation and experience, that children can cultivate a love for Chinese, and also be exposed to different language mediums. These are beliefs that are at the center of MindChamps’ curriculum, which includes a Chinese Culture Appreciation programme. Mummy and Daddy can do it too! Children take after their parents. And as our tots’ key influencers at home, we play a key part in how they spend their time at home. Outside of school, parents can ensure that the Mandarin learning journey continues by emphasising comprehensiveness, and integrating activities in different areas, such as reading and writing. “At MindChamps, children come from school every week with a Chinese book for parents and their children to read together. This helps develop children to listen to the ability to enhance the child's ability to understand the ability to exercise language, while enjoying the fun of reading Chinese books,” says Chen Ying. She also recommends taking children on field trips, while conducting the bulk of the dialogue in Mandarin. For example, most displays at the Singapore Zoological Gardens are in Mandarin. This helps children get stimulated and forming word associations - through English, moving live animals, and Mandarin. Be Consistent and Persevere Keeping a preschooler’s consistent interest and inclination for the Chinese language requires plenty of perseverance and patience on their parents’ parts. When the going gets tough, always be mindful that you are playing an important part in laying the foundation for your child’s future for this beautiful language that is Chinese! Article written by MindChamps Chinese PreSchool Curriculum Team

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A Mathematical Gem I’m always on the hunt for a great book with endless opportunities for developing early numeracy skills. Splash, by Ann Jonas is one of those gems! The bold illustrations are inviting and the different animals jumping in and out of the pond, beg to be counted! A Brief Summary The book is told from the perspective of a little girl who describes the shenanigans going on in her backyard pond. She’s there to feed her fish, but while doing so, finds all of her animal friends jumping and falling in and out of her pond. Dogs, cats, frogs, fish, and turtles, all make an appearance. The text describes the animals coming and going, and at the bottom of each page, the reader is asked, “How many are in my pond?”. The illustrations are wonderfully vibrant and easy for young children to count and analyze. Counting is the most obvious application, as the reader is asked to count at the bottom of each page. What child wouldn’t want to figure out how many animals are in the pond now?! This book lends itself well for a week long focus. Begin with the counting activity, it’s a great way to get familiar with the story! When I look at the pages of this story, I immediately think, “Some animals in the pond. Some animals out of the pond. How many animals all together?”. For me, each spread is a wonderful opportunity for discovering addition number stories. You might approach these number stories as a group or have children discuss them in pairs. They’re also wonderful for recording equations, if your children are at that stage. Open Ended Addition Stories By now, you’ve counted and recorded/discussed addition number stories based on the illustrations. Now what? Here’s where I’d go next: “I saw 10 animals. Some were in the pond. Some were out of the pond. What could I have seen?” This allows children to create their own number stories based on the animals from the book. Ask children to create illustrations which reflect the number stories they’ve come up with. One child might draw a cat and a dog out of the pond and five turtles and three fish in the pond (2+8=10 or 1+1+5+3=10), whereas another student might draw three turtles out of the pond and six fish and a dog in the pond (3+7=10 or 3+6+1=10). These open ended addition stories allow for much more freedom and creativity! Open Ended Multiplication (Or Larger Addition) If you want to take it a step further, think about legs on animals. For example: I saw 24 legs. Some were in the water. Some were out of the water. What could I have seen? In this case children will have to count and calculate carefully. Perhaps a dog and a cat out of the water (1×4) + (1×4), and four turtles in the water (4×4). The final equation: 8+16=24. Although this is not usually appropriate for younger children, I have had a handful of kindergarteners each year who love this type of challenge! Again, asking children to add illustrations to their multiplication/addition number stories is always a good idea! Whenever children are solving or creating mathematical problems, always ask them to show their thinking in three ways: pictures, numbers, and words (Younger children might label their work with beginning sounds or have an adult scribe for them.) In addition, ask your child to keep their work neat and organized. This is important, so that they can easily understand their own thinking and share their work with friends.

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This module helps you to prepare and deliver professional presentations of different types. The reading activity looks at the latest trends in presenting yourself to potential employers. Practise reading comprehension strategies and skills and take a note of any words and expressions you are unfamiliar with. Also take a note of the advice presented in this listening, as you will find it useful when presenting yourself in application documents and job interview, or when delivering a presentation on a work-related topic. Two listening comprehension activities present examples of these two contexts. As you practise your listening comprehension skills, take a note of any words and expressions you are unfamiliar with. The grammar component of this module reviews the English tense system. Understanding how the different tenses interrelate will help you use them with more contextual precision and accuracy. Finally, you will review and practise words and expressions conveying a professional tone.

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Posted: Saturday, January 9, 2016 5:41 am | Updated: 5:41 am, Sat Jan 9, 2016. LAURAN NEERGAARD, AP Medical Writer This article by Lauran Neergaard and the accompanying photo appeared in the Post-Bulletin at www.postbulletin.com on January 9, 2016. WASHINGTON — Celebrate your child’s scribbles. A novel experiment shows that even before learning their ABCs, youngsters start to recognize that a written word symbolizes language in a way a drawing doesn’t — a developmental step on the path to reading. Researchers used a puppet, line drawings and simple vocabulary to find that children as young as 3 are beginning to grasp that nuanced concept. “Children at this very early age really know a lot more than we had previously thought,” said developmental psychologist Rebecca Treiman of Washington University at St. Louis, who co-authored the study. Wednesday’s report, being published in the journal Child Development, suggests an additional way to consider reading readiness, beyond the emphasis on phonetics or being able to point out an “A” in the alphabet chart. Appreciating that writing is “something that stands for something else, it actually is a vehicle for language — that’s pretty powerful stuff,” said Temple University psychology professor Kathy Hirsh-Pasek, a specialist in literacy development who wasn’t involved in the new work. As for tots’ own scribbling, what they call a family portrait may look like a bunch of grapes but “those squiggles, that ability to use lines to represent something bigger, to represent something deeper than what is on that page, is the great open door into the world of symbolic thought,” Hirsh-Pasek said. The idea: At some point, children learn that a squiggle on a page represents something, and then that the squiggle we call text has a more specific meaning than what we call a drawing. “Dog,” for example, should be read the same way each time, while a canine drawing might appropriately be labeled a dog, or a puppy, or even their pet Rover. Treiman and colleagues tested 114 preschoolers, 3- to 5-year-olds who hadn’t received any formal instruction in reading or writing. Some youngsters were shown words such as dog, cat or doll, sometimes in cursive to rule out guessing if kids recognized a letter. Other children were shown simple drawings of those objects. Researchers would say what the word or drawing portrayed. Then they’d bring out a puppet and ask the child if they thought the puppet knew what the words or drawings were. If the puppet indicated the word “doll” was “baby” or “dog” was “puppy,” many children said the puppet was mistaken. But they more often accepted synonyms for the drawings, showing they were starting to make a distinction between text and drawing, Treiman said. One question is whether children who undergo that developmental step at a later age — say, 5 or 6 instead of 3 or 4 — might lag on pre-literacy skills. That’s not clear, cautioned Brett Miller, an early learning specialist at the National Institute of Child Health and Human Development, which helped fund the research. Scientists have long known that reading to very young children helps form the foundation for them to later learn to read, by introducing vocabulary, rhyming, and different speech sounds. But it’s important to include other activities that bring in writing, too, Treiman said. Look closely at a tot’s scribbles. A child might say, “I’m writing my name,” and eventually the crayon scribble can become smaller and closer to the line than the larger scrawl that the tot proclaims is a picture of a flower or mom, she said. Previous studies have shown it’s helpful to run a finger under the text when reading to a youngster, because otherwise kids pay more attention to the pictures, Miller said. If the words aren’t pointed out, “they get less exposure to looking at text, and less opportunity to learn that sort of relationship — that text is meaningful and text relates to sound,” he said. Make sure children see you that you write for a purpose, maybe by having them tell you a story and watch you write it out, adds Hirsh-Pasek. “That’s much richer than just learning what a B or a P is.”

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The phonics debate co-hosted by the Centre for Independent Studies and the Australian College of Educators was supposed to be about the best way to teach phonics. It is a given that numerous other factors contribute to reading success, including children’s language experiences in early childhood. But phonics instruction is still a point of contention — so much so, that 480 people turned up to the debate and another 1000 watched online from all over the world. The thousands of scientific studies on reading development are incredibly complex, yet remarkably consistent. They show the primary neurological pathway for beginning readers is between the visual (print) and phonological (sound) areas of the brain. The semantic (meaning) part of the brain is engaged when children know what the word they are reading sounds like. Over time, skilled readers can make the leap straight from print to meaning but the distinction between novice and skilled reading has important implications for teaching reading. My team at the debate included Distinguished Professor Anne Castles and champion primary school teacher Troy Verey. Professor Castles is among the world’s best reading researchers. What she doesn’t know about reading development is probably not worth knowing, so we possibly had an unfair advantage. We concisely outlined the scientific evidence of reading development and explained which teaching methods best reflected the evidence. Our case was that ensuring all children learn to read relies on teachers having high levels of knowledge and expertise, and not accepting that some children will not learn. Good teaching is crucial. Instead of providing evidence and arguments to counter ours, the opposing team — Professor Robyn Ewing and Dr Kathy Rushton from Sydney University and Mark Diamond, principal of Lansvale Public School — took the debate in a different direction. Having resurrected and waved around the fallacious straw man argument we thought we had buried at the beginning of the debate — that we believed phonics alone is enough for reading — the opposing team argued that learning to read has very little to do with the way children are taught at school. The message seemed to be: children will learn to read if their mothers talk and read to them from birth, and if they have access to books. (The corollary being that if children can’t read, they have bad mothers?). At school, teaching reading is about ‘rich conversations’ and ‘relationships’. The strange dichotomy is that the latter perspective is perceived as being the teacher-friendly view, while the perspective that recognises that evidence-informed expert teaching is critical and should be valorised, is disparaged as being ‘robotic’ and anti-teacher. There was applause from the audience when Dr Rushton admitted she has not engaged with the scientific research on reading instruction; she relies on what she learned in her teaching degree some years ago, and what she has seen in the classroom. While ever this is considered acceptable, let alone laudable, teaching will struggle to be seen as a profession. 07 December 2018 | The Daily Telegraph One of the greatest threats to free speech in Australian universities is that those in charge of higher education refuse to admit the free speech problems that stare… 30 November 2018 | Ideas@TheCentre A university student reflecting on her education recently published a disparaging critique. She condemned an “antiquated” model of education for rewarding her for learning maths and science instead… 23 November 2018 | THE CONVERSATION True Victoria has had the lowest per capita government funding for public schools in Australia for at least a decade, due to relatively low levels of state government…

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So Many of you LOVED our Phonemic Awareness Sound Segmenting /Blending Manipulative Freebie that we thought you would love to have some activity Mats that followed the same three color concept. Use these with your students to give them both a visual and a manipulative modality to learn sound positions. Green Circle = Beginning Sound Yellow Circle = Middle(Medial) Sound Red Circle = Ending Sound We want to make sure that we focused on and had isolated skill practice with the CCSS for Reading Foundational Skills : Sounds Segmentation that we are required to teach and have the students master. Each of these sound segmenting/blending mats can be used in small group These Activity Mats are aligned with the Common Core State Standards: CCSS RF.K.2d-isolate and pronounce the initial, medial, and final sounds. (phonemes) in three-phoneme words (consonant-vowel-consonant or cvc words) . We did include mats that had CVCs ending with l, r, and x. We felt, why not let them try! We made these word mats to make Independent instruction, as literacy centers, RtI remedial help or as a worksheet for homework practice. Speech teachers at our school have given us their stamp of approval! How ever you decide to use these mats in your classroom, we hope that you find them a useful tool in your Teaching Tool Box. If you have any questions, please contact us at: These Activity Mats are a wonderful follow up activity to our Phonemic Awareness Sound Segmenting/blending Pocket Chart Center also. or http:teachers pay teachers.com/Store/Made-For-K

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How many times do you explain what an interval is in a year? How often do you introduce and review chords and their inversions? Wouldn’t it be nice to offer a resource for your students that suits your curriculum that can be viewed repeatedly and accessed any time? Ideally, this approach—called a flipped classroom—leads to less lesson time spent introducing a concept and more time reinforcing it. A flipped classroom is defined as “a pedagogical model in which the typical lecture and homework elements of a course are reversed. Short video lectures are viewed by students at home before the class session, while in-class time is devoted to exercises, projects, or discussions.” With today’s tech tools, you can produce your own material or borrow resources from others for your flipped classroom approach…. An app called Book Creator makes it easy for teachers to design customized “lectures” for students to watch at home or during off-bench time at lessons. The app provides a user-friendly platform for creating interactive e-books that feature text, narration, graphics and videos. It’s available for the iPad as well as Android and Windows tablets. I REALLY enjoy using this app because of its versatility and easy-to-use interface. With Book Creator, I’ve created two interactive resources that I assign students during Off Bench Time. Off Bench Time, formerly known as “Music Tech Time” or “lab time” in my studio, is a 15-30 minute session added to a private lesson. Two students arrive together and while one works with me at the piano for 30 minutes, the other completes assignments on the computer, iPad, worksheets, theory books, or listening to repertoire. Virtually anything I can dream up that I’d like my students to complete that may not get done at home is fair game. Then the two students switch. Understanding Intervals was my first “go” at creating an interactive e-book. In the book, I explain intervals by comparing them to shoes as all intervals are measured by size and quality. It’s ideal for early readers, too, as all text is written as well as read aloud. The e-book is free when you sign up at my blog here. My second e-book called The Full Scoop on Chords is for sale in the iBooks store and offers instruction on triads, chord symbols, inversions with the help of ice cream. Thanks to Bradley Sowash, it thoroughly covers 7th chords as well. Find it here. I’ve also had my students create their own books within Book Creator. That’s another blog–boy, was that fun for them! Dr. Kathy Rabago created a ‘flipped classroom’ online music theory course, covering levels 1-5. As of this post, there are five levels (grades 1-5), and five instructional videos per level. The curriculum follows the Texas MTA music theory curriculum. Right now there are no written worksheets to download although they may be coming in the future. The courses do correspond with the music theory books that also follow the same curriculum called Just the Facts and Theory Time. Rabago uses the courses by assigning one video every 2-4 weeks for students to watch at home. She then continues to assign music theory homework from their theory book to complete. When they complete the video music theory course and their music theory book, Rabago gives them a practice test to see if they retained the concepts. To learn more about the courses, follow this link. An app called Waay from Ten Kettles passed the stringent test of teens in my studio. It’s written for those who want to be songwriters but my piano students enjoy it, too. The app offers instructional videos, drills to reinforce what was discussed and tools to track progress. It is a bargain at $3.99 with more in-app purchase options. Here’s an interview I held with Alex Andrews the developer of Waay. If you want to try out the idea of a flipped classroom with your students but aren’t ready to make an investment in materials, take a look at the MusicTheoryGuy YouTube channel. He’s got a strong accent yet a smooth delivery and a vast selection of videos that are perfect for a flipped classroom. And one more! I just learned about The Shed. This new music education resource is incredibly organized which makes it easy to navigate to the topic you are looking for. Instruction is offered through videos and PDFs. This is all available for FREE! Additional resources that offer online instruction and/or theory drills and worksheets 8notesTheory Lessons: http://www.8notes.com/theory/ Piano Safari http://pianosafari.com/videos/

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"A multifaceted, multimodal learning experience for children" Winning Reading Boost is Sue Dickson’s most recent program done in partnership with the University of Florida. It designed for students in 2nd grade and up who have not attained literacy success in school. It is an intervention for struggling readers that builds fluency and reading independence through a unique 36-step learn to-read curriculum built on carefully sequenced, systematic, and explicit phonics instruction that uses interactive sing along phonics songs and games that make learning to read fun and meaningful. Winning Reading Boost combines the best teaching practices supported by research on language acquisition and reading to ensure individual student success through its use of a multisensory, multimodal approach that requires total participation from learners. The program incorporates, phonemic awareness, phonics, vocabulary, fluency, comprehension, and oral language development through its instructional lessons. Students gain confidence as they are able to be successful when applying their new skills in context with both fiction and non-fiction texts.

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Computing is delivered across all key stages at Elms and allows our pupils to develop a range of skills and acquire knowledge about Computer Science and ICT. Computing lessons at Elms are innovative, practical and engaging. Our curriculum has been tailored to equip our students with foundational skills, knowledge and understanding of Computing they will need for the rest of their lives. The Computing Department is well resourced and we offer a wide range of activities including using desktop publishing software, learning about basic programming and understanding the hardware in a computer. Computing is taught from year 1 to year 11. All pupils start their Functional Skills journey in year 9. The Computing Department aims to: - Develop pupils’ understanding of the impact technology has in the world they live in. - Improve pupils ’skills using a variety of software, to create meaningful outcomes. - Create confidence in using a wide range of technology. - Cultivate pupils’ interest of Computing in the world they live in and understand how the skills that they acquire could be utilised in many sectors of industry. At Elms we believe it is important to keep up to date with technological changes that go on in the world. Our aim is to give students the skills they need to thrive in the modern world.

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THREE ESSENTIAL PROCESSES FOR BUILDING FOUNDATIONAL SKILLS IN EARLY CHILDHOOD In a perfect world, all children would come with an instruction book explaining exactly what they need every day to develop optimal learning, performing and communication skills and abilities. Well, allow this to be the first in a series of articles to serve as your instruction book for your children. As human beings, we share the same basic anatomy and physiology. Our varying genetics, environmental factors, personalities and upbringing are just a few myriad aspects that contribute to why and how we do the things we do, as well as our individual physical, mental and emotional strength and resilience. When it comes to the things we do, three parts of the body direct every action. They are the brain, nervous system and the muscles. These three parts of the body, collectively called the motor system, are responsible for directing our behavior, as well as our learning, performing and communication skills. Just like a finely tuned car, when the body’s motor system is running efficiently and effectively then learning, performing and communicating become more fun, skillful and desirable. In order to acquire optimal skills, all children need to develop a foundation of strength, balance, endurance, character, confidence and coordination. Research indicates that children need three processes in order to build this foundation. They need stimulation of the whole brain and body to make neurological connections from the brain to the body through the nervous system and develop efficient circulation of blood, energy and nutrients throughout the entire body and mind A consistent and balanced flow of these three processes during the early childhood years builds a foundation of strength, balance, endurance, character, confidence and coordination from which a child can increase their potential for developing optimal learning, performing and communicating skills and abilities. Stand and Sit to Keep Kids Fit One of the first and most effective movement patterns that will help you begin the stimulation process for 2-5 year olds is to direct them to sit and stand a variety of ways. This is the one action that turns infants into toddlers. Consistent practice of these exercises will build a foundation of core muscle strength, balance and coordination from the hips to the shoulders which will be essential for acquiring exceptional physical skills and abilities. These activities are also extremely effective for helping children redirect negative behavior. Instead of putting children in “time out,” I have them find a personal space and do these activities to help them calm down and learn to regulate their energies and actions in a more positive manner. 1. Sit and stand several times. 2. Sit and stand with hands on head 3. Stand and shake one foot then the other 4. Stand on one foot then the other for several seconds 5. Stand on toes then heels several times 6. Stand and kneel 7. Stand and squat Here’s a variety of activities you can encourage your children to do while they are sitting on the floor. 1. Straight and Bend - straighten legs and bend them at the knees several times 2. Apart and Together – with legs straight, move them apart and together several times 3. Put it all together and make them - Straight – Bend – Apart - Together 4. Make one leg straight and one bent, then switch back and forth 5. Bend both legs and move them from side to side 6. Keep both legs straight and move them from side to side 7. Move them in circles from front to side to back to side to front In my next article I will discuss how music, movement and speech are the three most effective disciplines for helping children receive sufficient amounts of stimulation to make connections and develop efficient circulation. Until then practice these sitting and standing exercises with your children as often as possible. The next time they seem restless and bored, or need to refocus and redirect their behavior, have them do these activities to receive the stimulation that will keep them moving and improving through life! © Scott Liebler 2017 Scott Liebler has been researching, teaching and developing early childhood development programs for the last 30 years. He is the creator of Funsical – www.funsical.com - a curriculum of music, movement and language activities that appeal to children’s natural desire move and have fun while developing essential skills. He is the author of Safegard Classes On Line - Music, Movement and Language early childhood courses and How to Take a Chill Pill stress management class. He has served as an adjunct faculty member for Front Range Community College in Denver, CO, a seminar presenter for the Bureau of Education and Research (BER) and currently administers the Move to Improve program for early childhood communities. For information on Funsical audio CD’s, curriculum materials and training programs please visit www.funsical.com or call 303-902-4985

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The thing I love about early childhood is how the curriculum is interwoven throughout play experiences. Intentional teaching coupled with thoughtful planning of the environmental set up, provides children many opportunities to develop their numeracy and literacy knowledge in a holistic manner, and can also include language, physical, and social skills. It still surprises me when I hear comments about how children get into ‘real’ learning once they start school. As an early childhood teacher I know and support that children learn through play, it is through play that children explore and make discoveries about their world. “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 While children are engaged in play there are many opportunities and experiences that help to form connections that are made between new ideas and existing knowledge while gaining an understanding of mathematical concepts, including number sense, measurement, spatial awareness (geometry), sequencing, classifying and sorting, counting, and recognising patterns (algebra). “Mathematics is a natural activity for children; they demonstrate a great capacity for learning mathematics long before they enter school.” Dr Jean Shaw Early childhood are crucial years for children to gain an understanding and develop their thinking around the concepts of more or less, biggest or smallest, longest or shortest, near or far, heavy or light and wide or narrow. “Exploring mathematics can help kindergarten children satisfy and deepen their natural curiosity about sizes, shapes, numbers and relationships they encounter in the world.” Dr Jean Shaw At kindergarten we are thoughtful with our environmental set up that invites children through their natural curiosity, to be active participants and learners by engaging in meaningful experiences. “Children’s understanding of mathematical relationships develop gradually over time, and by describing and working with patterns in the world around them, children are starting to use ideas that are foundational to algebraic thinking.” Dr Jean Shaw These experiences can include water play (volume and measurement), imaginary play selling pizzas, how many would you like? (shapes and number sense), cooking (measurement), sorting and classifying items such as stones, shells or dinosaurs, whānau time singing number songs or a real favourite of counting how many children are in attendance at kindergarten. “Play gives children a chance to practice what they are learning.” Fred Rogers Instead of promoting a culture of worksheets, I believe as an early childhood teacher that I can offer children opportunities to learn through my thoughtful planning and intentional practice which provides play experiences that can incorporate numeracy and literacy skills. It is these foundational skills that children will carry with them as lifelong learners. “Play is our brain’s favourite way of learning.” Diane Ackerman Mā te wāSusie

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The library motivates readers by… - Connecting individual students to ‘just the right’ book or other reading material - Providing opportunities for learners to see themselves reflected in what they read - Meeting a wide range of interests - Honouring students’ choices in what they read The library supports readers by providing… - Equitable access to a rich and diverse collection - A trusting environment that respects the privacy of individuals as they explore diverse ideas - An atmosphere that fosters intellectual freedom and a culture of curiosity The goals of the elementary library program are to foster: - Engagement in reading and literacy development - A culture of inquiry and critical thinking skills for research - Personal, social and cultural growth - Information literacy, and learning through technology When students are encouraged to pursue their own interests and passions and are free to choose from a rich collection within an inviting environment, they are motivated to read and their reading and depth of understanding improve. The Learning Commons can nurture good reading habits among students.

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Well-Ordered Language Level 3B Program A one-semester course for grades 5 or 6 and up This curriculum is designed for teachers and students to actively engage with each other and with the grammatical concepts in each lesson, using language skills—reading, writing, speaking, and listening—along with physical movement, songs, and chants. Through Well-Ordered Language’s unique, creative, and orderly method of analyzing the grammatical functions of the parts of speech, students will find the mastery of grammar achievable, meaningful, and delightful. Full program includes: - Well-Ordered Language Level 3B (consumable student edition) Students will not merely be able to identify the parts of a sentence, but also understand how words behave in a sentence. As students see the components of language (the parts of speech) unfold before them throughout the Well-Ordered Language series, they will be able to apply their knowledge, gathering and arranging words to express their thoughts clearly and accurately. Well-Ordered Language Level 3B (WOL 3B) will introduce students to: - Sentence diagramming - Adverbial elements: adverbs, interrogative adverbs, adverbial prepositional phrases, and adverbial noun phrases - Adverbial clauses - Reflexive pronouns - Verbals: participles, gerunds, and infinitives - Types of sentences: simple, compound, complex, and compound-complex - Well-Ordered Language Level 3B Teacher’s Edition The teacher’s edition includes the entire student text and also features: - Pedagogical guidance and tips - Extensive explanation of and guidance in Well-Ordered Language’s unique analytic approach to grammar - Explanation of and guidance in diagramming sentences - Suggested activities and games for review - Answers for all student exercises - Suggested schedules for teaching Well-Ordered Language Level 3B Watch Dr. Christopher Perrin analyze and then diagram a sentence from Well-Ordered Language Level 3B! - Cathy Duffy Reviews - The Old Schoolhouse Magazine - Lextin Eclectic - Creative Madness Mama “Another reason I stopped by your booth was to see the new grammar curriculum—it’s enchanting! (I never thought I would use ‘grammar curriculum’ and ‘enchanting’ in the same sentence!!!) Just like the new Writing & Rhetoric program. Thank you for consistently producing materials that overflow with goodness, truth, and beauty!” —Julie E., homeschool mom For placement recommendations and other questions, please see our FAQ page. To learn more about why we chose the title Well-Ordered Language, read co-author Daniel Coupland’s blog post here. Adapting Well-Ordered Language for Homeschool (blog post) Author and educator Tammy Peters earned her BA in elementary education and a minor in English from the University of Wisconsin in 1982, and her MA in reading from Cardinal Stritch University in Milwaukee in 1987. During her teaching career, she taught at elementary, undergraduate, and graduate levels and also worked as a district reading specialist. She recently retired from her position as a third-grade teacher at Mars Hill Academy, a classical Christian school in Cincinnati, where she had taught, written grammar curriculum, and mentored the elementary staff since 2000. Daniel B. Coupland, PhD Dr. Daniel B. Coupland is a professor and chairman of the Education Department and dean of the faculty at Hillsdale College. He earned a BA in Spanish from Liberty University, an MA in linguistics from Oakland University, and a PhD in education from Michigan State University. He began his career in education as a high school teacher. At Hillsdale College, he teaches courses on English grammar and classic children’s literature. In 2013, Dr. Coupland was named Hillsdale College’s “Professor of the Year.” In 2016, he was a resident scholar at the C.S. Lewis Study Centre (The Kilns) in Oxford, UK. In 2017, Dr. Coupland received the Emily Daugherty Award for Teaching Excellence. His research focuses on classic children’s literature and English grammar instruction. Dr. Coupland served for six years on the board of directors for the Society for Classical Learning and is the former editor of the Society’s Journal. He also served as the associate editor for Arts and Liberty: A Journal on Liberal Arts and Liberal Education. Grade Level: Grades 5-6 Course Length: Semester - Well-Ordered Language Level 3B (Student Edition) - Well-Ordered Language Level 3B Teacher’s Edition

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International Day of Persons with Disabilities: Barry Farrimond MBE World disability day provides us all with an opportunity to promote the rights of disabled people across the globe; it reminds us of the incredible contributions that disabled people make to each and every area of our societies; and it also prompts us to consider the change that’s still required to enable everyone to meet their potential. For example, thanks to the work of some fabulous organisations over the years, there are now more disabled people composing, playing and enjoying music than ever before. But although it’s often said that music is the universal language, a great many disabled people continue to be left out of the conversation. The National Open Youth Orchestra is the world’s first disabled-led national youth orchestra. We have a very simple mission, to ensure that orchestras are accessible to young disabled people. In 2013, we launched what we believe to be the UK's first three special school orchestras through our “Open Orchestras” programme. Since that time, in partnership with Bristol Music Trust, Sage Gateshead, Mac Birmingham and a range of Music Education Hubs, we’ve established 25 Open Orchestras that stretch all the way from Truro to Tyneside. Through working together we’ve helped more than 250 of the most marginalised young people experience the joy of playing in an orchestra for the first time. Many of the young musicians we work with find accessing a conventional musical instrument to be extremely challenging. The vast majority of musical instruments have been designed to be played with two hands and ten very dexterous fingers. If you can’t use your hands or fingers, all too often you are prevented from having your say in the “universal language”. Bradley Warwick is a young musician who, until recently, was a member of an Open Orchestra at a school in Stroud. Bradley has cerebral palsy that affects all of his limbs. This makes playing a conventional instrument all but impossible for him. Since 2012, we’ve been developing a new, accessible musical instrument called the Clarion - an instrument that can be played with any part of the body, including the eyes. Bradley was given access to the Clarion through Open Orchestras, and with the aid of his Eyegaze computer and quite a lot of hard graft, he learnt to play the Clarion to an incredibly high standard using his eyes. Bradley was desperate for opportunities to progress in music, but unfortunately, those opportunities are very few and far between for young disabled people. So, in September 2015, we launched the UK's only disabled-led, regional youth orchestra - the South-West Open Youth Orchestra. Bradley joined 15 other young musicians to became a founding member of this ground-breaking ensemble. He’s now had the opportunity to perform at Bristol Cathedral, Colston Hall, and live on a Radio 3 broadcast for BBC Music Day. Earlier this year, with Bradley’s help, the South-West Open Youth Orchestra won a much-coveted award from the Royal Philharmonic Society. Without the South-West Open Youth Orchestra, Bradley would not have had the opportunity to share his talent with the world. And there are young people like him across the country who continue to be denied that opportunity. This World Disability Day we are highlighting the fact that no one should be excluded from making music in an orchestra if they want to! The National Open Youth Orchestra provides an accessible musical progression route, supporting the development of some of the UK’s most talented young disabled people. In the last few weeks we’ve announced a new partnership with the Barbican Centre, The Guildhall School of Music and Drama, the Bristol Music Trust and the Bournemouth Symphony Orchestra to bring this programme into the lives of many more young musicians. From January we’ll be looking for more musicians to join the National Open Youth Orchestra for the next part of its journey in London and the South East. The National Open Youth Orchestra is about empowering young disabled musicians so they can radically redefine the idea of ‘The Orchestra’ – inspiring new musical instruments and creating new musical forms for the 21st century. If you are aged between 11 and 25, have an unquenchable passion for music, but currently experience barriers to playing in a youth ensemble, get in touch at www.noyo.org.uk. Barry Farrimond MBE This blog was first published on 3 December 2017.

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In this study, an alternative curriculum has been suggested to increase the violin performance of the students which has violin training in the context of professional music education. It aimed to more succesfull in interpretting and to internalize the music and learning the pieces with all details by this curriculum. Documant analysis from qualitative research technics was used in the study. Musical memorization technics were examined in literature, taked an integrity all of them and planned, systematic and effective curriculum. This method was offered as a program that increasing 4 weeks. The methods and technics in this curriculum that was prepared based on memorization method, for a suggestion to the traditional violin curriculum, this program is a loadstar to educators who wants to use this curriculum. Addings and subtractions can be done when using the curriculum with considering the students’ readiness and target behavior of education. Key Words: Violin Education, Music, Musical memorization, Violin Curriculum.

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This article first appeared in the OCTAE Connection newsletter March 26, 2015. You can access that issue here. OCTAE commissioned Dr. Stephen Reder, professor in the Department of Applied Linguistics at Portland State University, to create five research briefs using that university’s Longitudinal Study of Adult Learning (LSAL) data to examine the long-term impacts of adult basic skills (ABS) program participation on a range of outcome measures. The study was part of the National Center for the Study of Adult Learning and Literacy, with funding provided by the U.S. Department of Education and the National Institute for Literacy. All entities interested in or serving adult learners are encouraged to review each of the briefs in their entirety for a comprehensive discussion of the findings, as well as data graphics, and references. Links to each of them can be found in the summaries below. PDFs for the series may be accessed on LINCS. Background: National as well as international studies, including the Survey of Adult Skills, demonstrate the need and economic value of ABS. Yet, there is little rigorous research demonstrating that participation in basic skills programs directly impacts the skill levels, educational attainment, or social and economic well-being of adults with low levels of education. Most research on adult literacy development has only examined the short-term changes occurring as students pass through single ABS programs. Most studies use short follow-up intervals and include only program participants—making it difficult to see the long-term patterns of both program participation and persistence, and the ability to assess the long-term impact of ABS program participation. ABS program evaluation and accountability studies have shown small gains for program participants in test scores and other outcomes, but they rarely include comparison groups of nonparticipants and, studies that do include such controls have not found statistically significant ABS program impact. In short, more research is needed that compares adult literacy development among program participants and nonparticipants across multiple contexts and over significant periods of time. This will provide life-wide and lifelong perspectives on adult literacy development and a better assessment of program impacts on a range of outcome measures. The LSAL is one study that does address these long-term impacts. Between 1998 and 2007, LSAL randomly sampled and tracked nearly 1,000 high school dropouts’ participation in ABS programs. The study assessed their literacy skills and skill uses over time, along with changes in their social, educational, and economic status, to provide a more comprehensive representation of adult literacy development.

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We all know that play dough is fun and popular with young children, but apart from making a mess what is it really good for? Here are the fabulous benefits of allowing kids to play with play dough and the many learning opportunities that happen along the way! |Poking in objects and pulling them out of play dough strengthens hand muscles and co-ordination| As part of simple, tactile play it can be squashed, squeezed, rolled, flattened, chopped, cut, scored, raked, punctured, poked and shredded! Each one of these different actions aids fine motor development in a different way, not to mention hand-eye co ordination and general concentration. And as soon as you add another element to it, the list of benefits and creative play possibilities continues to grow! Having a wide range of additional extras to use while playing extends the investigation and play possibilities endlessly. Poking in sticks provides a challenge and a new physical skill. Squeezing through a garlic press leads to wonder and amazement at seeing it change shape, as well as using a gross motor movement to accomplish it. Sticking in spaghetti requires a delicate hand and can lead to threading and stacking pasta shapes or beads over the top. Providing boxes and containers with various shaped compartments can lead to cooking play, sorting, matching, ordering and counting, all naturally and without pressure to learn. By providing objects from nature with a wide range of textures, colours and shapes, children can have multi-sensory experiences and engage with the world around them in a whole new way. This is by no means a comprehensive list, but all of these elements can be used to create plenty of exciting, open-ended play times: rolling pins, plastic knives, scissors, pizza cutters cupcake cases in different sizes coloured and natural feathers pine cones, sticks, bark, leaves muffin tins, egg cartons, chocolate boxes, small cups and shot glasses alphabet, number and shape cookie cutters wooden letters and numbers fabric, netting and ribbons match sticks and lolly sticks As soon as you introduce open ended play items to add to the mix, play dough becomes the perfect medium for numerous types of imaginative play and can represent so many things in a child’s eyes. It can be chocolates and sweets in a sweet shop, cakes and bread in a bakery, grass and mud in a garden centre, sand or ice cream in a beach scene, soil, pebbles, ice or snow at the zoo/ jungle/ farm/ ocean and so on! The list is as endless as a child’s imagination! scents and colours Calming and soothing: As any adult who has played with dough can tell you, the effects of all that squeezing and pummelling are great for stress relief and can feel extremely therapeutic! Little children can struggle to express their emotions and using dough while talking and singing can really help that process. How about adding some essential oils to create the ultimate aromatherapy experience for little ones too! Maths and Literacy development: The actual act of making the play dough together with your child can lead to lots of questioning and prediction skills. Here we have some solid materials (flour, salt etc) to which we are going to add some liquids (oil, water.) What do you think will happen? What can we make? The child gets to explore and observe the changing state of materials in a hands-on way, and be filled with wonder as the bowl of unrelated ingredients comes together to form a sticky then smooth and squishy ball of dough! We often take these things for granted, but in the eyes and hands of a child that’s quite some transformation! Following a recipe and instructions, counting out cups, stirring and mixing and just being able to spend time on a collaborative project with an adult are all meaningful and important experiences too! What an incredible substance play dough is! Let’s all start using it as part of our daily play and learning times with the young children in our care! Enter your email address: Delivered by FeedBurner

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George Armfield Smith (better known as George Armfield) was born, and lived most of his life in London. George Armfield is probably the most prolific dog painter of the nineteenth century. He painted dogs almost exclusively and produced innumerable charming scenes of terriers surrounding rabbit holes, spaniels putting up mallard, ratting terriers, and groups of sporting dogs in interiors. A small beribboned spaniel curled up on top of a large barrel is often featured. A few early subjects also include "The Dying Stag," "The Wolf and the Lamb," and several fox paintings with dead pheasants or badgers. George Armfield was born in Wales in the early years of the nineteenth century, although the precise date has not been established. He was the son of an artist, and apparently had a brother, William, who also followed in their father's footsteps, and was sent to Rome to pursue his art education. Armfield was apprenticed to a fishing tackle maker, but left before the end of his apprenticeship to devote himself to art. He quickly became a successful painter, and from the age of 16 his works were much in demand. He kept a horse from this time, and married when he was 17 or 18. He had no children from this first marriage, but his second wife bore him a daughter, and when he married for the third time, a further 12 children were born. Initially, George Armfield signed and exhibited his work as G A Smith, changing this when he exhibited the first of his paintings at the British Institution in 1839. Armfield entered two pictures entitled "Study of a Dog's Head" and "Terrier Chasing a Rabbit." The following year his work began to appear regularly in issues of Sporting Magazine. In 1840 Armfield began to exhibit at the Royal Academy. His work was also shown at Suffolk Street. He continued to exhibit regularly over the next twenty years. Although the majority of his pictures are portraits of dogs, Armfield also painted horses, foxes, otters, deer and rabbits. He was renowned for his love of animals. He kept a small menagerie at his house, and was said to paint his subjects from life, thus accounting for the accuracy and special charm of his subjects. He was a keen sportsman and regularly went shooting, racing and hunting. In addition, Armfield was known to patronize the less reputable dens of dogfights and cockfights. It is recorded that he once spent three months at the Earl of Fitzwilliam’s stables painting the horses and hounds in the kennels. Armfield earned substantial amounts of money for his painting, but spent it easily, gambling and giving it away to those in need. He was a hard worker, and produced a large number of canvases. Sadly, he began to go blind later in life and was unsuccessfully operated on for this ailment. Acutely depressed by his loss of sight, Armfield attempted suicide. When he recovered, he continued to paint, often aided by a powerful eyeglass, working up close on small canvases. He was reduced to such poverty that the Royal Academy awarded him a pension of £20 per annum. He died in 1893 before drawing the first installment.

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Course Code: 4cl Examine the difference between literacy and literature, learn how literacy is connected to adolescent development, and discover how to accommodate a diverse group of learners in a classroom. Then explore the history and goals of the Common Core State Standards (CCSS). Understand the three aspects of text complexity as described in the CCSS. You will see how to use text complexity analysis in your specific content area. Then, examine the reading anchor standards and see how they're articulated for different grade levels. Explore the writing standards and see how the CCSS articulates them for different grade levels. You will learn some practical writing strategies that are ideally suited for the content area classroom. Then, explore CCSS for speaking and listening. You will take a close look at some speaking and listening activities that are ideally suited for the content area classroom. Discover how argumentation is related to literacy and learn ways to reinforce and encourage the value of debate in your content area classroom. Then, examine the CCSS goals for language development, and you'll learn how to help students achieve these goals in your own classroom. Discover how content learning, classroom technology, and literacy development complement each other and can occur simultaneously. Then, learn how to repurpose existing lesson activities as learning center activities, and discover how this helps integrate literacy development and content learning. Learn how content literacy affects formative assessments and summative assessments. Finally, make a plan to use the best of what's new, keep the best of what you've already got, and enjoy being a great 21st century teacher. You will examine tools you can use to integrate the CCSS with your existing lesson plans and your school's curriculum. Dr. Katie McKnight is an author, educator, and consultant. She received her B.A. from George Washington University, her M.Ed. from Northeastern Illinois University, and her Ph.D. from the University of Illinois at Chicago. Today, she serves as a professor at National Louis University and an onsite professional development consultant for the National Council of Teachers of English (NCTE). Dr. McKnight regularly publishes in professional journals and is the author of many books including The Elementary Teacher's Big Book of Graphic Organizers, and The Teacher's Big Book of Graphic Organizers, Grades 5-12 (recipient of the 2013 Teachers' Choice Award). There are no prerequisites to take this course. The instructional materials required for this course are included in enrollment and will be available online. A new session of each course opens each month, allowing you to enroll whenever your busy schedule permits. Once a course session starts, two lessons will be released each week for the six-week duration of your course. You will have access to all previously released lessons until the course ends. The interactive discussion area for each lesson automatically closes two weeks after each lesson is released, so you’re encouraged to complete each lesson within two weeks of its release. The final exam will be released on the same day as the last lesson. Once the final exam has been released, you will have two weeks plus 10 days (24 days total) to complete the final and finish any remaining lessons in your course. No further extensions can be provided beyond these 10 days.

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Have you ever found that the simple things in life can turn out to be the most fun, memorable and meaningful? At Khan Academy Kids, we’re delighted that our partnership with Super Simple Songs will help spark many magical moments in early childhood as families discover the colorful characters and festive videos inside our new mobile app for kids. Download it for FREE on the iTunes, Google Play (beta) and Amazon (beta) app stores. We’ve taken care to build interactive learning experiences using Super Simple’s comprehensive catalog of children’s educational videos. Open Khan Academy Kids to see how our curriculum covering reading, literacy, language, math and logic is woven into this bright collection of musical children’s content. Getting started is as simple as downloading Khan Academy Kids to start your personal learning journey. Are you ready to sing, dance and learn with your kids? Let’s take a look! Learn to count, add and subtract with 5 Little Ducks Kids will love tapping the cute little baby ducks from Super Simple Songs. Kodi the bear, our Khan Academy Kids guide character, asks children to count the baby ducks so kids can experience hands on learning by tapping each baby duck. As children see and hear their counting progress, learning concepts grow alongside Kodi’s helpful hints and positive reinforcement. Learn reading foundational skills and rhyming with 5 Speckled Frogs When five frogs sitting on a log jump into a cool pool, our learning path overflows with rhyming activities! Practice reading foundational skills as Kodi invites children to place a frog on a log and match the rhyming words cool and pool. It’s time to get our bodies moving. Let’s go to the Zoo and stomp like an elephant! Have you ever stomped like an elephant, slithered like a snake, or waddled like a penguin? Join Kodi as she encourages kids to put down their device and get moving like all of the fun animals in the zoo. Practice sharing and identifying your child’s emotions with the Hello Song Build social-emotional development by learning how to greet others and ask how they are feeling with the Hello Song. As the song plays, Kodi helps children identify their feelings, inviting them to tap on the image that matches how they feel and tell a story with the characters. Sing along to Baby Shark Tap the purple book in the top left corner of the Home screen to access the Khan Academy Kids Library. From the Videos tab inside the Library, browse the featured videos from Super Simple Songs including Apples and Bananas, Baby Shark, If You’re Happy and You Know It, Muffin Man and Old MacDonald. Do you have a favorite? We sure do! Looking for more? Press play on the Home screen of Khan Academy Kids to find enriching and innovative educational content that you and your child can co-play together. Let the joyful learning begin! We can’t wait to hear what you think. Reach out at email@example.com with any questions, or share your experiences online using #khankids. Enjoy!

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This series of posts explores connections between music and other Gardner-listed multiple intelligences. This post follows on from a description of Music and Emotional Intelligence, and Music and Intra-Personal Intelligence. What good is math and spelling if the children cannot get along with each other? – Chicago Sun-Times, 2007 In 2007 people in the city of Chicago were becoming increasingly alarmed at the violence and killings among young adults. Why could they not live in harmony? In a series of articles in the Chicago Sun-Times the call was made for more emphasis on teaching people skills. Chicagoans were recognising that their schools’ narrow intellectual educational focus was not working. Interpersonal intelligence or being ‘people smart’ relates to social awareness and relationships. Skills in these areas improve academic learning and have been verified to be more important than IQ in determining professional and life success. In fact, Daniel Goleman asserts that as much as 80 percent of adult success comes from EQ. Group learning, discussed in detail in chapter five of ‘Learning Strategies for musical Success’, is a natural and successful way to develop these skills and deserves a more prominent role in education. Team sport is a useful medium for teaching these skills but inherently creates division through competition. In music ensemble everyone is on the same team. There is a clear sense of purpose and the involvement is not only physical but in comparison with sport more substantially intellectual, emotional, and spiritual (when the musical genre is sacred). If the goal is to maximise the holistic benefits from group activity, music education leads the way. Participating in ensemble builds relationships that involve trust and respect. Students and teachers must collaborate and negotiate. The group makes decisions regarding artistic goals, and individuals forfeit personal freedoms for the common good. Open communication, social engagement, cooperation, negotiation, and formal and informal tutoring are all part of a well-run ensemble program. Through group musical experiences, students learn to identify the shared emotion of the music, which creates a special empathy among participants. An excerpt from ‘Learning Strategies for Musical Success’ by Michael Griffin. Reviews below. “Super book. I am so impressed!” – Donna Michaels, USA “Fantastic book, simply brilliant! – Ian Cooper, Norfolk, UK “Don’t miss this opportunity!” – Mary George, USA “Rarely do I come away feeling so inspired. Incredibly beneficial.” – Music Matters Blog “A must buy for every music teacher and music student” – William Bruce, Teacher of Strings, UK. “Deeply impressive, the breadth of research is fascinating!” – Robert Chamberlain, Team of Pianists and Monash University Piano Staff, Victoria Australia. “I have read your book and it has made an amazing difference in my teaching and in my studio.” Beth Cruickshank, Past President – Ontario Registered Music Teachers Association. Also by Michael Griffin Music and Keyboard in the Classroom: Fundamentals of Notation is a unit of work for general music middle school classes. Designed around the mastering of practical skills, it integrates theory, aural and history, and allows students to progress at their own rate. View Table of Contents. “This has been a great buy; the books are just superb! Interesting topics with a wide range of pieces. Great content with clear progression of learning. Fascinating teaching philosophy! BRAVO!” -The Grieg Academy, London. Available at Amazon.com Music and Keyboard in the Classroom: Let’s Get Creative! is the fun and creative extension to ‘Fundamentals of Notation’. View Table of Contents. “We have been using your keyboard course and the results have been amazing!” – St George College, Australia Available at Amazon.com Second edition. Bumblebee! is more than just a collection of 123 choir exercises and rounds. The author shares timeless wisdom to help you get your choir – primary or secondary – into shape. View Table of Contents. “Will prove useful for almost everyone”- Rhinegold Music Teacher Magazine. “This is a great resource to add to one’s library of rehearsal tricks.”- Anacrusis, ACCC, Canada Modern Harmony Method: Fundamentals of Jazz and Popular Harmony (Third Edition, 2013) is a clear and well organised text suitable for students of arranging and composition, and for classically trained musicians wishing to grasp the beautiful logic of jazz harmony. Essential understandings include chord selection, voicing, symbols, circle of 4th progressions, extensions, suspensions and alterations. Included in the 107 pages are explanations, examples, exercises and solutions. The course can be started with students in year 9 and worked through to year 12 musicianship, composing and arranging. Available at Amazon.com

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Do you ever wonder what advantages are achieved through learning music? Read on to discover the many benefits of music education. Learning music is hard work, but also very rewarding, which can lead to a genuine increase in self-esteem. This can happen when a student masters the many steps along the way to becoming proficient, as well as when they have a successful recital or concert. One of the many benefits of music education is that it is a great workout for increasing memory as the student learns to recognize the different notes. Music can be a creative outlet for self expression. This may take the form of learning music that mimics experienced emotions. Or it may be expressed in creating music and lyrics, which can then be presented to family and friends. Bringing People Together Music can be a great catalyst for uniting people in a common experience, where friends can be made, and a sense of belonging can be available. Increased Academic Performance When talking about the benefits of music education it is often well believed that learning music can boost academic achievement. Although the exact mechanics of this is often not understood, the belief is that learning music stimulates parts of the brain that then have a carry-over impact on all academic areas. It also provides structure and focus which may benefit other areas of learning. Learning to work well with others is one of those things that when present is often overlooked, but when absent is often painfully obvious. Performing music requires the skills associated with teamwork that are valuable throughout life. In order to play an instrument successfully students need to be tuned in to what those around them are doing so that the various instruments form a cohesive unit. Structure, Organization, and Discipline When talking about the benefits of music education it is important to acknowledge the value that can be found in the structure, organization, and discipline that it offers. Structure and organization are important skills to be learned. They can carry a child forward in many areas of life, not just music education. When talking about discipline here we are discussing the discipline it takes for the child to set aside time each week to practice. Learning to discipline themselves can eliminate procrastination, and like structure and organization, can be valuable in all areas of life.

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As good teachers are apt to do, whenever you sit down to plan lessons or activities for your students, you keep in mind where they are in their learning. Where do their abilities typically lie? What are students of this age group interested in learning about? What would build their learning and experiences from last year through to next year? What would challenge and motivate them? How can I excite them and foster their curiosity? All of these questions also come up when we write curriculum. What I especially appreciated when we were examining standards this time was how developmentally appropriate the National Visual Arts Standards are. The writing team must have taken time to thoughtfully consider not only how to scaffold skills in each artistic process, but also where students of each grade are typically at in their physical, social-emotional, language and cognitive abilities and development. When we first started writing curriculum using these new standards, we received a little push back about how we were challenging our kids. We often heard we weren't being "developmentally appropriate" in the tasks that we were asking students to participate. Although this feedback was in reality from a few outliers, when you are trying something new, you can be more susceptible to criticism. "Are we doing the right things for our kids?" "What exactly does it mean to be developmentally appropriate anyway?" "What does that look like for my students?" Keeping these needs in mind, we can better develop a course that fits the child as opposed to making the child fit the course. The arts truly are integral to allowing students to stretch and grow, if we let them. How do you feel about your curriculum and the way it fits your students? Are you able to meet their specific individual needs while also encouraging and fostering their skill development and growth? I'd love to hear more about the needs of your students and how you structure a curriculum to meet them in the comments below... I'm Michelle. I am very excited to try my hand at blogging and sharing my thoughts and reflections in the field of art education. Original NAEA Blog Posts NAEA Blog Posts I started blogging at the invitation of the National Art Education Association for their Monthly Mentor column. See those original blog posts here.

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Social Studies Homepage Maryland Social Studies State Standards American Government High School Assessment ResourcesMaryland College and Career Readiness Standards for Reading and Writing in History/Social StudiesUnited States History High School Standards8th Grade United States History and Middle School Assessment InformationSocial Studies Survey ResultsSocial Studies Teacher CertificationTask Force Report on Social Studies Education in Maryland, 2010 Literacy development is essential for students to access and understand disciplinary content and must be a shared responsibility across all daily instruction when and where appropriate. Reading in History/Social Studies Standards Grades 6-8 Writing in History/Social Studies Standards Grades 6-8 Reading in History/Social Studies Standards Grades 9-12 Writing in History/Social Studies Standards Grades 9-12 Lessons have been aligned with the College and Career-Ready Standards. Graphic courtesy of Harford County Public Schools 200 West Baltimore Street, Baltimore, MD 21201-2595 410-767-0100 • 1-888-246-0016 © 2018 Maryland State Department of Education

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Science for Kids Outreach Programs: College Students Teaching Science to Elementary Students and Their ParentsKoehler, Birgit G., Park, Lee Y., Kaplan, Lawrence J. Kitchen Science For Kids A Family-Based Program of Individual Investigation by ChildrenMichael E. Browne, Josephine A. Browne [ACM Press Proceeding of the 2004 conference - Maryland (2004.06.01-2004.06.03)] Proceeding of the 2004 conference on Interaction design and children building a community - IDC '04 - Explorations in theoretical computer science for kids (using paper toys)Valente, Andrea The Ben Franklin Book of Easy and Incredible Experiments: A Franklin Institute Science Museum Bookby Cheryl Kirk NollReview by: The Staff of Chris' Corner Books for Kids &, Teens [IEEE 2011 International Conference on System Science and Engineering (ICSSE) - Macau, Macau, China (2011.06.8-2011.06.10)] Proceedings 2011 International Conference on System Science and Engineering - Development of simulator for kid-sized humanoid soccer in RoboCupKuo, Ping-Huan, Li, Tzuu-Hseng S. [IEEE IEEE International Conference on Advanced Learning Technologies, 2004. Proceedings. - Joensuu, Finland (30 Aug. - 1 Sept. 2004)] IEEE International Conference on Advanced Learning Technologies, 2004. Proceedings. - Exploring theoretical computer science using paper toys (for kids)Valente, A. It Can Be More than Just Fun and Games: Health and Science Apps for KidsGlassman, Nancy R., Glassman, Annabelle G. Putting Kids First, College of Medicine/Department of Pediatrics, University of Arkansas for Medical Sciences, 800 Marshall Street, Slot 900, Little Rock, AR 72202, 1-800-374-3620. price $60.00Mara Newman, Rose L. Martin Raising kids in the 21st century: the science of psychological health for childrenChantler, Jude Moving Beyond “Those Kids”: Addressing Teacher Beliefs Regarding the Role of Culture Within Effective Science Pedagogy for Diverse LearnersJohnson, Carla C., J. Bolshakova, Virginia L. [Lecture Notes in Computer Science] Information Processing in Medical Imaging Volume 511 || KIDS : A distributed expert system for biomedical image interpretationColchester, Alan C. F., Hawkes, David J. [Communications in Computer and Information Science] HCI International 2015 - Posters’ Extended Abstracts Volume 528 || Smart Playground: A Tangible Interactive Platform with Regular Toys for Young KidsStephanidis, Constantine [Lecture Notes in Computer Science] Knowledge Acquisition, Modeling and Management Volume 1319 || KIDS for KADSPlaza, Enric, Benjamins, Richard ATLANTIC CITY ADOPTED AS MEETING PLACE OF THE AMERICAN ASSOCIATION FOR THE ADVANCEMENT OF SCIENCE FOR DECEMBER, 1936Ward, H. B. Science for Its Own Sake: Presidential Address to the British Association for the Advancement of ScienceAppleton, E. The Support of Research in the Bio-Sciences for the Fiscal Years 1952 and 1953Deignan, S. L., Miller, E. Experimenters in the Schoolroom: Research scientists and imaginative teachers join to construct a new program in science for primary schoolsMorrison, P. Science for the Citizen: An Educational Problem: Academic scientists have a responsibility for educating the nonscientist in the nature of scienceMathewson, J. H. East Africa: Science for Development: The impact of science in a developing region reveals long-term personnel and research requirementsOdhiambo, T. R.

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We all know how hard it is to manage our time wisely, let alone our children who find it even more challenging to plan their workload for the day. They have homework every day, and with their long list of distractions, it gets challenging to complete school work within 24 hours. Here are a few ways to help your child manage their time wisely for maximum output. Create a To-do List Creating a to-do list every day reduces stress and increases productivity. Encourage your child to take a few minutes each morning or in the evenings to plan for the next day. Break large tasks into sub-parts that are less intimidating. Avoid multitasking as this distracts from the task at hand. It is best to complete one task at a time and cross them off the list as the day progresses. Seeing the finished list can be very encouraging. Set Precise Goals Your child should understand the difference between long-term and short-term goals. An example of long-term goals is to do well in the final Mathematics examinations. A short-term goal would be to master the topic of fractions. Setting goals allows your child to plan the steps needed to reach them. The most urgent and important tasks should be higher on your child’s to-do list. Attempt these tasks first as it is sometimes difficult to complete everything on the to-do list within the day. For students, it is good to prioritise weak topics, especially at the foundation level. Our online platform, Geniebook, allows your child to focus specifically on these weaker areas. Find a place where your child can entirely focus on work. Put away all electronic devices that are unrelated to studying like mobile phones and laptops so that they can concentrate better. Put on some background music if your child works better with it playing. Group Related Topics Different subjects require different approaches to thinking. For example, Mathematics involves numeracy skills as opposed to English. Avoid switching between many different topics as your mind needs to adjust to the type of thinking required. One tip is to revise one challenging topic a day and not mix them up. Students receive many sheets of homework and study materials every day. Having a systematic filing system will save precious minutes, or even hours, spent looking for something in a cluttered mess. Organising with your child only takes less than an hour and will save many accumulated minutes spent searching for materials when they can be revising. Create a Schedule Having a schedule creates a time limit for each task. It establishes a completion goal and encourages your child to focus. Taking note of the time taken for each task makes us realise that we sometimes spend too long on something that could be done in a much shorter time. It also keeps track on time wasted on leisure activities like playing games or watching television. While it is essential to have breaks, do not overdo them. While creating the schedule, also consider energy levels throughout the day. A task that requires higher cognitive power should be planned at the time when the child is most energised. For example, if your child’s toughest subject is Science, get him to start revising science in the morning when his energy is at his peak. Studying is not a sprint. Allow your child to have some time to breathe by having breaks between study sessions. Your child will be more motivated and productive after short breaks. One standard method is the Pomodoro technique. This technique splits study sessions into 25-minute periods with a 5-minute break after each one. There is a longer break after every four periods. There are many apps for the Pomodoro technique. Try this and see if it works for your child. Almost everyone will agree that this is a tough one, and extremely necessary to overcome. Look at the reasons behind your child’s procrastination and find ways to handle them. A few examples are being afraid of producing “bad” work, not feeling like studying, or just having a bad habit. However, remind your child that it is so much less stressful to get started on a task than just think about doing it. Students can also spend a few hours on the weekend to reduce the amount of work to be completed during school days. However, do remember to have plenty of time to rest and recharge! Have a healthy lifestyle A person’s level of productivity is linked to their lifestyle, as shown by many studies. Ensure that your child eats healthily and have enough sleep and exercise. It keeps energy levels up and in turn have better focus. The optimal hours of sleep are 7 to 8 hours. Compromising rest for extra hours of revision will do more harm than good in the long run. Time management is pivotal to academic success. Your child can increase productivity by just removing distractions, planning a precise schedule and being disciplined.

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Music is an art form that reaches beyond the confines of words and actions. It touches us spiritually, cognitively, and emotionally. Music resonates within us; it can simultaneously reflect and change us. And as an art form, it is vital that we learn to appreciate it and foster appreciation for it in children because it advances language development, creativity, and a better understanding of history and culture. In an academic setting, music is an integral part to an excellent and balanced education. Many music education supporters have correctly fought long and hard to maintain music programs within the public school system. They have had to answer tough questions like, “How does music benefit our students academically?” and have had to face the challenges of the extensive testing of Common Core, tight schedules, and limited resources. As a school subject, music has been repeatedly proven to improve academic test scores, lead to intellectual success, close the academic gap, and encourage the development of important life skills such as discipline, teamwork, and communication. The studies that have strengthened the cause for music education are phenomenal, but they often miss the importance of music appreciation. Teacher candidates in colleges and universities study the purpose of education in the United States; they learn that children are being prepared for future jobs, citizenship, and to be well-balanced individuals that appreciate deeper meaning and forms of beauty. All three purposes are equally significant, but sadly, the importance of the third one is often overlooked. When we take the time to go to an art museum, a concert, or any other artistic endeavor, we rarely ask ourselves how academic standards are being met or if we are actually learning anything worthwhile. We may analyze the skill and quality of the art or performance, but we always move past scrutiny to how the art resonates with us. This is a natural instinct, one that is developed either consciously or unconsciously—often a combination of the two. In appreciating music, we possess the knowledge and understanding of the universal and timeless qualities that classify all magnificent art. Babies are a great example of this; they freely enjoy music as far as their understanding permits them to. My son is less than a year old, but when I turn on music or sing for him, he immediately reacts to it. He appreciates music. I began teaching the preschool music class less than ten weeks ago, and I have seen a lot of academic progress in my students. They are becoming more adept at identifying colors, letters, learning lyrics, and demonstrating life skills like sharing, taking turns, and helping with clean-up at the end of class. More notably, though, they demonstrate an appreciation for the music that they are learning. They happily sing along to familiar songs in class and at home, they sing and dance for their families. It is imperative to foster music appreciation and encourage the natural instinct to love music in children. It cultivates a deeper understanding of what it means to be human. If you have children, or work with children in any capacity, take the time to expose them to all genres of music. Explore music with them through music classes, private lessons, various instruments, singing, and games at home.

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Crossing midline is an important developmental skill that is typically mastered when a child is 3 or 4 years old. Crossing midline is the ability to reach across the middle of the body to the other side. It creates connections in the brain by requiring the left and right sides of the brain to “talk” to each other in order to coordinate movement and learning. Children who have difficulty crossing midline can have difficulty with handwriting, reading, and gross and fine motor skills. (more…) Good gross motor control provides the core stability and strength necessary for hand and finger muscles to do their work. Gross motor skills involve the postural control and movement of large muscle groups in the neck, shoulders, trunk, and legs; these skills allow us to perform tasks like sitting upright, standing, walking, running, and playing. Gross motor skill development typically precedes the development of fine motor skills. To write proficiently, students must have the postural control and core stability to sit upright, along with the shoulder strength and endurance to stabilize the hand and fingers. The following gross motor activities can help improve strength and postural stability: (more…) The muscles used in handwriting begin to develop and strengthen in infancy, and by the age of five most children have developed enough muscle strength and control to begin writing. The small finger muscles are the ones most central to the writing process, but the larger muscles of the hand, shoulder, arm, and wrist also need to be strong and efficient in order to provide the necessary stability that allows the smaller muscles to do their job. Fine motor skills such as thumb opposition and in- hand manipulation rely on muscle strength and control. For children who need help improving the muscle strength that leads to fine motor skill success, here are some ideas: (more…) Hand preference can begin as early as 18 months but usually develops around the ages of 3 or 4. Some children do not develop dominance until as late as 6 or 7. Determining hand dominance, and encouraging the use of the dominant hand, helps children to develop speed and accuracy with fine motor activities, especially handwriting. Children who chew on their pencils, clothing, toys, etc. are usually seeking oral sensorimotor input to organize, calm, and focus their nervous system. Strategies to support your child’s oral sensory seeking behaviors:

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Orphaned Jane is sent to work as a governess for brooding Mr. Rochester's daughter, Adele. Love begins to grow between Jane and her moody employer, but his mysterious first wife threatens to ruin their chance at happiness. About the Author Charlotte Bronte lived from 1816 to 1855. In 1824 she was sent away to school with her four sisters and they were treated so badly that their father brought them home to Haworth in Yorkshire. The elder two sisters died within a few days and Charlotte and her sisters Emily and Anne were brought up in the isolated village. They were often lonely and loved to walk on the moors. They were all great readers and soon began to write small pieces of verse and stories. Once Charlotte’s informal education was over she began to work as a governess and teacher in Yorkshire and Belgium so that she could add to the low family income and help to pay for her brother Branwell’s art education. Charlotte was a rather nervous young woman and didn’t like to be away from home for too long. The sisters began to write more seriously and published poetry in 1846 under male pen names – there was a lot of prejudice against women writers. The book was not a success and the sisters all moved on to write novels. Charlotte’s best-known book, Jane Eyre, appeared in 1847 and was soon seen as a work of genius. Charlotte really knew how to make characters and situations come alive. Charlotte’s life was full of tragedy, never more so than when her brother Branwell and sisters Emily and Anne died within a few months in 1848/49. She married her father’s curate in 1854 but died in 1855, before her fortieth birthday. "At the end we are steeped through and through with the genius, the vehemence, the indignation of Charlotte Brontë."

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UNM to Exhibit Holocaust Artwork The University of New Mexico Art Museum will present works of art made during the Holocaust in an exhibition titled, Through a Narrow Window: Friedl Dicker-Brandeis and Her Terezín Students, beginning Friday, Jan. 28. The exhibition, guest curated by Art Education Program Associate Professor Linney Wix, is a collaborative project between UNM's College of Education and the Art Museum. An opening reception will be held on Friday, Jan. 28 from 5 to 7 p.m. at the UNM Art Museum. The exhibition, which runs through Sunday, March 13, will present 20 works by Bauhaus artist Friedl Dicker-Brandeis (1898-1944) and 29 works made by the children and adolescents who studied with her during their mutual imprisonment in the Terezín concentration camp between 1942 and 1944 in what was formerly known as Czechoslovakia. Works by Dicker-Brandeis span her student years at the Bauhaus, her mature years and the 21 months she was interned in Terezín. The 49 works on view at UNM are gathered from art collections in Prague, Vienna and Los Angeles. "The exhibition honors not just Friedl Dicker-Brandeis but the works that were created, and that survived, because of her, and serves as a reminder that…art can flourish in even the darkest times," said Wix. "The UNM exhibit will provide a unique opportunity for New Mexicans to experience these compelling works as they consider what it means to share trauma through viewing art and understanding a particular art and education perspective as developed at the early Bauhaus and adapted for teaching children by Friedl Dicker-Brandeis." Born in Vienna in 1898, Friedl Dicker-Brandeis was an acclaimed Bauhaus-educated artist and teacher. Her creative output spanned the painting of landscapes, still lifes and portraits to designing textiles, furniture, interiors, costumes and theatrical sets. Late in the fall of 1942, Friedl Dicker-Brandeis received notice that she was to be deported to the Terezín concentration camp. In preparation, she packed art supplies. She also visited the shopkeeper in her small town of Hronov, Czechoslovakia, saying, "Hitler has invited me to a rendezvous. Do you have something warm?" The shopkeeper gave her a wool coat and told her she needn't pay for it. She brought him a painting, 'The View of Franzenbad from the Window,' saying, "I painted this in an hour. It takes much longer to make a coat" (Makarova, 2001, p. 28). Friedl was only 44 years old when she traded her painting for a coat. She had behind her years of artistic study and practice; ahead, she would have an opportunity to share her life experiences in art with children traumatized by war and incarceration. That art, as facilitated by Friedl Dicker-Brandeis, served as a strategy for hope and survival for Terezin's child artists and will be highlighted in the exhibition. Friedl's approach to teaching art directly reflected her studies at the Bauhaus during its foundational years. A series of family workshops, lectures and public performances including the nationally acclaimed, "And Then They Came for Me: Remembering the World of Anne Frank" and "Brundibar!," a children's opera first performed at the Terezín camp, will take place during the weeks of the exhibition. For a complete schedule visit: Through a Narrow Window Events A publication of the same title (UNM Press; 128 pp., 61 color plates), including a foreword by Vera John-Steiner, a preface by E. Luanne McKinnon, and essays by Edith Kramer, Linney Wix, and Kristina Yu as well as a translation of Friedl Dicker-Brandeis's 1943 essay "On Children's Art" by Lerke Foster, is also available. The exhibition will be at the UNM Art Museum located in the Center for the Arts. The museum is open Tuesday – Friday from 10 a.m. to 4 p.m. and from 1 to 4 p.m. on Saturday and Sunday. Admission is free but a $5 donation is suggested. For more information visit: Through a Narrow Window: Friedl Dicker-Brandeis and Her Terezin Students, UNM Art Museum or call (505) 277.4001 for current programming information. Media contact: Steve Carr (505) 277-1821; e-mail: firstname.lastname@example.org

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https://news.unm.edu/news/unm-to-exhibit-holocaust-artwork

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Factors relating to fathers' direct and indirect involvement in early childhood literacy in Thika municipality, Kenya Maina, Wanjiru Anne MetadataShow full item record The extent of mothers and other female caregivers' involvement in emerging literacy has been investigated over the years in both developed and developing countries. In developed countries research on fathers' contribution to the child's early literacy development suggests that fathers have an important impact on child learning and academic success. In developing countries this has not been adequately investigated and documented, and research in Kenya has documented the traditional view of fathers as not being directly involved with infants and young children. The study intended to find out the extent of fathers' direct and indirect involvement in early child literacy development and identify factors that might be related to fathers' extent of involvement, including type of work, family income, and fathers' level of education, gender bias and fathers' role definition. The two guiding theories were: Holdaway's Theory of Literacy Development and the Social Development Theory by Vygotsky, The study used a descriptive research design. The site of this study was Thika Municipality within Central Province. The target population was fathers with 4-5 years old children in pre-schools. Seven schools were selected through simple random sampling. Stratified random sampling was used to select the sample of fathers. Fathers were clustered according to their nature of work. Simple random sampling was used to select the study sample from the cluster groups. Data was collected using questionnaires and Focus Group Discussions and analysed using descriptive and inferential statistics. The Statistical Package for Social Sciences (SPSS) was used for analysis. A t-Test for Related Samples was used to compare means and Pearson Chi-square used to test the relationship between the two variables. Findings from the study indicated that fathers' level of education had significant relationship on direct and indirect involvement while income was significantly related to direct involvement only. The other three factors had no significant relationship with fathers' direct or indirect involvement in their children's early literacy. Recommendations included awareness creation workshops for fathers on their important role in early literacy and further research to look into other factors that might be influencing fathers' direct and indirect involvement in literacy in the same area and another research in another metropolitan area using the same factors for comparison of results and further conclusions.

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As I write this article, our ELC children are underway in preparation for our annual ELC Concert. This showcase will present a mix of favourite songs that each ELC group has rehearsed independently and collectively. On reflection, this experience has inspired me to write about the benefits of music, not just in early childhood, but for a child’s entire educational journey. What Children Learn from Music Past research has suggested that exposure to music from early childhood onwards helps children to speak more clearly, develop a larger vocabulary, and strengthen social and emotional skills. Renowned psychologist, Howard Gardner, argues that music intelligence is as important as logical and emotional intelligence. This is because music has the ability to strengthen the connection between the body and brain to work together as a team. Music is a natural and important part of young children’s growth and development. Early interaction with music positively affects the quality of all children’s lives. Successful experiences in music help all children bond emotionally and intellectually with others through creative expression in song, rhythmic movement, and listening experiences. ‘Music gives a soul to the universe, wings to the mind, flight to the imagination and life to everything.’ – Plato Music in our Education Program Music education for young children involves a developmentally appropriate program of singing, moving, listening, creating, playing instruments, and responding to visual and verbal representations of sound. Ideally, time is made available during our day here at the ELC for activities in which music is the primary focus of attention for its own value. It may also serve as a means for educators to facilitate the accomplishment of non-musical goals. Musical experiences are planned for various types of learning opportunities and integration with other areas of the curriculum in one-on-one and large-group music focus. Children bring their own unique interest and abilities to the music learning environment. Each child will take away that bit of knowledge and skill that he or she is uniquely capable of understanding and developing. In the ELC, the children are provided with a rich environment that offers many possible routes for them to explore as they grow in awareness and curiosity about music. Lyn Pewtress, Kilvington ELC Coordinator

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https://kilvington.vic.edu.au/2017/09/how-music-impacts-on-a-childs-educational-journey/

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Music affects everyone in diverse ways, but many will confirm that music ultimately changes lives. Being exposed to music brings about countless benefits, and many experts believe that music is a crucial part of education, creativity and expression. In 1985, the National Association for Music Education dedicated a monthlong celebration of music in schools to raise awareness of musical education for all students. Music in Our Schools Month (MIOSM) is celebrated each March and is an opportunity for music teachers to highlight the programs in their academic community that bring the benefit of music to students at any level. At MSU, music is a part of our daily lives — whether we notice it or not. We walk to class to the tune of the bells in Beaumont tower, we sing “Victory for MSU” and the “Alma Mater” at every sporting event, and we’ve all seen at least one amazing musical at the Wharton Center. While those things may seem obvious, there are many other ways to experience and participate in music at MSU and during MIOSM, even if you aren’t a music major. The College of Music schedules performances that students are welcome to enjoy. From piano performances and symphony bands to jazz orchestras and wind symphonies, there are more days in the month of March that feature musical events than days that do not. These festivities are completely unique to MSU’s college experience and are free to students with a valid ID. Generous sponsors and lovers of music donate time and funds to make these performances happen, including MSU’s public radio station, WKAR. WKAR is a public radio station in East Lansing that is owned by the university and has been providing students and faculty with classical music channels since 1948. Along with stations that play classical music, WKAR also provides some of National Public Radio’s popular programs. Fans of folk, jazz and classical music can tune in at any time of the day to catch playlists within their favorite genres. Student radio is an underrated but crucial aspect of ensuring that music is an integrated part of education, by making it accessible to anyone on campus. Speaking of student radio, MSU’s Impact 89FM has students covered on all things alternative music. Impact is one of the nation’s largest college radio programs with over 300 students who work and volunteer for the station; this collaborative effort is recognized across campus as students are involved with not only FM music and DJing, but also with updating the website’s written articles about music, covering all MSU’s sports teams, managing marketing and conducting professional interviews. Impact also hosts events over the course of the semester that aim to get students involved with music in any context. One of the most well-known events that Impact sponsors on campus is Open Mic Night with the University Activities Board. Open Mic Night takes place every other Tuesday night and is a favorite of Spartan students. March 13 and March 27 are the next Open Mic Nights, so grab your friends and head to the MSU Union for a night full of music. Students are encouraged to embrace their musical, comedic and creative sides by signing up to sing a couple of songs. There are even regulars who perform; The Three Dollar Bill Crew, a huge crowd pleaser, leave the crowd laughing every time. You don’t need to be the next Beyoncé or Justin Timberlake to perform — you just need to have fun! Music is an important part of MSU’s social and cultural identity, found in any corner of the university. There are countless opportunities for students to get involved with music whether it’s through working at one of the radio stations, performing at open mic night or attending events scheduled by the College of Music. Since March is Music in Our Schools Month, take advantage of all the music our school has to offer and make the most of this university.

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The Moon Room Ages 2 & 3 Children 2 to 3 years old enjoy many challenging activities designed to help them develop social skills, language and a feeling of self-confidence in the loving, nurturing atmosphere of the Moon Room. Moon Room children learn to share and take turns. “Hands-on” materials encourage the development of small and large motor skills and age appropriate readiness skills. There are lots of opportunities for creative expression such as art, music, singing, dramatics and more! Our teachers partner with parents, providing support and helpful tips for Moon Room children who are not yet toilet trained. The Moon Room is where it all begins at age 2! Starting school early helped with speech development, communication, and fine motor skills. My little one is tough and strong willed and I worried that I was putting him in school too young. Just the opposite, the Moon Room helped him tremendously with structure and patience, all in a LOVING way. Because that's what I believe they need and what Sundance gives kids above any other school. Our Lower School play-based curriculum is uniquely designed to provide students with a multi-sensory, inquiry based learning experience which draws from an eclectic blend of the best educational practices. Those include: - Traditional Montessori - Whole Language - Handwriting Without Tears - Lindamood-Bell Learning Processes - Reggio Emilia Inspired techniques Children have a natural love of shape, color, pattern and texture. All children enjoy the creative manipulation of materials. When children are encouraged to experiment with a wide variety of media under the guidance of an effective teacher they can benefit from increased self esteem and joy of self expression as well as a wide variety of other cognitive, physical, emotional and social skills. - Hand eye coordination and fine motor development - Perceptual and discrimination skills - Tactile and kinesthetic awareness - Creative expressions - Self esteem Our Lower School Creative Movement Program is rooted in the belief that learning through the arts not only educates students by elevates them to a deeper awareness of themselves and of the world around them. Children work together during each stage class dancing, pretending, singing, sharing, and learning the value of teamwork! Lower School Stage classes are formatted to help students explore the basic four elements of dance. Whenever a person moves, the body uses space, force, and time. The children enjoy participating in the different lessons designed to help them discover the exciting possibilities inherent in the combination of these elements. Each week the stages become an indoor playground for your child's imagination as they dramatize, pretend, and 'become' everything from shy sea creatures silently watching the sunlight glitter on the waves as they glide gracefully through water, to determined ducklings braving navigating their way out from inside their shells, eager to see the world for the first time! We dance through the seasons, paint our favorite colors on the surface of the moon, help frowning frogs find friends, and even drive our cars (with caution of course!) to some delightfully dear destinations. The Mat Room The early childhood years are a critical time for the development of physical skills. At Sundance our developmentally appropriate Mat Room program is designed to help children build a foundation of basic gross motor skills (throwing, catching, kicking, balancing, skipping, galloping, etc.). These skills are invaluable lifetime tools that children need and use to successfully participate in regular physical activity. Our main goal is to help children strengthen the sense of what they can do and to challenge them to do even more! The primary goal of early music education is to develop the ability to perform, to create, to listen to music with understanding and most of all develop a passion for music. At Sundance our students will develop the ability to sing on tune and tap out and recognize the beat or rhythm to a song. Similar to learning a language, musical ability develops during the first five years of a child’s life.

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There is national and international evidence that the first year of undergraduate studies is the crucial year for students. Students who progress beyond this first year have much greater chances of successfully graduating. As a result, Irish universities have been active over many years in addressing issues aimed at improving student retention (in particular during first year) and successful progression to graduation. Irish universities have made considerable advances in recent years in the area of reinforced foundational skills, based on their experience of assisting undergraduate students who have demonstrated insufficient preparedness for third level academic and other requirements. Examples include the widespread availability of mathematics support centres, academic English support programmes and study skills support programmes. Universities also provide IT and foreign language skills development support for students. These supports are available throughout the year, as students need them, rather than only during an induction phase at the start of the year. Please click here for examples of student support services which are available across the Irish universities. These provisions, along with many others which are designed to ease the transition of students into higher education, are available to all new students through formal induction/orientation events. They are reinforced through a system of personal tutors/student advisors /Year Heads who have specific roles, in particular for first year students, in relation to providing advice and information on general student issues, monitoring of academic progress, assisting in academic choices, and general advice regarding potential changes in a student’s educational arrangements. Ensuring that students acquire key generic skills (e.g. study skills, research skills, communication skills, quantitative reasoning, essay writing and critical thinking) is also addressed in a mainstream way through the design, delivery and assessment of all academic programmes, where broader issues of specific and generic knowledge, skills and competences are incorporated as part of the universities’ adoption of the National Framework of Qualifications, and articulated through defined learning outcomes for each programme and module.

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https://www.iua.ie/students-graduates/student-support/student-support/

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In the first year, the Core Curriculum is taught in four sequential workshops spread across the year, matching the developmental trajectory of children’s growing skills. The first two-day session is delivered in the summer prior to the start of school. Each of the remaining three workshops is a one-day session with the second workshop occurring in the fall, the third in the winter, and the fourth and final workshop taking place in the spring. Each workshop builds on the one before it, and all four are required. Teachers attending the K Year 1 Core will also receive a 1 year subscription to the PowerTools app and access to analytics on classroom and individual level trends to support instructional planning. PowerTools helps teachers’ facilitate children’s reading instruction and increases the dosage of supported reading practice in Semester II. Classrooms need 4-8 iPads to implement PowerTools; classrooms can also implement Tools K without this technology asset. Our training will integrate approaches with and without PowerTools in 2018-2019. In addition to the Year 1 Core content, our four-workshop series is supplemented throughout the year by virtual technical assistance, live webinars, and support through our innovative app based learning system, the iScaffold. Teachers have ongoing support and a range of ways to learn. What will teachers learn? - How to embed practice in self-regulated learning into all activities - Strategies to help children improve the quality of their make-believe play–critical for self-regulation development - New research-based literacy and math activities that incorporate self-regulatory components - Classroom management techniques to maximize time, facilitate productive interactions and increase and maintain student engagement - Cutting edge research and the underlying Vygotskian theory that can unify and guide their teaching practice and help teachers meet the needs of all learners Who can register? This workshop series is designed for preschool teachers, paraprofessionals and related support staff in programs and schools seeking research-based innovative approach to curriculum that impacts children’s self-regulation development at the same time it builds foundational literacy and numeracy skills. The cost is $3,750 per classroom which includes: - 5 days of in-person professional development for lead and assistant teaching team - 2 live webinars - 2 Teacher Manual Sets - 2 iScaffold 12-month subscriptions - 2 sessions of Technical Assistance support (either in person or virtual) by a Tools of the Mind trainer are provided for each district registered Additional attendees may be added at a cost of $1,875 per attendee. These additional attendees could be additional assistants in the classroom, support staff, coaches, and/or administrators. Additional TA may also be purchased. Are you registering 3 or more classrooms? If so, you can receive a free seat for your program administrator at our professional development workshops as well as a free iScaffold subscription and manual set for that administrator. Please include it on the registration form when you sign up! - August 13 & 14, 2018 - October 9, 2018 - December 17, 2018 - April 12, 2019

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https://toolsofthemind.org/event/k-tools-core-curriculum-training-inglewood-ca/2019-04-12/

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Artists of the Harlem Renaissance Visual artists of the Harlem Renaissance attempted to win control over the representation of their people from white caricature and denigration while developing a new repertoire of images. Prior to World War I, black painters and sculptors had rarely concerned themselves with African American subject matter. By the end of the 1920s, however, back artists had begun developing styles related to black aesthetic traditions or folk art. As African art became better known in Western art circles, West African cultural models gained importance for black American artists. Many of these artists produced their best work in the 1930s and helped cultivate the next generation. The Great Depression forced many artists to return "home" from Europe and brought them together in a critical mass previously unknown. In the 1930s, New York City became a centre of art education with new galleries, schools, and museums, including the Museum of Modern Art, which was founded in 1929. Most important for the aspiring black artists were the School of Arts and Crafts and the Harlem Community Art Center. In the middle and late 1930s, with Works Progress Administration (WPA) aid, federal arts projects under the New Deal provided and unprecedented level of encouragement to the development of black artists and helped start the careers of a new generation of artists. The seven artists were selected to reflect the broad range of the art produced during the Renaissance in painting, sculpting and photography. Begin this path - Harlem Renaissance Artist Sargent Claude Johnson, 1888-1967 - Harlem Renaissance Artist Aaron Douglas, 1899-1979 - Harlem Renaissance Artist Lois Mailou Jones, 1905-1998 - Harlem Renaissance Artist Hale Aspacio Woodruff, 1900-1980 - Harlem Renaissance Artist Meta Vaux Warrick Fuller, 1877-1968 - Harlem Renaissance Artist Augusta Savage, 1892-1962 - Harlem Renaissance Artist James Van Der Zee, 1886-1983 |Previous page on path||Harlem Renaissance Summary, page 1 of 3||Next page on path|

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http://scalar.usc.edu/works/harlem-renaissance/artists

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Annotation fills the gaps, making the page seem comprehensive. Some images have been printed with clues about the digital manipulation that has taken place see top right ; this can allow students to look back and understand how various effects were achieved, as well as communicate this to the examiner. This sketchbook page introduces students to different ways of drawing water using various line techniques. Show your ideas developing After you have experimented and chosen an inspiration or two, show how your own artwork develops and expands from your knowledge. We also help students to develop concepts from scratch to for ultimate answers. This crumpled up piece of newspaper resting on the sand allows students to practise drawing form, detail and space. Then choose another medium and a style and experiment making your art that way. Drawing of skulls buried in sand. Ching produces beautiful pencil drawings of bones. Drawings can be done on a variety of material to identify the best material to use to deliver the artist information. Learning from the artwork of Sylvia Siddell: We help learners to grow with confidence as they learn these skills through guidance. Take pictures of the original piece, or keep the original, and describe it in detail in written format. This A Level Art sketchbook page contains pen drawings from life at a string ensemble practice in a music hall, exploring ways of capturing the movement of the violin. Every speck of the page has been considered and worked over, using colors that integrate and link with the Chrissy Angliker artworks analyzed. Many students identify with HSC art coursework, students draw repeated pictures with unrelated themes from different angles, using a different material. The photocopier is an underutilised art tool. This page is a reminder of what really matters in the initial stages of a project: Here we have drawings of shells using graphite and white paint on a ground of watered down acrylic. This sketchbook page illustrates how a student might learn from artist model Sylvia Siddell. We, therefore, help students get art coursework ideas from scratch that help them identify best markets to stake.artist research page examples. Artist Pages - Use for students to write about famous French artists - High School Art Education Find this Pin and more on artist research page examples by mrs Sketching, Keep a Sketchbook, Journal, Ideas, Design, Inspiration Log, Skizzenbuch, GCSE Art, A Level Art, Art College, Art Teacher. o 35% for the write-ups o 25% for the photos § 12½% of which relating to the artist Your coursework, in your work journals and elsewhere, should include research, supporting studies and work showing the development of your ideas, leading to. Aug 09, · BLOG (you can find more art advice here) ; ultimedescente.com Exam short films - ultimedescente.com?v=ehp8XaYCXeA ultimedescente.com Famous artists enhance art history research paper topics by focusing on the individual artist and how his art work contributed to the time period or era of his life. Order a custom essay on any artist and Paper Masters will write the research from scratch. Siqueiros research papers discuss the artist known for his fresco murals and. Visual research – Pictures collected about a theme. Visual analysis - When you copy a picture you are visually analysing it. Research – Information visual or written about a theme. Artist research page – Research presented in the sketchbook investigating the artists’ style. Refine – Carefully and thoughtfully improve. Tone – Light and dark. This collection of International GCSE Art sketchbook examples was created to inspire the students of an experienced art teacher and Coursework assessor Skip to content. This example of an International GCSE sketchbook page shows copies from artist model Raymond Ching. Ching produces beautiful pencil drawings of bones.Download

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Gross motor skills, fine motor skills, language skills, cognitive skills and social-emotional skills all develop together with each small piece adding to other small pieces to create a foundation. Sometimes small babies and young toddlers do not achieve their developmental milestones as expected. There are many different reasons for this including but not limited to premature birth, difficult birth, drug exposure, low or high muscle tone, torticollis, and gastric distress. Gross motor skills tend to be among the first piece where education and intervention can create a change. Our therapists have experience working with babies to identify these barriers to movement and then work with the families to help move past those barriers maximizing a baby’s potential. This promotes development of solid foundational skills that promote exploration and learning.

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https://spokanecpt.com/infant-toddler-treatments/

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There are many reasons for using games in your team building program. The most important reason for most facilitators is that games can add an element of fun. In the other training activities, fun may not be the foremost goal. Games can entice team members to become involved. Team members will interact with each other in a different type of activity from the rest of the training program. Thus, games bring them together in a new situation. While participating, they get to know another side to their team mates. Some of the other reasons are listed below. - Participating in games provides team members with an opportunity for movement that can be sadly lacking in the daily training/school routine. - Physical activity/movement promotes an increase in brain activity and re-energises the body. - Both increased brain, muscle activity lead to increased blood flow that will both refocus attention and improve the individual’s mood. - Any change in activity level will refresh participants and offset boredom. This is often called a brain break. - There is some evidence that goes further to say that if the games require movement that encourage participants to be active they can improve learning, concentration and memory. - Interactive games build relationships between team members. - Games can provide a structured, interesting activity where participants are unconsciously learning team building concepts - In the developing of relationships, team members can get to know one another and start to trust one another while having fun. - Games can be educative in subtle but effective ways. - All games can help develop a range of communication skills and some require use of literacy and numeracy skills. - Good educational games can be motivational and promote a range of higher order thinking skills such as: - creative thinking (as found in the energiser and team bonding games) - problem solving and analytical thinking skills (icebreakers, energisers, team bonding and trust games) - collaborative, cooperative thinking plus negotiation skills (team bonding and trust) - reflective, evaluative and critical thinking (closure games).

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Lin Fengmian, Wade-Giles romanization Lin Feng-mien, original name Lin Shaoqiong, alias Fengming, (born November 22, 1900, Meixian, Guangdong, China—died August 12, 1991, Hong Kong), Chinese painter and art educator who sought to blend the best of both Eastern and Western art. The son of a painter, Lin learned traditional Chinese painting techniques as a child. After graduating from high school, he moved to France, where he studied European painting at the Dijon Art College and the Ècole des Beaux-Arts in Paris. In 1922 his oil painting The Autumn was exhibited at the prestigious Salon d’Automne in Paris. The following year his Chinese ink paintings were again shown at the Salon d’Automne, and 42 of his paintings were displayed in the Exhibition of Chinese Ancient and Modern Art at Strasbourg, France. In 1925 Lin returned to Beijing, where he had his first solo exhibition one year later. Lin strove to capture the essence of both Eastern and Western art in order to achieve a new synthesis. He studied the stone engravings of the Han dynasty as well as the porcelain drawings of the Song and Yuan dynasties. He also emulated aspects of the distortion and simplification of Chinese folk art in his use of rich colours and bold, rapid brushstrokes. Into this he integrated the emotive qualities of European masters such as Henri Matisse, Pablo Picasso, and Georges Rouault. These influences led him to create paintings—set against a monochromatic background of ink wash-and-line drawing—that were deftly furnished with gorgeous colours set in forceful motion. The resulting rhythm of clear but changeable light and intense sentiment became known as the “Lin Fengmian Style.” In 1927 Lin became a member of the Committee for the National Art Education and helped to establish the National Art College (now known as the Zhejiang College of Fine Arts). In 1938 he became director of the National Art Academy, an amalgamation of the Hangzhou and Beiping art academies. Lin was a pivotal figure in shaping the development of Western art training in China. He went on to teach some of the most renowned painters in 20th-century China, including Zhao Wuji, Li Keran, Wu Guanzhong, and Xi Dejin. He also published numerous articles that explored the interrelation of Eastern and Western art and discussed the future of Chinese painting. In 1966 the artist was targeted by the Cultural Revolution. Fearing prosecution, Lin destroyed many of his experimental works but was nonetheless imprisoned for four years. In 1977, when the Revolution ended, he traveled to Hong Kong and had a hugely successful exhibition, the first of many successful international retrospectives of his work in the late 20th century.

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https://www.britannica.com/biography/Lin-Fengmian

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ERIC Number: ED127364 Record Type: RIE Publication Date: 1976-Jul Reference Count: 0 Beginning Teacher Evaluation Study: Phase II, 1973-74, Final Report: Volume I. The Effects of Teaching Performances on Pupil Learning. McDonald, Frederick J.; Elias, Patricia J. The Beginning Teacher Evaluation Study (BTES), Phase II, was a research project on effective teaching behavior--what teachers do that significantly affects what and how pupils learn. The purposes of Phase II were to (1) develop an assessment system for measuring teacher and pupil behaviors and other factors which could influence each of them and their interrelationships and (2) generate hypotheses about the interrelationships among teacher and pupil behaviors and related factors. Forty-one second grade and 54 fifth grade experienced teachers participated in the study. This volume presents the plan of the investigation, the research strategy, the rationale for the design, the tests and methods of their selection, and the major results of the study. Actual classroom teaching was observed; pupil performance was measured in reading and mathematics. Data were also gathered on correlates of pupil learning such as verbal aptitude, cognitive style, expectations for greater or lesser success in reading and mathematics, and indices of home and community variables. Data were collected on each teacher's background and measures were made of a variety of perceptual-cognitive aptitudes, knowledge of the subjects taught and how to teach them, attitudes toward these subjects, and the teachers' expectations for each of their pupil's performances. Data were also collected on the environment of teaching to determine if differences in the organization of instruction, shared responsibility for the design of the curriculum, administrative style, and organizational climate were related to differences in teacher performances. (RC) Descriptors: Academic Achievement, Achievement Gains, Achievement Tests, Aptitude Tests, Classroom Environment, Classroom Observation Techniques, Criterion Referenced Tests, Educational Testing, Elementary Education, Elementary School Teachers, Expectation, Grade 2, Grade 5, Mathematical Models, Mathematics, Measurement Techniques, Norm Referenced Tests, Predictor Variables, Reading, Research Design, Research Methodology, Statistical Analysis, Student Attitudes, Student Behavior, Student Characteristics, Teacher Attitudes, Teacher Behavior, Teacher Characteristics, Teacher Effectiveness, Teaching Methods, Test Reliability, Test Validity, Verbal Ability, Videotape Recordings Publication Type: Reports - Research Education Level: N/A Sponsor: National Inst. of Education (DHEW), Washington, DC. Authoring Institution: California State Commission for Teacher Preparation and Licensing, Sacramento.; Educational Testing Service, Princeton, NJ. Note: For related documents, see TM 005 524-535

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https://eric.ed.gov/?id=ED127364

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Master Fine Motor Skills With These Fine Motor Activities Fine Motor Skills incorporate the use of the small muscles - hands and fingers - with the eyes. These skills are used for tasks such as grabbing small objects; manipulating things; and even handwriting. Our Muffin Math Game is one of the best fine motor activities for young learners. Using tweezers, the children sort pom pons by color, shape, and size into the correct muffin spots. Not only is the game strongly focused on fine motor skills development, but also on counting and sorting. We create fine motor activities to be fun and engaging. Most children love Play-Doh. Encouraging students to make shapes and letters with the Play-Doh helps strengthen their hands and fingers, while developing their academic knowledge. It's important to make learning fun. We always start by putting the Play-Doh in front of the child and asking them to divide it into four (4) parts. The child should use their whole hand to squeeze the Play-Doh and use their number knowledge. We then ask them to use their pinchers - index finger and the thumb - to pinch off some of the snakes, and then we proceed with the skill building activities. If we are creating letters, we always sing the sound while creating it: "C,C,C" or "S,S,S,S". Children love rhyme and music. "C says /C/. S says /S/. We try to integrate all the components of learning while engaging students in the activity. If they are manipulating Play-Doh; singing the sound a letter makes; and seeing the actual letter in front of them; they are more likely to perform the activity successfully and retain the learning. The Toddler Matching Bundle is great for fine motor practice. It provides early exposure to foundational skills such as letters, numbers, shapes, and colors while practicing fine motor skills with the hands-on nature of the activities. These activities allow for parents and teachers to sit down with their children and have easy resources to practice the basics. The Toddler Matching Bundle includes: - Flower Color Match - Match the petals to the correct center of the flower. - Alphabet Match - Match the picture on the ice cream cone to the correct letter cone. - Animal Match - Find the other half of the animal. - Shape Match - This can be used as a memory game, or larger pictures can be used to sort the shapes. These activities are meant to be used over and over. At first, this will be a guided activity but eventually your child will be able to use these tools independently. Don't forget that your child pointing to the right card (before they are able to pick it up) is a fine motor milestone too! Be sure to grab our Plah-Doh freebie this week to practice fine motor skills at home!

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http://www.thereadingcorner.org/blog/2017/8/29/fine-motor-activities

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