Gryphon House Announces Move to Learn: Integrating Movement into the Early Childhood Curriculum
Joye Newman and Miriam P. Feinberg’s book offers ways to get young children moving in six curriculum areas
Lewisville, N.C. – February 9, 2015 – Movement is not only natural, but it is necessary for optimal physical, cognitive, emotional, and social development. To help early childhood educators incorporate movement into teaching, Gryphon House Inc., a leading publisher of early childhood resources, announces Move to Learn: Integrating Movement into the Early Childhood Curriculum. Co-authored by Joye Newman, MA, and Miriam P. Feinberg, PhD, Move to Learn helps educators easily turn their classrooms into environments that encourage movement activities throughout the early childhood curricula, including:
- Language and Literacy
- Social Studies
- Creative Representation
- Social Skills
“Move To Learn provides easy to implement and effective classroom activities that early childhood educators will love using and are fun for children,” said Feinberg.
Readers of Move to Learn will receive numerous recommendations for getting children to move. For instance, in the “Language and Literacy” chapter, children can act out the characters of classic books, such asGoodnight Moon. When reading the story, a child can be skittering like the mouse, moving quietly like the old lady, or making their bodies look like chairs.
“Movement activities experienced in early childhood build the stepping stones for all future learning. A child who is comfortable in his or her body greets the world with confidence and curiosity,” said Newman. “The early childhood classroom is the ideal setting for integrating movement into learning.”
Move to Learn: Integrating Movement into the Early Childhood Curriculum (ISBN: 978-0-87659-560-2, 136 pages, $14.95) will be available to purchase in May 2015. Educators may preorder books here. For writers interested in e-galley copies, please email Lauren@kehcomm.com.
About the Authors
Joye Newman, MA, is a perceptual motor therapist and the director of Kids Moving Company, a popular creative movement company in Bethesda, Maryland. She maintains a private practice in perceptual motor therapy, helping children of all ages and stages feel better in their bodies. She is a highly sought-after speaker and writer on the importance of movement in the early years. In her spare time, she enjoys Israeli folk dancing, reading, and knitting (but not all at once).
Miriam P. Feinberg, PhD, has had a long career as teacher trainer, curriculum writer and parent educator. She has contributed to the field of early childhood education as a professor, an educational consultant to schools and educators nationally and internationally, and an author of children’s storybooks, teacher curriculum guides, and journal articles. She lives in Silver Spring, Maryland, with her husband and enjoys spending time with her children and grandchildren.
About Gryphon House Inc.
Gryphon House is an award-winning publisher of resource books for parents and teachers of children from birth through age eight. Developmentally appropriate and easy to use, Gryphon House books provide parents and teachers with the tools they need to bring the joy of learning to young children. To learn more, or to check out the entire collection, visit www.gryphonhouse.com.
Follett to Debut Summer School Reading, Math Bundles
Goals: Bring students to grade level, keep them engaged, help avoid ‘summer slide’
MCHENRY, Ill., Feb. 9, 2015 –Follett announced this week it is debuting exclusive, high-interest summer school reading and math bundles designed to bring students up to grade level, keep them engaged and help avoid summer slide. The bundles are geared to students who for the 2015-16 school year will be entering grades 2-6, especially those at risk of failing.
“Summer school is an important time to help bring struggling students up to grade level,” said Tom Schenck, president, Follett School Solutions. “Our customers have told us that finding engaging materials for hard-to-grasp topics can be difficult and frustrating. We feel our ready-to-use summer school bundles will be the perfect supplement to the summer reading and math curriculum.”
Follett’s summer school bundles include award-winning fiction and informational texts from a wide range of authors and publishers. The bundles were developed by master’s-level educators who selected books that are engaging, well written and include lesson extension ideas, writing prompts, and other elements — all designed to make each book a great addition to a teacher’s library of resources to support his or her students.
Moreover, the high-interest bundles focus on skills required by Common Core State Standards, Texas Essential Knowledge and Skills (TEKS) standards, and other state standards.They also are appropriate for Extended School Year (ESY) and Individualized Education Program (IEP) students, plus English Language Learners (ELLs).
According to Schenck, the titles can be used for independent reading or group discussions, as well as to enrich lessons and discussions with text features, lesson extension ideas, and writing prompts. In addition, selected bundles include activity guides that provide teachers with practice activities to build and gauge students’ reading comprehension and word-study skills.
For more information on Follett’s PreK-12 business, visit FollettLearning.com.
About Follett School Solutions | follettlearning.com
Follett is the largest provider of educational materials and technology solutions to PreK-12 libraries, classrooms, learning centers and school districts in the United States, and a major supplier to educational institutions worldwide. Follett distributes books, reference materials, digital resources, ebooks and audiovisual materials, as well as pre-owned textbooks. Follett also is one of the leading providers of integrated educational technology for the management of physical and digital assets, the tracking, storing and analyzing of academic data, and digital learning environment tools for the classroom focusing on student achievement.
About Follett Corporation| follett.com
Since 1873, Follett has served as the trusted partner in education for students and educators at all levels of learning. Today Follett delivers physical and digital learning materials, retail services, school content and management systems to more than 70,000 early childhood, primary and secondary schools, and on more than 1,000 college campuses. Headquartered in Westchester, Illinois, Follett is a $2.7 billion privately held company.
Education Association Demands Two-Year Moratorium on High-Stakes Testing
Alexandria, VA (2/9/2015)—In a statement released today, ASCD calls on policymakers to institute a two-year moratorium on using new state standardized assessments for accountability purposes. High-stakes decisions about student readiness, teacher performance, and school quality should never be based on a single assessment. The hiatus will allow time for policymakers and education leaders to design and implement a new accountability model that more accurately reflects the full range of student learning and school support. Read the full statement atwww.ascd.org/moratorium.
“Standardized test results have become the overriding measure of student achievement and school quality, and it’s time to rethink our accountability model,” said David Griffith, ASCD director of public policy. “This does not mean we should do away with testing, but we must recognize there is an imbalance. A two-year break from the high stakes attached to the tests will allow states to administer the assessments and share the results with districts, schools, and families, while providing schools with adequate time to thoughtfully consider and address student performance.”
The unintended and undesirable consequences of the current accountability model include overtesting, an overemphasis on test preparation, and a lack of focus and funding for untested subjects and concepts, such as the arts, civics, and social and emotional skills. A whole child education is not antithetical to testing, but student achievement and readiness for long-term success cannot be determined by standardized test scores alone.
The moratorium will help educators, policymakers, and communities:
- Develop accountability systems that incorporate multiple measures and provide actionable information.
- Reexamine whether annual state standardized testing is necessary.
- Refine educator professional development and evaluation systems.
- Build technological infrastructure and capacity.
Educators can share their perspective by participating in the ASCD Forum on next-generation accountability systems, which is designed to keep the educator voice at the center of this crucial discussion. The ASCD Forum — a series of online and face-to-face discussions between educators at all levels—will take place from February 2 through April 15and determine how systems can more fully and accurately support long-term student success.
All educators — in the United States and abroad — are encouraged to join the ASCD Forum discussion. There are three ways to join:
- The ASCD Forum group on the ASCD EDge® social network is the main hub for discussion. Educators can contribute blog posts on next-generation accountability, pose questions to one another, or share perspectives through message boards.
- On Twitter, educators can use the #ASCDForum hashtag to share accountability perspectives and resources.
- A face-to-face session of the ASCD Forum will take place at the 2015 ASCD Annual Conference and Exhibit Show from 8:00–9:30 a.m. on Sunday, March 22.
Over the course of the 2015 ASCD Forum, five specific themes will guide the discussion. The themes will include multiple measures of accountability; student, family, and community engagement; and accountability for continuous improvement. For more information on the ASCD Forum and a schedule of themes, visit www.ascd.org/ascdforum.
To review ASCD’s policy priorities for the coming year, view the 2015 ASCD Legislative Agenda atwww.ascd.org/legislativeagenda. Educators who wish to become more involved with public policy efforts can join ASCD’s free Educator Advocates program at www.EducatorAdvocates.org. Visit www.ascd.org to learn more about ASCD programs, products, services, and membership.
Click below to read the full statement and watch a video of David Griffith discussing its contents:
ASCD is a global community dedicated to excellence in learning, teaching, and leading. Comprising 125,000 members—superintendents, principals, teachers, and advocates from more than 138 countries—the ASCD community also includes 56 affiliate organizations. ASCD’s innovative solutions promote the success of each child. To learn more about how ASCD supports educators as they learn, teach, and lead, visit www.ascd.org.
Thousands Convened for First National Ed-Tech Conference of 2015
ORLANDO, Fla. – More than 9,000 educators, administrators and technologists from all 50 states and more than 40 countries convened Jan. 20-23 for FETC 2015 at the Orange County Convention Center in Orlando to learn new strategies for implementing technology in the PK-12 environment.
“The technology showcased this year was unparalleled,” said Patrick Gallagher, event director of education events at 1105 Media. “But more than that, attendees learned successful tactics for incorporating this cutting-edge tech into their classrooms.”
Attendees of the 35th annual conference had access to more than 450 sessions and 500 interactive vendor exhibits. Attendees’ schedules were full of hot-topic sessions such as STEM, maker-ed and game-based learning events.
Opening keynote speaker Jane McGonigal kicked off the conference. McGonigal is the director of games research and development at the Institute for the Future and is a world-renowned designer of alternate reality games. Author of Reality is Broken: Why Games Make Us Better and How They Can Change the World, McGonigal spoke about how games are transforming the way we lead our real lives and how they can challenge players to tackle real-world problems.
FETC’s other notable keynotes included Yuri Salnikoff, CMO of MakerBot; Former West Virginia Gov. Bob Wise, President of Alliance for Excellent Education; Adam Bellow, Founder and President of eduTecher and eduClipper; Lucien Vattel, CEO of GameDesk; and David Moinina Sengeh, MIT Biomechanics Engineer. A key theme in this year’s presentations was challenging educators to ask students, “What problem would you like to solve in the world?” rather than “What do you want to be when you grow up?”
“FETC is the cornerstone of many attendees’ professional development plan,” said Gallagher. “We could not be happier to establish FETC as one of the most comprehensive and progressive ed-tech conferences in the country.”
FETC 2015 featured an exclusive one-and-a-half day, invitation-only Executive Summit which brought 140 superintendents and district-level administrators together to share insights and knowledge of technology trends.
The 2015 Exhibit Hall, a dedicated educators’ marketplace, enabled attendees to see and purchase the latest innovations in classroom technology from 500 companies, including industry powerhouses like Mediasite by Sonic Foundry, Scantron, Lenovo, Aver, Best Buy, Microsoft, Florida Virtual Campus, Insight Systems Exchange, CoSN, Epson, Lightspeed, the National Science Foundation, Amazon Education and Edmodo. This interactive environment showcased pioneering technologies transforming today’s education landscape.
This year’s conference also featured nine schools selected as national STEM Excellence Awards finalists for innovation in the field of STEM education. These schools have been recognized as being among the top 10 STEM programs in the nation based on their use of interdisciplinary curriculum, collaboration, design, problem solving and the STEM experiences offered. All finalists gave a presentation in the STEM Demo Classroom highlighting their STEM program for attendees.
FETC 2016 will be Jan. 12-15 at the Orange County Convention Center. For more information, please visitwww.fetc.org. Join the conversation by following the conference on Twitter (@FETC) and using and searching the hashtag #FETC. For even more FETC updates, “like” FETC on Facebook and join the FETC LinkedIn group.
About 1105 Media
1105 Media, Inc. provides integrated business-to-business information and media to qualified professionals in the public, academic and private sectors focusing on technology, products, policy, regulation and news delivered through an assortment of media, including print and online magazines, journals and newsletters; seminars, conferences, executive summits and trade shows; training and courseware; and Web-based services. The markets served by these offerings include Government, Education, Network & Enterprise Computing, Business Intelligence, Office Equipment, Industrial Health & Safety, Compliance, Security, Environmental Protection, Water & Wastewater and Home Medical Equipment. 1105 Media is based in Chatsworth, Calif., with primary offices throughout the U.S. and more than 350 employees.
New Laws Requiring Students to Pass Citizenship Tests Could be Harmful to Young People’s Education
Nation’s Leading Youth Researchers Call New Tests, “Not Just Insufficient, but Counterproductive”
Medford/Somerville, MA – The Center for Information and Research on Civic Learning & Engagement (CIRCLE) today warned that the new laws passed recently in Arizona and North Dakota requiring students to pass the U.S. citizenship exam before graduating could actually be “counterproductive”.
In a blog posted on CIRCLE’s website today, the preeminent, non-partisan research center on youth engagement based at Tufts University’s Jonathan M. Tisch College of Citizenship and Public Service stated, “we believe that these new policies are not just insufficient, but could actually be counterproductive to educating our young people to be knowledgeable and engaged citizens.”
CIRCLE has long studied what makes for strong civic education in America’s classrooms and has been an unbiased advocate for stronger, richer civic education curriculum to equip young people with the skills they need to become active, engaged participants in our democracy.
CIRCLE goes on to state in their blog post that, “Excellent civic education involves more than the rote memorization of facts about the history and structure of our democracy; it requires engaging with that democracy by acquiring and applying skills like deliberation, critical thinking, and media literacy. Assessments, test-based or otherwise, should explicitly value and evaluate those competencies.”
Warning that the passage of new laws could have an unintended and reverse effect, CIRCLE further states, “The problem of civic education in America is one of quality and depth. Mandating the U.S. citizenship exam does nothing to address that problem, and may exacerbate it. Students, teachers, and administrators faced with a very simple but high-stakes test may neglect deeper and more meaningful civic skills; the test may actually reduce the amount of time and attention devoted to civics and social studies.”
In addition to today’s blog post, CIRCLE’s director and Associate Dean of Tisch College, Peter Levine, authored the“Opposing View” editorial in USA Today. In the USA Today editorial commentary, Levine stated, “Requiring students to pass the citizenship exam will reduce both the amount and the quality of civic education in our schools.” Levine continues, “The problem with civics is not that we fail to teach it. The problem is that civics is often viewed as a set of disconnected facts, not as a challenging and inspiring subject that will continue to interest us after high school.”
For a comprehensive view and further research on K-12 civic education in America’s schools, including the latest studies and analysis on the topic, please visit CIRCLE’s civic education research topic located on their website, here.
# # #
|CIRCLE (www.civicyouth.org) is a nonpartisan, independent, academic research center that studies young people in politics and presents detailed data on young voters in all 50 states. CIRCLE is part of the Jonathan M. Tisch College of Citizenship and Public Service at Tufts University.
The Jonathan M. Tisch College of Citizenship and Public Service (http://activecitizen.tufts.edu/) is a national leader whose model and research are setting the standard for higher education’s role in civic engagement education. Serving every school of Tufts University, Tisch College creates an enduring culture that prepares students to be lifelong active citizens.
Tufts University (http://www.tufts.edu/), located on three Massachusetts campuses in Boston, Medford/Somerville and Grafton, and in Talloires, France, is recognized as one of the premier research universities in the United States. Tufts enjoys a global reputation for academic excellence and for the preparation of students as leaders in a wide range of professions. A growing number of innovative teaching and research initiatives span all Tufts campuses, and collaboration among the faculty and students in the undergraduate, graduate, and professional programs across the university’s schools is widely encouraged.