Benefits of Music for Language Learning
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An education professional and writer from Columbia, MO, Willy Wood is passionate about the topics he addresses as a writer. As the author of the book The Rock and Roll Classroom (www.rocknrollclassroom.com), Willy Wood is particularly interested in the role of music in human learning.
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This study examines how newly arrived immigrant and refugee children perceive and understand music learning activities at their school. Interviews were conducted with three students from different cultural backgrounds to understand their perspectives. The students demonstrated a clear understanding of the music lesson content and creative process. They emphasized the social and engaging aspects of music making. The most popular instruments were the bass xylophone and drums, likely due to their physicality and emotional expression. The students' perceptions of music learning were remarkably similar despite their diverse backgrounds, possibly because music lessens the stresses of cultural adaptation. This study provides insights into effectively eliciting perspectives from non-native English speaking children through creative interview techniques.
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Teaching English to young learners should be fun and suited to their nature as children, not treat them as little adults. Research shows children have their own culture and ways of learning that differ from adults. Specifically, children learn best through physical activities and using mental images at first, before progressing to more symbolic learning like language. Teachers should appreciate children in their own right and design lessons accordingly.
Recommended
Evolution of Music
A study found that music majors had the highest reading scores of all majors. Waylon Jennings and George Jones have been influential country music icons for over four decades. While records were replaced by digital media like iPods, George Strait broke Conway Twitty's record for most #1 songs on the Billboard chart in 2007. The United States has the highest album sales in the world.
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Immigrant young adults face challenges learning English as a second language due to cultural misunderstandings, language barriers, and isolation. The study examines how family background, social networks, and school environment affect English language learning among Chinese, Japanese, and Korean immigrant young adults ages 20-40 who moved to the US between ages 6 to 16. Data is analyzed from the National Longitudinal Surveys to determine the impact of using a first language at home, parents' English ability, using English socially, ESL class support, and school system support.
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This study examines how newly arrived immigrant and refugee children perceive and understand music learning activities at their school. Interviews were conducted with three students from different cultural backgrounds to understand their perspectives. The students demonstrated a clear understanding of the music lesson content and creative process. They emphasized the social and engaging aspects of music making. The most popular instruments were the bass xylophone and drums, likely due to their physicality and emotional expression. The students' perceptions of music learning were remarkably similar despite their diverse backgrounds, possibly because music lessens the stresses of cultural adaptation. This study provides insights into effectively eliciting perspectives from non-native English speaking children through creative interview techniques.
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Requirement #4: Annotated Bibliography
Hulit, M. & Howard, R. (2006). Born To Talk: An Introduction to Speech and Language Development. New York, NY: Pearson College Division
In their book ‘Born to talk’, Hulit, Kathleen and Howard (2006) explain the significance of talking to children while they are still young to aid them develop their communication skills. They point out so well that the more you talk to a child from birth up to five years, the better intellectual they become and their language advancement will be. The authors dig deeper on the key concerns of speech and development of language in general.
Hulit et al pose language and speech development as a major is that not ought to be ignored. Unlike so many authors, these authors address the issue of polylinguism.
They point out that Children's growth in communication solely follows an emblematic pattern.
They address the disorders related to speech and language development among children as well as medical and developmental conditions which include; childhood apraxia of speech, dysarthria, orofacial myofunctional disorders, speech sound disorders, Stuttering, Voice, Language-Based Disabilities in Learning, Language defects before school, choosey Mutism among others. They also cover gender diversities and differences as well as those speech and development disorders related to social classes or even cultural backgrounds. The book is a crucial tool in development of speech and language as Hulit et al pinpoint human physiology and anatomy related to language and speech.
Hulit et al have vast knowledge in language and speech development, which make them able to address all issues related to the study matter here. These authors are distinctive scholars and teachers who have made this book an important tool in the study of language and speech. The authors target professionals as well as students interested in development of speech and language as it addresses all issues of speech development compared to other books in publication.
Foley, F. & John P. (2005). Ethics in Communications, Journal of Law, Ethics & Public Policy, Vol. 19, Issue 2, p. 487-508.
In this 2005 journal, Foley and John as the authors address the sole significance to apply principles of ethics and core values in handling communications. A speaker might attribute to the audience opinions without a reasonable argument as to why they would embrace them. In cases as such, the challenge is not really one of sense (Bach 1994; Burge 1979) but reasonably one involving the absence of concerned attitudes. Incidence neither unfamiliar of nor influenced towards another person’s socio-cultural background is therefore a necessary condition for successful modern communication.
John and Foley are devoted researchers with vast experience in public and effective communication. T.
School Music ProgramsPaula NohEnglish 112G.docx
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School Music Programs
Most American state funded schools have music projects of playing instruments for one class, either ensemble or band. These projects can positive impact understudies' figuring out how to create cooperation with their accomplices and improve fixation on their work. Also, playing their instruments is useful for their general learning proficiency. All these impacts bring about a noticeable improvement understudies.
Lately it seems that everywhere schools have been cutting their music programs because of low budgets. In my opinion, cutting the music programs in schools is the wrong thing to do. I believe that all students should have the opportunity to learn a musical instrument or to practice their vocal skills. First of all, music programs are not just fun and educational, they are also very beneficial for success in school. Secondly, music programs in schools are beneficial for success in developing intelligence. Most importantly, music programs are very important and beneficial for success in life. Some people might say that music programs are just a waste of the school budget; I believe that there isn’t a better way for schools to use their money than on music programs.
Hence, school music projects ought not get wiped out.
Working in a symphony ought to run in collaboration with their accomplice, in light of the fact that playing in anorchestra is playing alone, as well as playing with in excess of 40 distinctive instrument players. Furthermore, there are in excess of 20 violin players. Thus, most symphony has no less than two areas of violinsuch as first violin and second violin. Each 40 separate instruments players play diverse instrument of one writer's music, despite the fact that they have all distinctive play style and music. In this manner, they must listen to each others' entertainer painstakingly and participate to playing in congruity.
Also, symphony players ought to have focus on their music. On the off chance that understudies play in anorchestra, they may figure out how to focus on their work amid an execution. In Fairfax, public schools have programs where youngsters can play in a symphony or in other music exercises and they start at forward grade. For instance, some kids who I instruct to play the violin perform in a symphony at their school. At the starting, these youngsters did not take ensemble and simply took private lessons with me. On the other hand, when they enter fourth grade, they joined their school ensemble. After center of their semester, their working state of mind had transformed; they play their music precisely and focus more on my teachings. I imagined that join the school ensemble had great impact in them.
Besides, when understudies join the ensemble, they must play their own particular instruments. Furthermore, playing instruments may be useful for understudies learning capacity. For instance, I think music .
The child study movement
The child-study movement of the late 19th to early 20th century sought to reform public schools based on scientific findings about child development. Inspired by Jean-Jacques Rousseau's ideas, researchers like G. Stanley Hall collected data on children to establish norms and advocate for a more child-centered approach. While music educators did not directly participate, the movement influenced textbooks and appreciation of developmental stages. It highlighted the need for developmentally appropriate practices and viewing children as individuals.
The child study movement
The child-study movement of the late 19th to early 20th century sought to reform public schools based on scientific findings about child development. Inspired by Jean-Jacques Rousseau's ideas, researchers like G. Stanley Hall collected data on children to establish norms and advocate for education tailored to students' individual needs. While music educators did not directly participate, the movement influenced textbooks and appreciation of developmental stages. It highlighted the need for research in music education and measurement of teaching effectiveness.
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Response 1Discussion 1 Week 9 Main PostQuestion 1 Descr
Response 1
Discussion 1 Week 9 Main Post
Question 1: Describe one advantage for child and adolescent development in a multilingual environment?
There are a lot of misconceptions and stereotypes about multilingual environments. One of the biggest stereotypes is that when children and adolescents are raised in multilingual environments, their cognitive development will be hindered because two or more languages will confuse their brains (Souto-Manning, 2006). Despite these popular beliefs, empirical research shows that this is not the case. According to Souto-Manning (2006), humans have the ability to learn infinite languages, and knowing one language is advantageous for learning another one with more ease. Very early in their development, infants and toddlers are like sponges and are able to be receptive to and absorb language easily. However, as we age, language acquisition is more difficult and takes more time and energy to learn. From personal experience, I was in multilingual Spanish classes in Jr. High and High School. I took four years of Spanish and only know the basics and I am not fluent. However, some of the students were raised in multilingual families growing up and were able to speak both languages with little effort. This example illustrates that from early development, children can become very efficient in multiple languages and have an advantage at language acquisition and comprehension. Parents and teachers can create positive atmospheres where children and adolescents naturally can interact with one another and enrich their vocabulary and better appreciate the cultural context of other languages (Souto-Manning, 2006). Research shows that bilingual children and adolescents have an advantage with thinking about more than one way about a concept and can be better problem solvers (Souto-Manning, 2006). Personally, if I ever have children, I would love to have them raised in a multilingual environment if possible.
Question 2: What is one challenge for a child or adolescent growing up in a multilingual environment?
One challenge in particular for children and adolescents who are socialized in a multilingual environment is their perceptions of others in the classroom. English language learners (ELL) perceive that their non-English language learners (non-ELL) have higher academic success (Leclair, Doll, Osborn, & Jones, 2009). ELL students become frustrated when they are not able to learn English as well as their non-ELL peers and prefer classrooms of their origin (Leclair et. al., 200). Children and adolescents constantly compare themselves to their classmates and when they see their peers are doing better than them, it increases their frustrations. Just imagine being a child that moves to a new school in the United States from a South American country and being in a class where all your peers speak English better than you. These frustrations are real and can have negative implications on positive development.
Question 3: What ...
Research Proposal Introduction copy
This document summarizes a proposed study that will compare levels of student engagement in an elementary music classroom between a traditional instructional method and a popular music pedagogy method. Approximately 60 fourth grade students will be assigned to a control group receiving traditional lessons or an experimental group receiving lessons incorporating popular music, technology, and independent learning. Student engagement will be measured before and after using a device, and focus groups will provide qualitative data. It is predicted that the popular music pedagogy method will yield higher engagement levels based on literature showing students' musical interests lie in popular music and autonomy of choice increases enjoyment. The purpose is to explore solutions for declining student engagement in elementary music education.
Stephen krashen pleasure reading
1) Stephen Krashen argues that while the path of pain may lead to spiritual awakening faster, only the path of pleasure is effective for literacy and language development. Research supports the Pleasure Hypothesis that activities perceived as pleasant by students and teachers are beneficial for language and literacy growth.
2) Krashen presents evidence that reading is both a pleasant activity and an effective means of developing language and literacy skills. Surveys show adults and children enjoy reading for pleasure. Physiological measures indicate reading is arousing but then relaxing. Learners of a second language who find interesting reading material also find it pleasurable.
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Children’s Attention to Interactions Directed to Others Guate.docx
Children’s Attention to Interactions Directed to Others: Guatemalan Mayan
and European American Patterns
Maricela Correa-Chávez & Barbara Rogoff
University of California, Santa Cruz
This study investigated differences in attention and learning among Guatemalan Mayan and European
American children, ages 5–11 years, who were present but not addressed while their sibling was shown
how to construct a novel toy. Each child waited with a distracter toy for her or his turn to make a different
toy. Nonaddressed children from Mayan traditional families (with little maternal involvement in Western
schooling; n � 40) showed more sustained attention and learning than their counterparts from Mayan
families with extensive involvement in Western schooling (n � 40) or European American children (with
extensive family involvement in schooling; n � 40). The nonaddressed Mayan children from highly
schooled families in turn attended more than the European American children. These findings are
consistent with research showing that traditional indigenous ways of organizing learning emphasize
observation of ongoing interactions.
Keywords: attention, culture, learning, observation, indigenous
This study examined attentiveness and learning of 5- to 11-year-
old Guatemalan Mayan and European American children who
were present as their sibling was taught how to construct a toy.
Attending to events that are not addressed to oneself (third-party
attention) appears to be central to learning in communities with
Indigenous Mesoamerican history.
Learning from third-party attention may be an important but
overlooked developmental context. Although most research on
teaching and learning has focused on situations in which children
are addressed directly, some research indicates that events not
directed at children provide them with important information in
many communities. Middle-class U.S. toddlers assess a stranger’s
character or the emotional valence of a new situation by observing
other people’s reactions to the stranger or situation (Feiring,
Lewis, & Starr, 1983; Repacholi & Meltzoff, 2007). Children
across many communities also learn vocabulary and appropriate
language use by overhearing conversation (Akhtar, 2005; Barton
& Tomasello, 1991; Ochs, 1988; Oshima-Takane, Goodz, & De-
verensky, 1996; Schieffelin, 1991; Ward, 1971).
Learning by Intent Community Participation: An
Indigenous Model of Teaching and Learning
Third-party attention may be especially important in communi-
ties in which children have access to a wide range of family and
community activities as legitimate peripheral participants (Lave
& Wenger, 1991; Rogoff, 2003; Ward, 1971). Ethnographic re-
search on Indigenous-heritage North and Central American com-
munities frequently has noted children’s keen observation of the
activities of their community, as they are integrated in everyday
work and social life (Cancian, 1964; Chamoux, 1992; Corona &
Pérez, 2005; de Haan, 1999; de Leon, 2000; Modiano ...
Teachers Must Sometimes Let Students Learn on Their Own
Willy Wood is an educational consultant for Open Mind Technologies, Inc. in Columbia, MO. At willywoodteaching.com, Willy Wood discusses developments in learning research that are applicable for teachers.
University of Missouri-Columbia Paleontologists Win NSF Grant Funding
Two paleontologists at the University of Missouri-Columbia, Jim Schiffbauer and John Huntley, will each receive over $500,000 in grant funding from the National Science Foundation's Faculty Early Career Development Award program over the next five years. The grants will fund research projects and encourage graduate students to pursue careers in education. Schiffbauer will oversee a new lab and work with elementary students on a coloring book about the Cambrian period. Huntley will study the response of coastal systems to climate change and engage students in reconstructing environmental changes.
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An in-demand speaker and consultant in the field of education, Willy Wood of Columbia, MO, uses psychology and neuroscience to assess teaching practices. Willy Wood stands out as coauthor of The Rock 'N' Roll Classroom, a book that shows teachers how to use music in their classrooms for mood management and learning support.
The Rock ‘n’ Roll Classroom Improves Learning for All Ages
As a writer, editor, and educational consultant, Willy Wood works for Open Mind Technologies in Columbia, MO. He observes teaching strategies and students’ learning processes while also investigating topics involving the human brain. In 2012, Willy Wood coauthored a book with Richard Allen titled The Rock ‘n’ Roll Classroom, which discusses how to use music to enhance learning.
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The study is to show how age factor can influence public speaking anxiety among English Language Learners at Omar Al-Mukhtar University. To indicate the influence of age factor a questionnaire was distributed to the participants of the study.
Kodaly under the microscope
This document discusses three types of research methodologies - historical, descriptive, and quasi-experimental - that have been used to study the effectiveness of the Kodály philosophy of music education. It summarizes several studies from the 1960s to the 1990s that employed these methodologies. The studies found correlations between Kodály instruction and improvements in children's movement, personality development, academic performance, and music achievement. However, the document notes that more replication studies are needed to better understand the impacts and draw stronger conclusions.
F373239.pdf
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
F373239.pdf
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
Running head Ethics in CommunicationAnnotated Law and Ethi.docx
Running head: Ethics in Communication
Annotated: Law and Ethics in Communication & Use of Information
Name: yousuf alhrby
CSUN ID: 104385968
CD 361
Requirement #4: Annotated Bibliography
Hulit, M. & Howard, R. (2006). Born To Talk: An Introduction to Speech and Language Development. New York, NY: Pearson College Division
In their book ‘Born to talk’, Hulit, Kathleen and Howard (2006) explain the significance of talking to children while they are still young to aid them develop their communication skills. They point out so well that the more you talk to a child from birth up to five years, the better intellectual they become and their language advancement will be. The authors dig deeper on the key concerns of speech and development of language in general.
Hulit et al pose language and speech development as a major is that not ought to be ignored. Unlike so many authors, these authors address the issue of polylinguism.
They point out that Children's growth in communication solely follows an emblematic pattern.
They address the disorders related to speech and language development among children as well as medical and developmental conditions which include; childhood apraxia of speech, dysarthria, orofacial myofunctional disorders, speech sound disorders, Stuttering, Voice, Language-Based Disabilities in Learning, Language defects before school, choosey Mutism among others. They also cover gender diversities and differences as well as those speech and development disorders related to social classes or even cultural backgrounds. The book is a crucial tool in development of speech and language as Hulit et al pinpoint human physiology and anatomy related to language and speech.
Hulit et al have vast knowledge in language and speech development, which make them able to address all issues related to the study matter here. These authors are distinctive scholars and teachers who have made this book an important tool in the study of language and speech. The authors target professionals as well as students interested in development of speech and language as it addresses all issues of speech development compared to other books in publication.
Foley, F. & John P. (2005). Ethics in Communications, Journal of Law, Ethics & Public Policy, Vol. 19, Issue 2, p. 487-508.
In this 2005 journal, Foley and John as the authors address the sole significance to apply principles of ethics and core values in handling communications. A speaker might attribute to the audience opinions without a reasonable argument as to why they would embrace them. In cases as such, the challenge is not really one of sense (Bach 1994; Burge 1979) but reasonably one involving the absence of concerned attitudes. Incidence neither unfamiliar of nor influenced towards another person’s socio-cultural background is therefore a necessary condition for successful modern communication.
John and Foley are devoted researchers with vast experience in public and effective communication. T.
School Music ProgramsPaula NohEnglish 112G.docx
School Music Programs
Paula Noh
English 112
Golwitzer, Beau
9/7/2014
School Music Programs
Most American state funded schools have music projects of playing instruments for one class, either ensemble or band. These projects can positive impact understudies' figuring out how to create cooperation with their accomplices and improve fixation on their work. Also, playing their instruments is useful for their general learning proficiency. All these impacts bring about a noticeable improvement understudies.
Lately it seems that everywhere schools have been cutting their music programs because of low budgets. In my opinion, cutting the music programs in schools is the wrong thing to do. I believe that all students should have the opportunity to learn a musical instrument or to practice their vocal skills. First of all, music programs are not just fun and educational, they are also very beneficial for success in school. Secondly, music programs in schools are beneficial for success in developing intelligence. Most importantly, music programs are very important and beneficial for success in life. Some people might say that music programs are just a waste of the school budget; I believe that there isn’t a better way for schools to use their money than on music programs.
Hence, school music projects ought not get wiped out.
Working in a symphony ought to run in collaboration with their accomplice, in light of the fact that playing in anorchestra is playing alone, as well as playing with in excess of 40 distinctive instrument players. Furthermore, there are in excess of 20 violin players. Thus, most symphony has no less than two areas of violinsuch as first violin and second violin. Each 40 separate instruments players play diverse instrument of one writer's music, despite the fact that they have all distinctive play style and music. In this manner, they must listen to each others' entertainer painstakingly and participate to playing in congruity.
Also, symphony players ought to have focus on their music. On the off chance that understudies play in anorchestra, they may figure out how to focus on their work amid an execution. In Fairfax, public schools have programs where youngsters can play in a symphony or in other music exercises and they start at forward grade. For instance, some kids who I instruct to play the violin perform in a symphony at their school. At the starting, these youngsters did not take ensemble and simply took private lessons with me. On the other hand, when they enter fourth grade, they joined their school ensemble. After center of their semester, their working state of mind had transformed; they play their music precisely and focus more on my teachings. I imagined that join the school ensemble had great impact in them.
Besides, when understudies join the ensemble, they must play their own particular instruments. Furthermore, playing instruments may be useful for understudies learning capacity. For instance, I think music .
The child study movement
The child-study movement of the late 19th to early 20th century sought to reform public schools based on scientific findings about child development. Inspired by Jean-Jacques Rousseau's ideas, researchers like G. Stanley Hall collected data on children to establish norms and advocate for a more child-centered approach. While music educators did not directly participate, the movement influenced textbooks and appreciation of developmental stages. It highlighted the need for developmentally appropriate practices and viewing children as individuals.
The child study movement
The child-study movement of the late 19th to early 20th century sought to reform public schools based on scientific findings about child development. Inspired by Jean-Jacques Rousseau's ideas, researchers like G. Stanley Hall collected data on children to establish norms and advocate for education tailored to students' individual needs. While music educators did not directly participate, the movement influenced textbooks and appreciation of developmental stages. It highlighted the need for research in music education and measurement of teaching effectiveness.
FINAL PAPER
This study examined the effects of listening to classical music (Mozart's Sonata K. 448) versus silence on student test scores. Students listened to the music or silence while taking a test. The results found that listening to classical music may have had an effect on scores, but it was not statistically significant. Previous research has found mixed results - some studies found no effect of music, while others found music could impact mood, anxiety levels, or performance for certain types of students. More research is still needed to fully understand the relationship between background music and test scores.
Child development, Chapter 1, Caprice Paduano 1/12
The document provides an overview of the field of child development, including what it studies, how development is categorized by age ranges, and factors that influence development. It examines physical, cognitive, social, and personality development from conception through adolescence. Key influences include biological and environmental factors associated with historical time periods, age groups, sociocultural groups, and non-normative life events. The field has evolved from early observational studies of children to more systematic research incorporating evolutionary theory and new areas of focus like genetics and population diversity.
Parent, Peer, Socio Economic Influences On The Development Of Child Music Pro...
This document provides background information on child music prodigies. It discusses how child music prodigies perform at exceptionally high levels compared to their peers and often need support from family and others to develop their talents. The document then provides a detailed biography of Arthur Kam, a Malaysian drummer who discovered his talent at age 6, started formal lessons at age 7, and has had many accomplishments including graduating from Berklee College of Music and winning international competitions. It notes some of the struggles parents of gifted children can face in finding support and ensuring their children's talents are developed.
Variables Affecting Listening Comprehension in English Among Third Year High ...
This chapter provides a review of literature related to listening comprehension. It discusses the nature of listening comprehension, the listening comprehension process, and listening difficulties for language learners. Several key points are made:
- Listening comprehension is an active process that involves both linguistic and non-linguistic knowledge. Comprehension depends on characteristics of the speaker, listener, and situation.
- The listening comprehension process involves receiving aural stimuli, attending to and understanding the meaning, and potentially responding or remembering the message.
- Language learners face various difficulties with listening comprehension, including issues with speed of speech, vocabulary, concentration, and differences between their native language and English.
- Student factors like age, gender
Shelby Love Final Research Paper
This study explored how middle school boys' perceptions of choir were affected by their voice change process. The researcher surveyed 24 boys in 7th and 8th grade at the beginning and middle of the school year. They were also voice tested to determine their stage of vocal development. Most boys progressed from earlier to later stages over the course of the study. The survey aimed to understand how boys' opinions of choir related to where they were in voice change. The results may help choir teachers better engage boys during vocal maturation.
Opinion Essay
For this assignment, I had to pick a topic and try to persuade my audience. I chose a topic I was passionate about, music education. I wrote this piece to try and support music education in public schools.
Response 1Discussion 1 Week 9 Main PostQuestion 1 Descr
Response 1
Discussion 1 Week 9 Main Post
Question 1: Describe one advantage for child and adolescent development in a multilingual environment?
There are a lot of misconceptions and stereotypes about multilingual environments. One of the biggest stereotypes is that when children and adolescents are raised in multilingual environments, their cognitive development will be hindered because two or more languages will confuse their brains (Souto-Manning, 2006). Despite these popular beliefs, empirical research shows that this is not the case. According to Souto-Manning (2006), humans have the ability to learn infinite languages, and knowing one language is advantageous for learning another one with more ease. Very early in their development, infants and toddlers are like sponges and are able to be receptive to and absorb language easily. However, as we age, language acquisition is more difficult and takes more time and energy to learn. From personal experience, I was in multilingual Spanish classes in Jr. High and High School. I took four years of Spanish and only know the basics and I am not fluent. However, some of the students were raised in multilingual families growing up and were able to speak both languages with little effort. This example illustrates that from early development, children can become very efficient in multiple languages and have an advantage at language acquisition and comprehension. Parents and teachers can create positive atmospheres where children and adolescents naturally can interact with one another and enrich their vocabulary and better appreciate the cultural context of other languages (Souto-Manning, 2006). Research shows that bilingual children and adolescents have an advantage with thinking about more than one way about a concept and can be better problem solvers (Souto-Manning, 2006). Personally, if I ever have children, I would love to have them raised in a multilingual environment if possible.
Question 2: What is one challenge for a child or adolescent growing up in a multilingual environment?
One challenge in particular for children and adolescents who are socialized in a multilingual environment is their perceptions of others in the classroom. English language learners (ELL) perceive that their non-English language learners (non-ELL) have higher academic success (Leclair, Doll, Osborn, & Jones, 2009). ELL students become frustrated when they are not able to learn English as well as their non-ELL peers and prefer classrooms of their origin (Leclair et. al., 200). Children and adolescents constantly compare themselves to their classmates and when they see their peers are doing better than them, it increases their frustrations. Just imagine being a child that moves to a new school in the United States from a South American country and being in a class where all your peers speak English better than you. These frustrations are real and can have negative implications on positive development.
Question 3: What ...
Research Proposal Introduction copy
This document summarizes a proposed study that will compare levels of student engagement in an elementary music classroom between a traditional instructional method and a popular music pedagogy method. Approximately 60 fourth grade students will be assigned to a control group receiving traditional lessons or an experimental group receiving lessons incorporating popular music, technology, and independent learning. Student engagement will be measured before and after using a device, and focus groups will provide qualitative data. It is predicted that the popular music pedagogy method will yield higher engagement levels based on literature showing students' musical interests lie in popular music and autonomy of choice increases enjoyment. The purpose is to explore solutions for declining student engagement in elementary music education.
Stephen krashen pleasure reading
1) Stephen Krashen argues that while the path of pain may lead to spiritual awakening faster, only the path of pleasure is effective for literacy and language development. Research supports the Pleasure Hypothesis that activities perceived as pleasant by students and teachers are beneficial for language and literacy growth.
2) Krashen presents evidence that reading is both a pleasant activity and an effective means of developing language and literacy skills. Surveys show adults and children enjoy reading for pleasure. Physiological measures indicate reading is arousing but then relaxing. Learners of a second language who find interesting reading material also find it pleasurable.
3) Studies of various types, including correlations and case histories, consistently show a relationship between
Children’s Attention to Interactions Directed to Others Guate.docx
Children’s Attention to Interactions Directed to Others: Guatemalan Mayan
and European American Patterns
Maricela Correa-Chávez & Barbara Rogoff
University of California, Santa Cruz
This study investigated differences in attention and learning among Guatemalan Mayan and European
American children, ages 5–11 years, who were present but not addressed while their sibling was shown
how to construct a novel toy. Each child waited with a distracter toy for her or his turn to make a different
toy. Nonaddressed children from Mayan traditional families (with little maternal involvement in Western
schooling; n � 40) showed more sustained attention and learning than their counterparts from Mayan
families with extensive involvement in Western schooling (n � 40) or European American children (with
extensive family involvement in schooling; n � 40). The nonaddressed Mayan children from highly
schooled families in turn attended more than the European American children. These findings are
consistent with research showing that traditional indigenous ways of organizing learning emphasize
observation of ongoing interactions.
Keywords: attention, culture, learning, observation, indigenous
This study examined attentiveness and learning of 5- to 11-year-
old Guatemalan Mayan and European American children who
were present as their sibling was taught how to construct a toy.
Attending to events that are not addressed to oneself (third-party
attention) appears to be central to learning in communities with
Indigenous Mesoamerican history.
Learning from third-party attention may be an important but
overlooked developmental context. Although most research on
teaching and learning has focused on situations in which children
are addressed directly, some research indicates that events not
directed at children provide them with important information in
many communities. Middle-class U.S. toddlers assess a stranger’s
character or the emotional valence of a new situation by observing
other people’s reactions to the stranger or situation (Feiring,
Lewis, & Starr, 1983; Repacholi & Meltzoff, 2007). Children
across many communities also learn vocabulary and appropriate
language use by overhearing conversation (Akhtar, 2005; Barton
& Tomasello, 1991; Ochs, 1988; Oshima-Takane, Goodz, & De-
verensky, 1996; Schieffelin, 1991; Ward, 1971).
Learning by Intent Community Participation: An
Indigenous Model of Teaching and Learning
Third-party attention may be especially important in communi-
ties in which children have access to a wide range of family and
community activities as legitimate peripheral participants (Lave
& Wenger, 1991; Rogoff, 2003; Ward, 1971). Ethnographic re-
search on Indigenous-heritage North and Central American com-
munities frequently has noted children’s keen observation of the
activities of their community, as they are integrated in everyday
work and social life (Cancian, 1964; Chamoux, 1992; Corona &
Pérez, 2005; de Haan, 1999; de Leon, 2000; Modiano ...
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The Rock ‘n’ Roll Classroom Improves Learning for All Ages
The Rock ‘n’ Roll Classroom Improves Learning for All Ages
Age as an Affective Factor in Influencing Public Speaking Anxiety of English ...
Age as an Affective Factor in Influencing Public Speaking Anxiety of English ...
Running head Ethics in CommunicationAnnotated Law and Ethi.docx
Running head Ethics in CommunicationAnnotated Law and Ethi.docx
Child development, Chapter 1, Caprice Paduano 1/12
Child development, Chapter 1, Caprice Paduano 1/12
Parent, Peer, Socio Economic Influences On The Development Of Child Music Pro...
Parent, Peer, Socio Economic Influences On The Development Of Child Music Pro...
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Variables Affecting Listening Comprehension in English Among Third Year High ...
Response 1Discussion 1 Week 9 Main PostQuestion 1 Descr
Response 1Discussion 1 Week 9 Main PostQuestion 1 Descr
Children’s Attention to Interactions Directed to Others Guate.docx
Children’s Attention to Interactions Directed to Others Guate.docx
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Teachers Must Sometimes Let Students Learn on Their Own
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University of Missouri-Columbia Paleontologists Win NSF Grant Funding
Two paleontologists at the University of Missouri-Columbia, Jim Schiffbauer and John Huntley, will each receive over $500,000 in grant funding from the National Science Foundation's Faculty Early Career Development Award program over the next five years. The grants will fund research projects and encourage graduate students to pursue careers in education. Schiffbauer will oversee a new lab and work with elementary students on a coloring book about the Cambrian period. Huntley will study the response of coastal systems to climate change and engage students in reconstructing environmental changes.
Mindfulness, Not Technology, is the Key to Staying Attentive
President of Educational Solutions International, Willy Wood of Columbia, MO, uses psychology and neuroscience to assess teaching practices. As the founder of WillyWoodTeaching.com, Willy Wood encourages schools to use mindfulness programs to help students pay attention.
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Based in Columbia, MO, Willy Wood is an educator and author who directs Open Mind Technologies and focuses on advanced visualization strategies that enable students to memorize materials they study. Willy Wood also serves as the coordinator for the Missouri Early Learning Conference.
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Prior to becoming an educational consultant and the president of Educational Solutions International, Willy Wood attended the University of Missouri at Columbia, MO, where he received did Ph.D work in creative writing. Willy Wood also attended Southeast Missouri State University in Cape Girardeau, Missouri, graduating in 1985 with a master of arts in English. He did additional master’s degree work at the Bread Loaf School of English in Middlebury, Vermont.
The Stages of Memory
Willy Wood is the writer and editor of a weekly educational e-newsletter published by Open Mind Technologies, Inc. called Neuro News. Willy Wood’s target audience for Neuro News is schoolteachers who are interested in how children learn, covering topics such as memory and information retrieval.
Using the Method of Loci for Memorization
Willy Wood is a writer and editor at Open Mind Technologies, Inc. Willy Wood’s weekly e-newsletter, Neuro News, covers topics about learning that may be beneficial to teachers, including the use of mnemonic devices.
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Creativity, Flexibility, and Entrepreneurship are going to be the keys for students as the move into the 21st century. Yet schools, with their narrow focus on prescribed standards and testing, downplay all of these. Do you really want your students to be creative? Creativity is a process, and it can be taught. The ability to become a creative thinking is within all of your students. Emphasize it, teach it, allow it--and your students will blossom!
Emotion Movement Modeling and Memory
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Managing the 21st Century Classroom discusses the hidden perils of technology that can reduce academic success. It notes that students today know different things than in the past due to technology. The document outlines strategies for using games, relevance, projects, and asking students to improve engagement. It recommends reducing multitasking while reading to improve learning and notes the differences in how students read online versus print. Suggestions are made for writing using real genres, blogging, peer responses, and Wikipedia. Formative assessment and evaluating creativity, critical thinking, collaboration and communication are presented as alternatives to standardized tests.
Seven steps to magical memory
Does this sound familiar? You start a new unit of instruction with your students, and you do a brilliant job (mostly) of presenting the information, the students seem (mostly) engaged, and they seem to (mostly) “get it” while you are presenting. Then, a couple of days later, you take a few minutes to review and check on their retention of the previous instruction, and you find that they remember almost nothing that you covered just a few days ago! Of course it does. Anyone who has ever taught has experienced this problem.
For those of us who remember our Ed. Psych. Classes from college, this occurrence should hardly come as a surprise. After all, good old Hermann Ebbinghaus did the original research over a hundred years ago and demonstrated what John Medina, in Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School calls “one of the most depressing facts in all of education: people usually forget 90 percent of what they learn in a class within 30 days….The majority of this forgetting occurs within the first few hours after class.”
But does it have to be this way, or are there steps we can take to make sure our students both get the information in their heads (encoding) and are more efficient at getting it back out to use it when they need it (retrieval)? The good news is that yes, there are steps we can take—many of them, in fact. In this article, I will cover seven of these steps any teacher can take to immediately increase the amount of information students retain.
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Every year there's a new educational approach/trend/fad that everyone gets excited about. In recent years, "hot" topics have included multiple intelligences, differentiated instruction, RTI, and Common Core State Standards, to name just a few. One of the current hot topics is the "flipped" classroom. Many people, looking for a more effective approach to teaching and learning, are taking up this approach. Magazine articles (mostly laudatory) about the approach are popping up like mushrooms after a spring shower. Sixty Minutes even did a segment on it!
Seven steps to magical memory by Willy Wood
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Does this sound familiar? You start a new unit of instruction with your students, and you do a brilliant job (mostly) of presenting the information, the students seem (mostly) engaged, and they seem to (mostly) “get it” while you are presenting. Then, a couple of days later, you take a few minutes to review and check on their retention of the previous instruction, and you find that they remember almost nothing that you covered just a few days ago! Of course it does. Anyone who has ever taught has experienced this problem.
The Rock and Roll Classroom
This slideshow goes along with a full-day workshop for educators on how to use music in the classroom. This workshop demonstrates to teachers how to apply the content in the book The 'N' Roll Classroom: Using Music to Manage Mood, Energy, and Learning, by Rich Allen and W. W. Wood (Corwin 2012).
Managing the flow of attention
This presentation is designed to help classroom teachers manage the flow of attention in their students. Topics covered include identifying the three types of attention and how they impact learning, teaching strategies that maximize attention while not overloading working memory, and practical classroom management tools such as how to give effective directions and using music to increase on-task focus.
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The event will cover the following::
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Therefore, human intervention has significantly influenced land use patterns over many
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9
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Benefits of Music for Language Learning
- 2. An education professional and writer from Columbia, MO, Willy Wood is passionate about the topics he addresses as a writer. As the author of the book The Rock and Roll Classroom (www.rocknrollclassroom.com), Willy Wood is particularly interested in the role of music in human learning. Studying music as a child cultivates more than an appreciation for the arts. According to a study published in the Journal of Neuroscience in 2014, research has shown that children who took two years' worth of music lessons also developed stronger linguistic abilities.
- 3. According to the research, the things that music and language share in common, such as pitch, timing, and timbre, lead students who study music to a heightened understanding of language. The brain's understanding of syllables becomes sharper with more time spent learning and comprehending music, distinguishing similar- sounding syllables like "ta" and "da" more effectively. Some of the young people in the study also cited other benefits beyond those measured in the study, such as stress management.