Seems everyone wants the engagement power and educational benefits of Arts plus Technology.

Why?

Because, apart from the 3 R’s, we teachers need to cater for all learning styles and multiple intelligences while also developing non-cognitive skills, and keeping it all entertaining to engage every student!

Combining the Arts with the cost effectiveness and the engagement levels of on-line internet delivery, just adds to the benefits!

Now I’m all for research- based information that leads to change and developing practical resources that meet educational needs. But it seems that there is too much analyzing, too many committees gathering information and too little money spent on program-resourced solutions!

We have researched and found the flaws, heard the experts.
Where are the solutions?

Why aren’t more experienced, mature teachers asked to contribute from their wealth of practical knowledge and experience? I’m sure many retired teachers would love to be asked to share their wealth of wisdom.

Meanwhile generations of children are lost in inappropriate, outdated programs. Endless blame-gaming and talk has failed them.

AND don’t blame the teachers.
The solution needs to start by equipping teachers in teachers colleges and already in schools – but please give them the sequential program, methodology, and engaging resources children today are expecting.

Let’s look at the evidence in the NCTQ’s May 2006 Report ‘What Education Schools Aren’t Teaching about Reading and What Elementary Teachers Aren’t Learning

Finding No 1: ‘MOST EDUCATION SCHOOLS ARE NOT TEACHING THE SCIENCE OF READING’ (Page 4).
Finding No 9: ‘NO AGREEMENT IN THE FIELD ABOUT WHAT CONSTITUTES ‘SEMINAL’ TEXTS’ (Page 12).

‘Another problem is fragmentation in the field of reading instruction. In contrast to most other fields, where professionals generally agree on a core of seminal texts, no single reading text, no matter what its approach, was assigned in more than a handful of the courses we examined, and only a tiny fraction of texts were read in more than a single class. Teacher educators clearly have not reached any sort of consensus about a single scholar or text that serves as essential reading in the field. In truth, the field is a free-for-all.’
SOURCE: National Council on Teacher Quality May 2006 Report.

Not so using the JazzlesELA ‘learn to read’ method that involves simultaneously learning the 5 necessary components of good reading instruction (as identified in the review of research by the National Reading Panel report released in 2000), while also learning Concepts about Print and practicing oral English!

My sequential JazzlesELA/ESL multimedia program is designed for the beginning of Elementary school. One of its extraordinary strengths is achieving very high levels of engagement in mixed ability classes through the integration of Arts and Technology.

If you can’t reach them, can you teach them?
Click this link and test for yourself the effectiveness of a ‘relatable’ arts-integrated, multimedia program!

At the very least, you will discover that Jazzles ELA offers every child the opportunity of a happy, confident start to school with a unique, 21st century, arts-integrated, multimedia ‘learn to read’ approach.

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