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8: How to Easily Catch Up to Reading Levels of Shanghai, HK, Finland, Sweden, S. Korea and Singapore!

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No 8 in 30 Pedagogical Strategies Making the Jazzles Difference

The deliberate integration of the arts into my Jazzles English Arts program creates positive group culture and accelerates literacy skill acquisition. 

Benefits also extend into math (patterns) and non-cognitive skills, including student focus and behavoir.

 Two independent 2008 university supervised studies prove that’s what Jazzles does!

Whether you are a regular or specialist teacher, just by using Jazzles multimedia resources and song-themed lesson plans (especially created for mixed abilities), you can achieve extremely high levels of engagement and ELA learning resulting in superior outcomes.

In 2008, as part of her Masters of Arts Degree, a Missouri kindergarten teacher wrote a thesis focusing on the impact of using music (in effect, Jazzles songs) to improve kindergarten reading levels.  Using tests such as DIBELS, Scott Foresman, Reading Street, Reading A-Z, just under  40% of her class achieved end of year kindergarten literacy levels in the first semester. (Half were entitled to free meals) 

 

Change over 12 weeks in the first semester using Jazzles

Kindergarten student scores achieved over 12 weeks in the first semester using Jazzles

Achieved in 12 weeks of first semester.

Kindergarten student scores achieved over 12 weeks in the  first semester using Jazzles.

“I was astonished,” said the teacher, “to see how much their DIBELS scores improved after incorporating Jazzles!”

Places like Shanghai, Hong Kong, Finland, Sweden, South Korea and Singapore are at the top level of academic achievement for reading, math and science.

What these top achievers have in common, is providing real time for music in the classroom.  Compare this to the tokenism, if any, found in lower performing USA, UK and Australia.

While Jazzles is not a music instruction program, it is the first complete curriculum program to  intelligently uses the attributes of song (automatic, practice, elevated happy emotion, and language memory) and performance, to develop cognitive (especially literacy) and non cognitive skills, including social skills, confidence and focus.

Music/songs engage intellectually and emotionally.  Drama linked to familiar songs provides ‘virtual experiences’ – bringing language to life and opportunity for inferential and creative thinking. Think how powerful a package of skills that is!  Jazzles has it and more!

In the process, Jazzles is helping prepare children for the Conceptual/‘Right Brain’ Age – where it is expected that futures will be determined more by peoples’ abilities to apply creative, holistic and innovative thinking, than logical and linear thinking.

Every Jazzles Unit of song-themed, Lesson Plans with activity pages, interactive games and Visual and Performing Arts activities continue to extend the ‘whole-part-whole’ ELA learning, motivate self initiated learning in other areas!

Click here and download a free Jazzles Advanced ELA Lesson Plan and see how Creative Arts can easily be integrated to power literacy and vital non-cognitive skills.

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Note to Curriculum Directors:

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Over the last few years, I’ve learned from experience that educators perceived as open minded innovators are not necessarily so.
More often than not, they have their own agendas – and Jazzles ELA is not on the list.
Why?
1. Jazzles is an inconvenient truth! You can have a highly creative, highly engaging, massively scalable ELA pedagogy that works within the current PreK-G1 infrastructure. You do not need to reinvent teachers; you just need to do what I have done. Go to the workbench, create and fund the development of the resources that are ‘right’ for today’s classrooms of mixed ability children.
2. Jazzles is as complete a program as you can find. There are no books! It’s all digitally delivered. So major publishers aren’t interested in licensing because we won’t allow them to break Jazzles up into multiple program packages and text books that supersize the price.
3. Jazzles is largely intuitive. It requires very little training and its lesson plans, activity pages and interactive resources are delivered online cost efficiently!
4. It’s also a ‘disruptive innovation’. On one side of the equation, schools will experience fewer children in pullouts for reading/ ESL support. So there will be less need for intervention programs, etc. On the other hand, schools will be able to harness the ability of specialist teachers to use their skills of music, dance and drama to power literacy, confidence and social skills.

Economically, Jazzles ELA is easy to scale across a school, an ISD, a State and from school-to-home. Providing there’s electricity, broadband/wireless, a computer, IWB or even a TV, you can deliver Jazzles ELA. Weather, epidemics and school holidays no longer matter, so children can have access to continued learning all the time.

And, in a world where so many parents are hurting (1 in 4 parents don’t know where the next meal is coming from), Jazzles not only delivers learning, but also joy and hope.

An Anecdote
Two of the best known educational creativity experts are Lord David Puttnam and Sir Ken Robinson. Both challenge the way we’re educating our children. In November 2010, my husband, Kevin Condon, tried to meet with Lord Puttnam to discuss obtaining his support for Jazzles as a new creative way to engage 21st Century children.
While the schedules didn’t match, Lady Puttnam asked an interesting question.
“Why Kevin do you think you can succeed when David and Sir Ken can’t?”
The answer was simple. “Because we have the resources!”
You can help us make that answer become true by trying Jazzles out. Even in the last few weeks of this school year, you will be able to measure significant gains in cognitive and non-cognitive skills.

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12. VAK Learning Styles is Surfacing More and More with Our Teachers

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Number 12 in My Series – Strategies Making the Jazzles Difference
OVERVIEW
Jazzles ELA is designed to match the learning style profiles of all the main student sub-groups in mixed ability classes.
In 2008, two independent university theses found Jazzles had significant impact.
In one, nearly 40% of the students (half on free lunch and with no reading level) achieved year end, literacy outcomes in JUST 12 WEEKS of the first semester.
Other benefits included greater focus, improved behaviors and improved abilities to recognize patterns in math.

Read below and see how Jazzles ELA provides the resources and strategies to engage today’s student diversity.

HISPANIC
Jazzles ELA strategies and resources comprehensively encompass all the key recommendations for ‘Educating Hispanic Students’ published by CREDE 2002. These include:
• Culturally-responsive teaching, cooperative learning (including utilization of context for meaning, use of nonverbal and verbal cues), instructional conversations (detailed in each lesson plan) and cognitively-guided instruction.
• Technology-enriched instruction including web-based images (now facilitated by Jazzles ELA embedded web search).
• Digitized books for pronunciation,
• The roles of multimedia including ‘creating a meaningful context for learning’ as well as ‘facilitating auditory skill development by integrating visual presentations with sound and animation’.
Jazzles ELA excels in all these areas.

BLACK AMERICAN
Movement and rhythm components are vital – along with the full battery of Jazzles ELA resources and strategies. This includes:
• Kinesthetic/tactile experiences.
• Processing visual information.
• Opportunities for expressive creativity (e.g. oral expression).
• Nonverbal communication (including intonation, body language, dance and drama, etc.).
Important strategies include working with background music playing (a key Jazzles ELA language practice strategy) and creating an environment that encourages harmony, cooperation, and socialization.
Jazzles ELA embeds all these strategies in its resources and pedagogy.

LOW SES
The Jazzles ELA pedagogy tackles all the core challenges these students face including lack of vocabulary, general knowledge, self-confidence as well as behavioral and emotional problems. Features include:
• Jazzles ELA is a multifaceted program that enables children to experience and practice learning in a multitude of different ways. For example, a key vocabulary strategy is to use the JazzleOke cartoons to power language rich conversations, drama and topic exploration.
• By focusing on one JazzleOke theme a week, children rapidly develop a common class-wide language base familiar to every child. This enables every child, advantaged and disadvantaged, to join-in happily.
• Week by week, low SES students incrementally develop their language base, general knowledge, their confidence and the joy of learning cooperatively.
• With Jazzles, there are frequent, varied, and extensive language experiences through its directed listening and discussion strategies.
• This includes the role of rich language. Around 5% of JazzleOke lyrics are composed of ‘big/unfamiliar’ words – like ‘astronaut’, ‘astonished’ and ‘outstretched’. These big words are the ones children find easiest to remember while also fostering word consciousness.
• For low SES students, song-powered JazzleOke brightens their day with happiness and joy. It also provides unique opportunities to engage families in their children’s education and in the process improve literacy standards in the home.

ESL/ELL/LEP
Multimodal texts, of which Jazzles has all, are widely adopted for ESL/ELL/LEP. Examples include illustrated texts, movies/music videos with same language subtitles, choral singing, performance, drama, whole/part body movements – as well as experiential and interactive learning so students learn by doing.
• The primary Jazzles multimodal resources are the animated song clips supported by same language subtitles. (JazzleOke)
• It is well researched that viewers automatically read captions and subtitles first, even before the visuals, and in the process transform screens/television from picture viewing into a predominantly reading activity.
• It’s a strategy endorsed by the Google Foundation, UNESCO, World Bank, various governments and academics because same language (lyric) subtitles can, in the words of Google founders, Larry Page and Sergey Brin, “help millions, of people gain access to regular reading practice and improve literacy.”
• Uniquely, with Jazzles, visualization is designed to match the lyrical captions to promote meaning.
• It also designed to create a binding relationship between the audio, the sound track, the visualization, and the subtitles. This enables LEP/ESL/ELL students to ‘take-out’ letter-sounds, words, phrases and meanings.
• Jazzles ELA strategies promote inclusion and growth in self confidence.
• Singing with JazzleOke overcomes embarrassment in pronunciation while also promoting memory for vocabulary in connected texts.
• Vocabulary acquisition with understanding is developed by promoting vocabulary usage in domains of knowledge (for example JazzleOke ‘Orange Octopus’ in relation to oceans and marine life) in combination with drama extensions that develop language rich understanding.

AGE/MATURITY
Each JazzleOke animation is a ‘multi-age’ mini ‘Learn to Read’ tutorial!
• JazzleOke is used across a very wide age range because all the music and language is totally contemporary, containing no babyish concepts.
• User groups include PreK-G2 as well as teenagers and adults for ELL/SPED.
• Children, teachers and parents are all impacted by the catchy alliterative lyrics and it’s 22 styles of different, contemporary music compositions.

TEMPORARY HEARING LOSS
Permanent and/or transient hearing loss in one or both ears affects more than 14% (one in seven) of school aged children. (Source: American Academy of Audiology 2011) It is estimated that one-third of children with minimal or unilateral hearing loss fail a grade. Long or short term, the Jazzles ELA range of multimedia, reinforced by its visual and kinetic activities, enables those affected to tap into supporting/compensating modes of learning.

BOYS
“Stunning!” Says New York Times Best Selling author Michael Gurian ( ‘The Minds of Boys’).
Jazzles resources and pedagogy is embedded with differentiated instruction strategies that create boy friendly classrooms – while still engaging the girls, both at extraordinary levels.
For boys, Jazzles is full of experiential single-task focus projects and visual-spatial/body-kinesthetic learning, the latter catering for their natural desire to move.

REGED
Visual and Kinetic learners are estimated at 75% of students entering school. Many children only become engaged when moving! Jazzles ELA themed Lesson Plans are full of learning directed kinesthetic-tactile activities – including choral singing, hand/body actions, movement, dancing, mime, percussion, drama/ performance, art/craft etc. These are all directed at developing language proficiency with knowledge proficiency, without which meaningful reading cannot take place because of deficits in comprehension.
Boosting Concentration.
A big issue is children’s ability to concentrate. In a recent poll of 440 teachers, 91% said children’s attention spans were shorter than ever before. Using the focus question prompts found in each Jazzles ELA Lesson Plan, children engage at extraordinarily high levels. Post viewing activities achieve extended high engagement levels with children even ignoring schools bells to keep interacting – “occasionally with real tears being shed!” reported a teacher!

SPED
Jazzles ELA applies highly integrated sequenced, multisensory/multi-modal approaches that universally adopted by SPED educators.
• Most SPED students are global processors with tactile and kinesthetic-perceptual strengths.
• Jazzles ELA is rich in kinesthetic and tactile-kinesthetic experiences.
• Pre-instruction is an important part of Jazzles ELA strategies enabling global thinkers’ to process ‘whole-to-part’ information.
• The Jazzles multimedia content also appeals to a very wide range of developmental ages because it treats all students intelligently. It is never silly or babyish!
• Jazzles ELA is perfect for conditions where music, dance/movement and creative arts expression helps focus and engagement.
• Jazzles ELA enables more Special Education students to be effectively included in regular classes including those with ADD/ADHD, dyslexia, apraxia, autism spectrum (at levels acceptable for inclusion classes), dysphagia, fluency & voice, Down Syndrome, intellectual and learning delayed, reluctant learners and visual and hearing impaired.

ASIAN/PACIFIC ISLANDER
There are 6 major subgroups in the Asia/Pacific Islander population, but in total 47 ethnic groups speaking over 100 languages and their learning styles differ quite widely. Generally it is recommended that they prefer visual and kinetic/practical experiences. The point is that whatever the preferred learning style, it is found in the Jazzles ELA resources and pedagogy.

“I was astonished to see how much their DIBELS scores improved after incorporating Jazzles!”
Says a MO. kindergarten teacher.

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Teachers: Will We Ever Learn? And What I’m Doing About It!

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‘Teachers: Will We Ever Learn?’ is a headline in yesterday’s New York Times. Click here to open.

It’s a great article by Jal Mehta, an assistant professor at the Harvard Graduate School of Education, and the author of the forthcoming book “The Allure of Order: High Hopes, Dashed Expectations, and the Troubled Quest to Remake American Schooling.”

He says in one paragraph: “… what happens in classrooms, hasn’t changed much in the century since the Progressive Era. On the whole, we still have the same teachers, in the same roles, with the same level of knowledge, in the same schools, with the same materials, and much the same level of parental support.”

Professor Mehta, not for the want of trying!
Unlike Sir Ken Robinson et al, there’s little point in complaining about lack of creativity in schools. I’ve sold my house to create and fund a totally new 21st Century Engagement Pedagogy designed to cater for VAK-T learning styles – using new ground breaking pedagogical resources.

Dianne Ravitch may not support the Common Core Standards. I do, because it provides a benchmark upon which DoE’s and ISDs can judge materials – mine included. And guess what, Jazzles ELA will beat any other PreK to K program hands down and meet/exceed CCSS ELA for Kindergarten!

So what am going to do about it today??
I’m taking time off to work out a new strategy as to how I can get DoEs, ISDs and Principals to say, in the words of Eli Broad, “Why not?” as in “Lesley Beth is claiming all these things about how her program is solving issues of engaging mixed ability PreK-G1 classes. Is it fact or garbage?”

Well just two weeks trying out Jazzles in a class would tell you. So why not try it??
As I said in previous blog, give me your toughest PreK-G1, and I’ll show you how I can engage, manage and motivate them! What’s the risk? NOTHING!
Except you might turn upside down the theories and resources of yesterday.

I’m Going Bush!
So for the next 10 days, I’m going bush – no phones, no electricity, so many stars, you’re dazzled!

And here’s a good summary of where my husband and I are going – courtesy of Australia’s greatest poet, Banjo Patterson

“And down by Kosciusko, where the pine-clad ridges raise
Their torn and rugged battlements on high,
Where the air is clear as crystal, and the white stars fairly blaze
At midnight in the cold and frosty sky,
And where around The Overflow the reed beds sweep and sway
To the breezes, and the rolling plains are wide,
The man from Snowy River is a household word today,
And the stockmen tell the story of his ride.”

My husband, who’s British, insists on swimming. It’s cold but crystal clear – we drink it without boiling!
Back on the 22nd April – and thanks for all the hundreds of messages of support.
Tweet@lesleyBeth

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‘The Arts’ of Reading Excellence

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So much emphasis on English and math testing to the annihilation of the arts!
The tide has turned!

All over the country, parents want to know what creative arts programs their children will be offered.
They understand the benefits of creativity through music, art and drama.
Above all, they want their children to be eager to go to school, socialize with their peers, as well as having learning confidence!

Teachers are overwhelmed with overcrowded curricula.
Cut backs have chewed into music, performance and visual arts programs.
But now, even governments are recognizing the positive evidence for including the Arts in schools

But what if Visual and Performing Arts became the medium through which children learn to read, write and communicate?

That’s what Jazzles ELA does. It uses the Arts to absolutely power vocabulary, phonemic awareness, print awareness, letter-sound correspondence, comprehension and fluency through its ‘learn to read’ songs and themed activities.

Jazzles amusing, animated and ‘captioned’ songs, simultaneously engage visually, kinetically and aurally – so every child’s learning style is addressed. Optimized, and mostly intuitive, children are learning all the 6 beginning reading skills through hearing, singing, following the words while performing ‘karaoke (they love that!), miming, dancing and playing percussion instruments to the beat.
Children are interacting socially through choral singing and performance, to learn, automatically and happily, initial sound frequency, high frequency/sight words and grammatical information – all in alliterative, song stories with meaning! It’s all fun practice and never rote.

Afterwards, children collaboratively work in pairs or groups to re-purpose internalized song sentences and research related topics to become script-writers, TV reporters or producers of mini dramas. You can even video these performances for review!
It’s massive, creative engagement – powering contextual vocabulary and oral language delivery – as well as non-cognitive skills of co-operation, performance, confidence and self-esteem.

And after school, brimming with confidence, your students will go home and ‘teach’ their parents and siblings the songs they’ve learned, showing off their word power while explaining the roles they’ve played!
Even if their parents can not functionally read, they can sing a song..
So now there is positive ‘schools to home connect’ with literacy benefits!

Jazzles ELA has a ‘learn to read’ package with over 400 scaffolded, song-themed, interactive resources integrated into its research-based methodology and pedagogy. Two independent theses prove it works at exceptional levels.

We all know the recall-power of music and song!
Just watch American Idol and see the judges sing every memorized word along with the performers!
Music, performance and coral singing engage students. Every teacher understands how beneficial that can be!

Compare Jazzles ELA to other early reading program relying on rote practice and sight word cards!
Which do you think students would rather?

Could marrying Creative Arts with Language Arts be the ultimate solution?

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Test my Jazzles ELA in PreK – G1; it’ll beat any other curriculum program!

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50 Benefits Jazzles ELA Will Deliver You!

I’m just a teacher but I’m very proud to have achieved what the BIG publishers haven’t.
I’ve created, produced and funded a creatively complete, extensive multimedia ELA program that grabs kids’ attentions and propels them into a world of creative literacy.
This is all because of the multitude of advanced, mostly unique, learning strategies I’ve incorporated into the design of the program.
Scroll this page and read 4 – another 26 at least to come!

So here’s the challenge to the big publishers. Use some of the monies you earn from the testing market (anywhere from $400 million to $700 million) to create pedagogies for our 21st Century kids that will actually break through the last 50 years of failure to achieve mass levels of reading proficiency.
That is what all the research and teacher usage shows Jazzles can do.
But I need more than the one state that has signed on to use the Jazzles IP.

Getting You Started!
I’ve given you 50 dimensions in this video! Yes 50!! And it’s set to some of my jazzy music to aid the mnemonics!
DEFINITION:‘Grabs attention’ = near to 100% – think of the difference that will make everyday to your teachers and their students – particularly the disadvantaged.
It is truly game changing!
Note: A 2007 PISA (OECD) study, showed levels of ‘engagement’ was the single factor that differentiated the nations with the highest and lowest levels of student achievement.

Key Point
I’ll pitch Jazzles ELA against any PreK-G1/ESL curriculum program. It will win hands down! If you’re a DoE, ISD, School, Teacher (inc. ESL, SPED), just try it!
YouTube Video

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Generational Poverty Does Not Extinguish Creativity And Why This Is So Important!

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No one disputes generational poverty is inherent and likely to grow.
But as a teacher, we have to cope with the children of generational poverty.
And you know?
We can!
It just depends on the resources and strategies we are given to use.
Assuming the school looks after the hunger, just imagine these kids entering the classroom.
They are stressed, depressed, angry, depressed and oppositional!
Why wouldn’t they be?

What’s the solution?
Arts Integration because it creates joy and inclusion to power whole class engagement and motivation

I use JazzlesELA.com, my own ‘Arts Integrated’ curriculum program.
(In fact, having canvassed every major LinkedIn educational groups and every educational #tag one on Twitter, it appears to be the only one that meets/exceeds Common Core Kindergarten ELA)

From class start, I create a joy-filled classroom with children watching carefully structured animated music videos. They are singing, they are moving, they are creating actions – all for a purpose – memory power. When you see, laugh, hear, move and sing, you remember everything! By following specially formatted prolifically alliterative, phonemic awareness, rich subtitles, they are intuitively developing all six big ideas of reading.

Instead of knocking TV, we borrow familiarized program format properties. Working in groups, children dramatize the sung story becoming weather anchors and news reporters. With karaoke, they’re stars of ‘The Voice’, backing singers or members of air-bands, etc. No guitar but they can all be a Keith Urban!

All of this is building their creativity (which generational poverty does not extinguish) while powering themed, systematically evolving vocabulary and oral language skills. Plus, they are working together in groups learning 21st Century Skills, like co-operation, sharing, being kind to each other.

So, let’s start forgetting children’s backgrounds.

Ask any PreK or Kindergarten class. Can you use a computer? Can you sing? Can you dance? Can you color and paint? Can you pretend to be a slippery snake? Hands will go up everywhere because they are at an age when they can. (Children use the computers to research topics, etc.)

Let’s start using Arts Integration to give these children a sense of purpose and value.
Finally, remember for them to learn, they have to read, and to read they have to have vocabulary.
To adopt a quote by Robert Pondiscio of the Core Knowledge Foundation, generational poverty isn’t destiny, but vocabulary, confidence and creativity definitely will be.

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