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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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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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Nothing matches Jazzles for learning styles!

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I love the feedback from our teachers. Here’s one from a teacher who works across PREK-G1 including ESL.
She covers today’s biggest educational challenge – mixed ability classes – and the importance of Jazzles with its VAK learning styles and engaging pedagogy.

“Here we are again – another semester and Jazzles too!
I use Jazzles all day and if I had my way I’d use only Jazzles but we have to use other stuff to!
Nothing else matches Jazzles for the multiple styles of learning it encompasses.
Along with recording the results on ESGI, I think it makes a HUGE difference!
This year we have younger children – lots of English as second language, speech problems, no English and low socioeconomic backgrounds.
So they are 3 and have come with very limited knowledge of colours, shapes, letters, their own names, listening, manners.
I spent most of the last day of the 2011-2012 school year in tears.
The parents were so lovely in all the words they said.
One dad cried too! They were so appreciative of how far their children had come and the fun they had with Jazzles and they all loved the regular Friday afternoon karoake (JazzleOke Friday) shows.
I’ve been teaching for a while now & I recommend Jazzles to everyone I meet!
Thought you’d like to know.”

Note: Jazzles is great for parent nights! Lots of parents end up in tears!

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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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6: Why song-powered Jazzles ELA? Strategies Making the Jazzles Difference

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When watching ‘American Idol’ or ‘The Voice’, have you been intrigued to see the judges singing every word of the song being performed, and even more amazingly, they often predict the song just by hearing the introductory, instrumental bars ?

So have you found yourself mentally able predict the next song on a familiarized album – even before it begins?
I have!
It’s scientifically described as ‘ear-worms’ – ‘a piece of music that gets stuck in your head so you hear it, even when it‘s not being played’.
That’s the amazing recall power of songs that I use for literacy purpose.

Let’s take ‘The Voice’ analogy a step further. The brilliance of the concept, is that the judges only evaluate on the voice – not the appearance.
Sadly, that’s not how it works in life!
After the initial judgement call on appearance, children and adults are judged on their ability to communicate!
Poor oral fluency can wrongly create misconceptions about intelligence or cause low self esteem and cost jobs as an adult.

Even sadder, research consistently finds teachers spend as little as 6% of their time on vocabulary development and even less (only 1.4%) allotted to content area vocabulary.

Every teacher knows that apart from the intervention of repeated practice (requiring time they can’t find), it’s almost impossible to change ingrained, grammatically incorrect vocabulary e.g. ‘I seen him’, ‘She went to the shopping’ etc.!

I believe we are created with equal brain capacity to learn – just inequality of opportunity.
Music and singing is accessible to everyone – engaging the brain for remembering intonation and pronunciation and the grammatical structure of language.

I deliberately use a wide variety of upbeat musical styles and singing performances as the key Jazzles ELA strategy for emotional engagement and recall.
Singing happily and automatically unifies groups of children – no matter what their socio-economic status is.
It is also the ideal way to practice and internalize English vocabulary – to say nothing of confident oral expression!

Can you think of a more powerful and enjoyable way to activate vocabulary?
It is the single best predictor of success in all school subject areas. And essential for mixed ability classes!
Based on the amount of time devoted to it, you wouldn’t thinks so!

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9: Phonemic Awareness Skills – What Education Schools Aren’t Teaching!

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Number 9 in My Series – Strategies Making the Jazzles Difference
In May 2006, the National Council on Teacher Quality published an extensive report on ‘What Education Schools Aren’t Teaching About Reading’.

It found that “the two ‘newest’ components of good reading instruction — phonemic awareness and fluency— were broached in the fewest classes, just one in 20 education schools. In contrast, phonics, long the linchpin of reading, was taught in one out of seven classes, with slightly more frequency than comprehension, arguably the hallmark component for the whole language approach.”

Providing Support for Elementary Teachers
Unlike nearly every other PreK-G1 resource, Jazzles focuses on developing phonemic awareness skills via songs that are prolifically alliterative (the repetition of the same initial sound in several words in connected text). Children love alliteration because it is ‘tongue-twisting’ and memorable.

Over 40,000 YouTube Plays

Over 40,000 YouTube Plays

Click to Play and see alliteration in action!

Strong Mnemonic Aid
Alliteration is also a key component of the Jazzles multiple memory strategies.
Research shows that it is more probable that children will consistently remember expressions that alliterate than those that don’t.  This appears to be almost intuitive.

Phonemic awareness is the strongest predictor of reading success – more highly related to reading development than intelligence, reading readiness, and listening comprehension (Stanovich, 1986,1994). Jazzles lyrics excel at developing the phonemic awareness skill of initial sound fluency.

Two independent theses (2008) using Jazzles Songs support its effectiveness. See Previous Post

What’s the Take-Out?
Jazzles ELA not only provides the resources that engage children to intuitively develop their phonemic awareness skills, it also provides the teachers with how to teach it using the Jazzles ELA Advanced Lesson Plans!

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Serving a new definition of educators! At last!

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For every one interested in the return of Arts to the mainstream curricula, I encourage you to click the link below and read this excellent article:
Reading Through the Arts – How theater and visual arts can engage students in reading.’

What amazed me was the article’s source – it is from ARTSEDGE, an education program of The Kennedy Center.

Maybe I’m showing a bit of naiveté, but I had never associated The Kennedy Center as a mainstream source for teaching and learning in the arts.
Now, thinking about Jacqueline Kennedy’s role in using the White House to “showcase” the arts and her role in establishing the National Cultural Center, now The John F. Kennedy Center for the Performing Arts, it all makes a lot of sense!

One statistic stands out.
On it’s ‘Welcome to ARTSEDGE’ webpage, The Center says:

“The full impact of ARTSEDGE might be measured by considering that of the eleven million people who participate in Kennedy Center Education Department programming each year, four million do it through ARTSEDGE resources.”
That’s a lot of people!

And the best is yet to come:

The Welcome page continues:
“In an education landscape that is evolving with new ideas of how, when and where we teach, learn and create, the ARTSEDGE team has revisited every part of what— and how—we offer resources. We are expanding our content to serve a new definition of educators, encompassing classroom and out-of-school teachers, with the single-minded goal to support arts-based student learning, whether in the classroom or an informal learning environment, like the home. We’re focused on ways to support innovative teaching with the arts, and meet changing trends in education and to accommodate the ever-evolving impact of technology in our lives. ”

I love it! I hope you do too!
Lesley Beth
(Note: I found the link through Twitter, which provides me with more insight and links to educational movers and shakers than any search engine has ever done.)

Note: From Wikipedia: The John F. Kennedy Center for the Performing Arts is the busiest performing arts facility in the United States and annually hosts approximately 2,000 performances for audiences totaling nearly two million; Center-related touring productions, television, and radio broadcasts welcome 20 million more. Now in its 41st season, the Center presents the greatest examples of music, dance and theater; supports artists in the creation of new work; and serves the nation as a leader in arts education. With its artistic affiliate, the National Symphony Orchestra, the Center’s achievements as a commissioner, producer, and nurturer of developing artists have resulted in over 200 theatrical productions, dozens of new ballets, operas, and musical works.

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