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My ‘Clever Kid’ Song is hot on the downloads!

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It’s all across the net! And booming. We are getting over 1,000 downloads a day of this Rock Gospel music backed song that is all about children identifying with ‘things they can’t do yet’, and ‘things they can do now’!
Click to Hear or Right Click to Download.
It lots of fun but also serious literacy!
Prolifically alliterative, the lyrics activate 65 words in connected text – 36 different including 16 starting with colorful C, 21 sight words (4 above primer).
It’s a great example of how Jazzles ELA combines vocabulary development and sight words in context.
The animation cleverly creates comprehension using the Jazzles strategy of synchronizing visuals and lyrics in ‘Matching Captions that also automatically develop left to right tracking skills.
It’s perfect for all our Visual-Kinesthetic learners!
And great for a ‘Clever Kids Night’- a choral singing event with parents applauding as their children clap, tambourine-play and dance to the gospel rock!
Try it out. You’ll find it’s great for creating discussions and expanding oral language. Just sit the children down and chat about what they couldn’t do when they were babies, but they can do now.
I ask them to sit in a circle and take turns saying, “I have already learned how to skip, but soon I want to learn to ride a bicycle.”
Lot’s more learning strategies like this follow!

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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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4: Reading-Songs and VAK Engagement – Strategies Making the Jazzles Difference!

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Here’s today’s challenge!
As an educator, have you ever heard of any publisher focusing on engagement as the single most important contributor to our children’s learning outcomes?
Yet a major, 2007 PISA (OECD) study, shows levels of ‘engagement’ is the the single factor that differentiates nations with the highest and lowest levels of student achievement.

A few days ago, I said I’d pitch Jazzles ELA against any PreK-G1/ESL curriculum program, knowing from experience it will win hands down!

So impressed was this Missouri kindergarten with Jazzles, she wrote a brilliant thesis that explains why Jazzles works.

My kindergarten students sing along with the Jazzles songs constantly and I was astonished to see how much their (DIBELS, Scott Foresman Reading Street and Reading A-Z) scores improved after incorporating the JAZZLES songs. Using actions helps with the total brain stimulation and actually rote memorization as well.

So here’s why I’ve spent my own money creating multimedia resources that emotionally and intellectually engage at extraordinary levels, while also creating harmonious, happy environment, that produces spectacular results.

Why children ignore school bells when Jazzles is around!
As a teacher, I have designed every aspect of the program to do the heavy lifting in terms of VAK engagement, internalization and recall.

So what does the heavy lifting? What creates mixed class unity?
It’s the Jazzles song-powered multimedia resources integrating with performance that ‘dynamizes’ highly engaging VAK learning.

Think of Jazzles as ‘American Idol’ for literacy!
Apart from the amazing memory power of music and song, we have all experienced the power of group singing to motivate and elevate feelings.

Technically, Jazzles songs can be 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’. Uniquely, Jazzles applies ‘ear-worms’ strategically and comprehensively to its English Language Arts System – specifically targeting beginning reading skills and oral English.

Leaving animation aside, Jazzles songs are prolifically alliterative. Children love alliteration that in songs, acts as a very powerful, language mnemonic – particularly in developing Oral Vocabulary, Phonological Awareness and Alphabetic Principle – 3 of the five most important predictors of future literacy success.

JazzleOke 1 – it’s a powerful, scaffolded ‘pot-pourri’ of VAK-ELA learning!
Singing, cartoons, captions, involuntary/repetitive movements of hands
and feet moving in synchrony … no other program moves children to learn like Jazzles ELA!!

The emotional engagement of group singing and animation enhances the meaning of the ‘matching captions’ – and the ‘matching captions’ in turn incorporate built-in phonological learning.
That’s why each Jazzles ELA unit is a ‘learn to read’ power pack!

Every time students, interact with a JazzleOke 1 they are seeing, hearing, singing, and moving by tapping, dancing or playing a percussion instrument to the beat, performing by miming or using actions. Every child’s learning style profile is engaged for optimal learning.

AND, they are actively learning the 6 big beginning reading skills while happily practicing oral English!

Jazzles song-themed Lesson Plans expand and consolidate with the social interaction of Visual and Performing Arts.

Following on from JazzleOke1’s interactive learning, your ‘reading stars’ can perform ‘karaoke style’ to JazzleOke 2 and JazzleOke 3 with backing tracks. Their fun performances effortlessly practice reading skills (L- R tracking and return sweep, one to one correspondence, letter/sound/word correspondence) and oral English while developing confidence!

For those interested in educational frameworks based on research in the learning sciences, Jazzles is following the three core principles of the Universal Design for Learning:
• multiple means of engagement (VAK)
• multiple means of action and expression(Visual and Performing Arts)
• multiple means of representation

Name another beginning ELA/ESL program that has children so eagerly and happily practicing!
Don’t believe me! Just download the free install and try it. Observe your class – now tell what child is not engaged by the humor and antics in these colorful song powered cartoons?

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Is Jazzles ELA the Change-Making Program I Claim?

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An Open Invitation to Psychologists and Neuroscientists Interested in the Science of Music and Song in Education
As scientists, how often do you have the opportunity to really influence a major shift in how children learn, opening a pathway to mass literacy and transforming the lives of millions of disadvantaged children?

Join me!
Most research as to how music changes our minds and what that means for education, has been conducted across general or very specific areas.
For example, what is the relationship between music and memory? How music engages us? How music creates emotions? How it makes us want to move? How music changes our brain’s plasticity and does this make us smarter? Why some music is more powerful than others? How it improves auditory capabilities? Music and the motor system. The relationship between music and verbal language including the processing of linguistic syntax. And of course, the benefits of music for speech therapy, etc.

A Different Opportunity – A Whole Curriculum Program
Now, for the first time, there is the opportunity for leading psychologists and neuroscientists to research the effect of music and song across a whole critical curriculum program and determine, whether or not, Jazzles ELA and its methodology holds the power to breakthrough over 50 years of plateaued reading levels.

Targeting PreK-Kindergarten, Jazzles ELA is unique as the only fully integrated, song-powered curriculum program in the world.
So it’s the only program that can be used to research the power of music at the most important developmental period for children, in the most important curriculum subject, measurable over time in a real educational environment.

The subject of two theses, Jazzles ELA delivers outcomes matching the research findings and discussions from experts in this field including Lawrence Parsons, Jamshed Bharucha, Daniel J. Levitin and Aniruddh Patel (etc).

The Key Question To Be Answered!
‘What is going on inside children’s brains, when Jazzles is going on?’
Anecdotal evidence suggests ‘lots’ but we don’t know.

Think About the Implications!
If current research findings in the science of music and song apply to Jazzles ELA, then the program will be shown to make children smarter, help them read earlier, read faster and carry over in other cognitive areas like math.

An Aussie teacher, a Revolutionary Approach and How It Almost Didn’t Happen.
Now, the obvious reaction to ask is how is it possible, that out of the blue, an Australian kindergarten teacher could produce anything capable of delivering a change-making program when unsupported by any university or financier.

Well, that is partly answered by clicking this link.
A lot is centered on my love of music and my skills to compose, visualize and produce animated learning songs seeing how these can be thematically integrated with the Arts to pluralize learning.
For a publisher, that’s a hard combination of skills to put together.

Here’s What Jazzles ELA Does:
Broadly, most children that readily achieve reading fluency do so because their parents have a literacy ‘rich’ background. .
But what if the parents have no literacy background and can’t functionally read?
Look at the figures! Forget reading to children in bed as the savior for literacy! Nearly 1-in-2 kids in the US and 3 in 10 in UK have no books. I cannot find a figure for Australia but adult functional illiteracy and innumeracy is 47% as a national average – hardly the ideal incubator of developing reading skills.

The Jazzles ‘animated reading songs’ succeed with all kids but importantly, with children from low or no English literacy backgrounds.
The system’s essence is a series of carefully structured animated alliterative lyrics that create rich recallable vocabulary (with understanding) across a mixed-ability class.

This provides the scaffolding for discussions, role play, reading and writing scenarios. Activated oral vocabulary is viewed as multimodal texts from which children can learn sight words, grammatical information, the use of punctuation and spelling. It’s VAK-T.

Through music, song, laughter and performance, Jazzles ELA effortlessly develops all 6 beginning reading skills: Alphabetic Principle, Phonemic Awareness, Vocabulary, Comprehension, Fluency and Concepts about Print.

Very Importantly – It’s Pure Howard Gardener!
In his just released book, ‘The App Generation’, Howard Gardner says, “Pluralize your teaching. Teach important materials in several ways, not just one (e.g. through stories, works of art, diagrams, role play).”

Pluralization is a critical attribute of the Jazzles ELA program – and very important for ESL/SPED students in mixed ability classes.

Join Me and Let’s Change Children’s Lives.
Two independent theses, plus independent classroom teachers, support this program for ‘astonishing results’ far ahead of anything they are mandated to use.
Based on our extensive experience, Jazzles represents a big missing piece in the puzzle as to how music and song can influence education – at least in terms of how to achieve mass-literacy.

If you are interested, have any suggestions, just click this link to email me.

NOTE: I like to add my thanks to Elena Mannes and her acclaimed PBS documentary “The Music Instinct: Science & Song,” that has opened my eyes to recent discoveries of the power of music and its connection to the body, the brain, and the world of nature. Elena’s book ‘The Power of Music: Pioneering Discoveries in the New Science of Song’ is available from Amazon by clicking this link.

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Too Poor For Pencils But Richer for JazzleOke!

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“We have kids on the honor roll at school now that have NEVER been on the list. Thanks to your wonderful creation.”

What more can I ask? JazzleOke showed its power to engage the ‘educationally at risk’ in the small coal mining community of New Canton, Virginia with children from (mostly) single parent homes with an average income of $22,000 pa.

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What Can Be Done When ONLY 12% of Black Boys are on Grade Level?

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The figure of 12% is to be found in Dr. Jawanza Kunjufu’s recently released book – ‘Understanding Black Male Learning Styles’ – in which he says, “Understanding black male learning styles is critical to academic success.”

Which takes us to today Thursday 11th April, Dr. Yvette Jackson will be the keynote speaker at the NYC DOE EMPOWERING BOYS INITIATIVE (Schomburg Center for Research in Black Culture).

Here Dr. Jackson will present research supporting her ‘Pedagogy of Confidence: Inspiring High Intellectual Performance in Urban Schools‘.

The essence is that high intellectual performance can be achieved when instruction and classroom environment are modified to include culturally relevant strategies through High Operational Practices that fortify the cognitive skills necessary for all students to meet the demands of the Common Core State Standards.

I Blend Research and Classroom Practice!
My Jazzles ELA program is built on research, focusing particularly on VAK-T learning styles and mnemonics. But some times I think research gets more attention than solutions.

So here’s this blog’s takeout!
There is a solution for Black American boys in PreK-G2. It’s called Jazzles ELA.
It is based on decades of practical classroom experiences and the oft forgotten, old time teacher skills, of ingenuity and creativity!
(Sadly replaced these days by committee-based prescriptive pedagogies.)

Using Jazzles ELA, schools will significantly reverse 50 years of failed resources and pedagogies to achieve consistently high levels of reading proficiency among our most disadvantaged.

As Eli Broad (@UnreasonableEli), says in a current tweet ‘Anyone in any line of work can use “Why Not?” to make small but significant changes in day-today operations’.

So my little request to Dr Jackson, Dr. Kunjufu, and all schools experiencing this issue, is:
Why not review Jazzles ELA in the toughest school you can ‘throw’ at me?
All I need is 1-2 weeks, an Interactive Whiteboard, some photocopy paper and art materials.
(Notes: You’ll see an impact on day 1. Doesn’t need much teacher training, because Jazzles is essentially ‘intuitive’.)

Summary
Dr. Yvette Jackson’s is the ‘Pedagogy of Confidence’.
Mine is the ‘Pedagogy of Engagement‘.
Through it’s pedagogy, particularly teaching from what is known, children acquire confidence because risks of failure are effectively removed. (See my very next blog!!)

How Jazzles caters for Black American boys – without losing the girls (or anyone else!).

BLACK AMERICAN Students
Movement and rhythm components are vital – along with the full battery of Jazzles 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 language practice strategy) and creating an environment that encourages harmony, cooperation, and socialization.

Jazzles embeds all these strategies in its resources and pedagog

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 sexes at extraordinary levels.
For boys,Jazzles is full of experiential single-task focus projects and visual-spatial/body-kinesthetic learning, the latter catering for boys’ natural desire to move.

LOW SES
The Jazzles 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 Jazzles 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 Jazzles 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.

Re Other Groups
For Hispanic, REGED, SPED, ESL/EFL refer to Equity for All on my website.

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Placing Emphasis on Vocabulary.

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It is great to see how Jazzles is aligning itself to the Common Core and is placing emphasis on Vocabulary.
My students, especially in the area of Math, struggle with word problems and extended response questions because they do not grasp the terminology used. So I think it’s great what Jazzles is incorporating, and at an early stage. I love that it is so child friendly and has many resources that tap into the different learning modalities. I will definitely update.

New York teacher- Kindergarten and 1st Grade Special Ed.

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