Kathie Nunley's Educator's Newsletter
Thursday, April 17, 2008
Kathie Nunley's Educator's Newsletter
---Mid-April '08 Edition--- (current subscribers: 20,412)
++++++++++++++++++++++++++++++++++++++++++++++++++++
News and updates to http://brains.org and Kathie Nunley's
Layered Curriculum(R) Site for Educators: http://help4teachers.com
~~The NO-MEMBERSHIP-REQUIRED website which blends current
psychology research with education.
You can subscribe to this newsletter at: http://help4teachers.com/newsletter.htm
Unsubscribe & EMAIL CHANGE information link at the bottom of this newsletter
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
--------SECTION ONE: TEACHING TIPS ------
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Teacher Tip # 1: On every assessment that affects student grades, I
always put their current grade in the bottom left corner of their paper.
This way they get immediate feedback on how this affected their
grade and know their status in the course. Heather Netland, Parkers
Prairie High School, MN
Teacher Tip # 2: Use Hip-Hop to teach poetry and figurative language.
Nora Kings, Four Directions Charter School, Minneapolis, MN.
Teacher Tip # 3: Use large, "rich" words to encourage students to
ask, "What's that mean?". Jane Bartlett, Parkers Prairie Elem., MN
Send your favorite teaching tip to me at Kathie@brains.org
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
------SECTION TWO: HOT TOPICS------
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
HOT TOPIC # 1: Teachers are constantly warned against using sarcasm
with students due to the ease with which it can be misinterpreted. New
research on how the brain processes sarcasm shows just how complex
it is. While the left hemisphere is primarily responsible for the literal
interpretation of what you hear, the right hemisphere, along with areas
of the frontal lobes interpret the social and emotional aspects of what
you hear. A specific region in the right ventromedial area of the prefrontal
cortex puts these two pieces together. Damage to any of these areas
affects a person's ability to understand sarcasm. Shamay-Tsoory, S.
& Tomer, R.(2005). Neuropsychology, Vol 19(3)
HOT TOPIC #2: Feel like your memory just isn't what it used to be? Most of
us know that memory is affected by age and one of the earliest signs of
mental decline that we notice. But learning and memory can be improved
at any age. According to experiments done on other animals, young brains
can improve learning and memory by physical exercise alone. Middle-
aged brains can improve by combining physical exercise with mental exercises.
Older brains can improve through either physical or mental exercise alone.
Harburger, L, et al. (2007). Behavioral Neuroscience, Vol 121(4).
More Hot Topics at the websites!
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
------SECTION THREE: WEBSITE UPDATES------
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
**From HELP4TEACHERS.COM***
A new video tutorial titled "How do I begin Layered Curriculum®" is available
to download (no cost) on the homepage, http://help4teachers.com
Sample units are available at:
http://Help4Teachers.com/samples.htm
If you have any Layered Curriculum® units you have designed, please share
them with us! Just email them to kathie@brains.org.
=================================
*******From BRAINS.ORG: ***********
Our Brains.org Shop has a selection of my most recommended
books and teaching aids. New selections this month include "A Guide
to Graphic Organizers" and Marilee Springer's new book: "The
Developing Brain: birth to age eight". http://brains.org/store/index.htm
Our shop always carries Layered Curriculum® texts and workbooks at our
exclusive direct discounted price. Each order is charged and processed
individually by a real human - and yes, we do take Purchase Orders.
We appreciate your business.
http://brains.org/store/index.htm
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
------SECTION FOUR: KATHIE'S EMAIL------
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Kathie, With all the emphasis on standards and all the options available to
students in the various layers (in Layered Curriculum®), how do I guarantee
that every student is exposed to every element of every standard? Do I set it
up so that every element of a standard has several choices of assignments?
--LaRee F, Georgia.
===================================
LaRee,
Exactly! - The standards remain the same - you just offer students choice
in how they learn or meet those. (there's a new video tutorial online at the
website which may help get you started). - Kathie
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
------SECTION FIVE: WORKSHOPS / SCHEDULE / MISC------
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Happy Spring. It's a beautiful week in New England. The last few remaining
snow piles are just about gone, replaced by daffodils fighting their way to
freedom. This morning was just picture perfect from my vantage point on my
milk stool. The rising sun warmed my back as I sat milking Dixie, listening to
my current rooster, Frank, heralding in the new day, and watching the new calf
chasing the hens out the door when they came in looking for new nesting sites.
These are the days that I secret away into my memory to be savored again and
again on those "other" kinds of days.
I had a wonderful time this past week working with teachers at the College of
New Jersey in Ewing, and Lower Canada College in Montreal, and all the
Northwest Region middle school teachers in Las Vegas. Thank you so
much for the opportunity to visit with you all. I look forward to seeing some
new units from all three of those sites!
We have new workshops in the making for Chicago, the Dallas-Fort Worth
area (Keller), 2 spots in Alberta (Lethbridge and Edmonton), and we're still
getting something together for Bristol, England. As usual, I post details
and registration information as soon as we have it on my calendar page
at the website: http://help4teachers.com/calendar.htm
And finally, I'm looking forward to our first online Layered Curriculum® trainers
session this weekend. We've got a great new groups of trainers coming
on board who should add a whole new dimension to Layered Curriculum®.
Enjoy the rest of your week!
As always, my best to you and yours,
Kathie
=================================================
Workshop information is available at the website
http://help4teachers.com/workshops.htm
or
call: 603-249-9521
email: kathie@brains.org
Brains.org and Help4Teachers is located at:
54 Ponemah Road
Amherst, NH 03031
Layered Curriculum® is a trademark developed by and registered
to Dr. Kathie F Nunley. Usage information available at:
http://help4teachers.com/usage.htm
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
You are receiving this newsletter because you requested to be on my
mailing list by entering your email address at one of the two websites.
I NEVER share or sell my newsletter list, nor is it used for any other
purpose other than this bi-monthly newsletter. Should you need to be
removed from the list, or need to CHANGE your email address, you
can do so by simply clicking this link:
http://s1.seffylists.com:81/guest/RemoteListSummary/nunley
Dr Kathie F Nunley
Layered Curriculum(R) . . . because every child deserves a special education (tm)
Tuesday, April 01, 2008
Kathie Nunley's Educator's Newsletter
---April '08 Edition--- (current subscribers: 20,357)
++++++++++++++++++++++++++++++++++++++++++++++++++++
News and updates to http://brains.org and Kathie Nunley's
Layered Curriculum(R) Site for Educators: http://help4teachers.com
~~The NO-MEMBERSHIP-REQUIRED website which blends current
psychology research with education.
You can subscribe to this newsletter at: http://help4teachers.com/newsletter.htm
Unsubscribe & EMAIL CHANGE information link at the bottom of this newsletter
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
--------SECTION ONE: TEACHING TIPS ------
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Teacher Tip # 1: For small group discussions, I give each student 3 paper
clips. Put one cup in the center of the group. Each time you share an idea,
you put one of your paper clips in the cup. When you're out of clips, you
need to hold off any more ideas until others are finished. Discussion
goes til all clips are in the cup then we share our discussions between
groups. (no name) Workshop participant, MN.
Teacher Tip # 2: Each row of desks is named by the days of the week.
Students line up for lunch, recess, etc. according to what day it is.
This way everyone gets a chance for the front of the line. ( a big deal
for 2nd graders). Colleen Brandt, Rothsay Public, MN.
Teacher Tip # 3: Change your phone voice mail daily to announce your
homework assignment. Parents also appreciate knowing even if there
isn't homework. This works well for absent students too.
Cathy Malotka, Saginaw Public Schools, MI.
Send your favorite teaching tip to me at Kathie@brains.org
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
------SECTION TWO: HOT TOPICS------
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
HOT TOPIC # 1: Dr Sonja Lyubomirsky is one of my favorite researchers.
She's the leading researcher on the topic of happiness, what makes us
happy and how to control happiness. According to her newest work,
perhaps 40% of our happiness is actually under our control. With just a
few minutes of mental work, you can sustain happiness for weeks.
According to Lyubomisrsky, just spend 5 - 10 minutes on a daily basis
"counting your blessings" - remembering and thinking of happy life
events. Her other research has pointed to performing good deeds as
another significant factor in maintaining happiness. Novotney, A. (2008).
Monitor on Psychology, Vol 39(4), 24.
HOT TOPIC #2: A team of psychologists has compiled the data on
cooperative vs individual classroom models from the last several
decades. The culmination included research involving more than
17,000 adolescents aged 12 - 15 years from 11 countries. Their
findings: students in classrooms that supported cooperative learning
(group projects, group study, group prep for exams) not only had better
peer relationships, they scored higher on academic tests and scored
higher on tests for problem-solving, reasoning and critical thinking.
Students from classrooms that supported individual and / or competitive
work, still maintained their social friendships but their academic scores were
lower and scores on problem solving and critical-thinking were poorer.
Roseth, C., et al. (2008) Psychological Bulletin, Vol 134(2).
More Hot Topics at the websites!
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
------SECTION THREE: WEBSITE UPDATES------
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
**From HELP4TEACHERS.COM*** New Layered Curriculum® Sample Units:
We have several new Science Units for secondary teachers and one new
elementary social studies unit posted. See all the units at:
http://Help4Teachers.com/samples.htm
If you have an Layered Curriculum® units you have designed, please share
them with us! Just email them to kathie@brains.org.
=================================
*******From BRAINS.ORG: ***********
Brains.org accepts no advertising so we do appreciate your patronage
at our shop!
Our Brains.org Shop has a great selection of my most recommended
books and teaching aids. New selections this month include "A Guide
to Graphic Organizers" and Marilee Springer's new book: "The
Developing Brain: birth to age eight". http://brains.org/store/index.htm
Our shop always carries Layered Curriculum® texts and workbooks at our
exclusive direct discounted price. You'll be happy to know that each
order is charged and processed individually by a real human - and yes,
we do take Purchase Orders. We always appreciate your business.
http://brains.org/store/index.htm
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
------SECTION FOUR: KATHIE'S EMAIL------
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
I've gotten several emails lately from people asking the 2 most popular
questions I get:
1. How do you get around to all the students to do oral assessment?
2. Do you find students only doing the minimum and not trying B and
A layer work?
Both of these situations can be addressed / corrected, if you follow
2 important rules for starting Layered Curriculum® - go slow (progress
from what you are currently doing in your classroom to a full Layered
Curriculum® room) and MAKE SURE YOU START WITH A "DAILY
METHOD". Sorry, I guess I was shouting there. But it is so important
that you do this.
Don't try to begin a completely student-centered classroom and expect to
get around to every child, every day to discuss every assignment. Start
with small goals. Perhaps trying to talk to everyone about at least one
assignment before the week's out, or get to 5 students each day.
Have students "pre-grade" classmates before you get to them, using your
posted rubrics. Offer small written quizzes on a note card, etc.
Secondly, run a unit (or 2, or 3) with a "Daily Method" style. On these, you
walk your students through each and every layer as a class. So you
dedicate some days for everyone to do only C layer work, then everyone
does a B layer assignment together and finally a day or two dedicated to
the A layer. Do this as often as needed to remind students that everyone
is expected to work all layers. "Stopping after the C layer" is never allowed.
Unlike the "Contract for Grade" methodology you may remember, students do
not pre-set their goals and then quit when those are reached.
I hope that helps! - Kathie
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
------SECTION FIVE: WORKSHOPS / SCHEDULE / MISC------
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Happy April. I guess I missed April Fool's Day, but I hope you had
the chance to play the fool at least once yesterday.
Today is April 2nd - earmarked now as World Awareness for Autism Day.
I think it's wonderful that they chose April 2nd for this day as today is
also the birthday of my oldest son (who has autism). It's important for
all of us who are closely involved with autism to be careful not to get
caught up in the current emotional frenzy of correlating ASD to
childhood immunizations. While it's tempting to be entertained by some
of the emotionally-intense media reports, we don't want to lose focus on
the verifiable research in the international science and medical arenas.
So today I offer my whole-hearted support for the parents of young
children with autism. Thank goodness for the improvements in early
detection and intervention. It's so important for parents and other
loved ones to work early and hard to help these children with autism
find a way to share their gifts. I have walked in your shoes, and have
cried your tears. So I encourage you to keep going. It is all worth the
work. My son, Keegan, is 24 years old today. I'll also mention that I
won't be able to celebrate the day with him because he's off at college.
He's a senior this year finishing his BS in Architecture with a minor in
math. He'll be home tomorrow though, as he is every Thursday- at 4:15pm
- exactly!
Enough of my chattiness for this issue. I do feel it's important though to
be a cheerleader for other parents making the journey.
I'll close by letting you know there are some new Layered Curriculum®
workshops in the planning for Illinois, Michigan and Alberta. Specifics on
location and registration information is available as soon as things are confirmed
on my calendar page at the website: http://help4teachers.com/calendar.htm
As always, my best to you and yours,
Kathie
=================================================
Workshop information is available at the website
http://help4teachers.com/workshops.htm
or
call: 603-249-9521
email: kathie@brains.org
Brains.org and Help4Teachers is located at:
54 Ponemah Road
Amherst, NH 03031
Layered Curriculum® is a trademark developed by and registered
to Dr. Kathie F Nunley. Usage information available at:
http://help4teachers.com/usage.htm
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
You are receiving this newsletter because you requested to be on my
mailing list by entering your email address at one of the two websites.
I NEVER share or sell my newsletter list, nor is it used for any other
purpose other than this bi-monthly newsletter. Should you need to be
removed from the list, or need to CHANGE your email address, you
can do so by simply clicking this link:
http://s1.seffylists.com:81/guest/RemoteListSummary/nunley
Dr Kathie F Nunley
Layered Curriculum(R) . . . because every child deserves a special education (tm)
Friday, March 21, 2008
Kathie Nunley's Educator's Newsletter
---mid-March '08 Edition--- (current subscribers: 20,318)
++++++++++++++++++++++++++++++
News and updates to http://brains.org and Kathie Nunley's
Layered Curriculum(R) Site for Educators: http://help4teachers.com
~~The NO-MEMBERSHIP-REQUIRED website which blends current
psychology research with education.
You can subscribe to this newsletter at: http://help4teachers.com
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
--------SECTION ONE: TEACHING TIPS ------
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Teacher Tip # 1: Never throw away those "junk" refrigerator magnets. Just
rubber-cement things to them to post material on your magnetic white board.
Roger Bachmeir, Long-Prairie Grey Eagle middle, MN.
Teacher Tip # 2: Have students write positive affirmations about each other.
Then place a positive affirmation on the student's desk. Tamera Peterson,
Rothsay Public School, MN.
Teacher Tip # 3: I raise my hand while asking a question and my 2nd graders
all raise their hand with the answer. Works amazingly well. Colleen Brandt,
Rothsay Public, MN.
Send your favorite teaching tip to me at Kathie@brains.org
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
------SECTION TWO: HOT TOPICS------
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
HOT TOPIC # 1: The National Institutes of Health has funded a couple of
studies through SUNY showing a possible cause for the high risk of
substance abuse during adolescence by those children whose mothers
used alcohol during pregnancy. Apparently, the brain of a developing child
learns what is "good to consume" based significantly on what flavors and
chemicals it finds in the amniotic fluid and breast milk. The learned taste
fades somewhat as the person ages, but is still fairly strong in adolescence.
The good news is that if these teens are steered away from alcohol use
during teen years, they may not be so at risk for abuse as adults.
Chamberlin, J. (2008). Monitor on Psychology, Vol 39(3), 12.
HOT TOPIC #2:
While most of us appreciate having a friend or co-worker we can complain to,
this so called "co-rumination" comes with risks particularly for teenage girls.
Extensive and excessive conversations with friends about problems leads
to increased good feelings about the friendship, but it also leads to anxiety
and depression. Teenage girls are much more susceptible to this than teenage
boys. Rose, A. Carlson, W. & Waller, E. (2007). Developmental Psychology,
Vol. 43(4), 1019-1031.
More Hot Topics at the websites!
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
------SECTION THREE: WEBSITE UPDATES------
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
**From HELP4TEACHERS.COM*** New Layered Curriculum® Sample Units:
**Tanya Stearney from TF South High School in Lansing, IL sent in a unit on
Mendel and Meiosis.
**Suzy Burket from Tyrone Area High School in PA send EIGHT of her units from
her US History course 1920 - present.
**Ann Bevan Hollos from Beaver Country Day School in Chestnut Hill, MA sent a unit
from her 7th grade pre-algebra class.
See all the units at: http://Help4Teachers.com
them with us! Just email them to kathie@brains.org.
==============================
~********From BRAINS.ORG: ***********
Brains.org accepts no advertising so we do appreciate your
patronage at our shop!
Our Brains.org Shop has a great selection of my most recommended
books and teaching aids. New selections this month include
"Teaching the Male Brain: How boys think, feel, and learn in
school" and Marilee Springer's new book: "The Developing Brain:
birth to age eight". http://brains.org/store/index
exclusive direct discounted price. You'll be happy to know that each
order is charged and processed individually by a real human - and yes,
we do take Purchase Orders. We always appreciate your business.
http://brains.org/store/index
------SECTION FOUR: KATHIE'S EMAIL------
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Hello Kathie. As I have reviewed your website, I had a few questions about
the philosophy and process of Layered Curriculum. When you make the
distinction of A through C layer work, does the selection of each level
determine the letter grade to be earned? I understand that each layer has
increasing complexity as far as process and product. If layers are
self-selecting for students, how do you ensure that students are appropriately
challenged? It appears that the expectation for the A layer is that a student
would complete items from each layer – thus a larger quantity of work than
students working at other layers. Is there any compacting or discussion
of giving different work rather than more work - especially for our gifted
students? Thanks you, Becky Q., Ohio.
``````````````````````````````
students are expected to work in ALL layers on every unit. Layered
Curriculum® is not a type of "contract for grade" where students choose
how far they want to work and then quit. The variation in challenge then
comes in the rubrics and standards at each layer. The text goes into
detail on how to set up rubrics. So it isn't a classroom where only the
gifted students are working the 3 layers - everyone is.
I hope that helps. -Kathie
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
------SECTION FIVE: WORKSHOPS / SCHEDULE / MISC------
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
most of us are celebrating something this week! I hope whatever you are
celebrating it's warm and sunny and happy.
My daughter is also on spring break this week and has talked me into a
quick mother / daughter trip to warm Puerto Rico. (OK, she didn't really have
to talk that hard to convince me - we're still heavily covered in snow here in
New England). So I'm off now for a couple days of sun and fun.
I did have a wonderful time last week with teachers in Minnesota and
Michigan. Thanks you all - especially thanks to those who shared our
teaching tips for today.
I'll be back out on the road to Ewing, New Jersey, Montreal, Quebec, and
Las Vegas, Nevada in early April for Layered Curriculum® workshops.
I hope to see many of you at one of our many spring workshops.
Specifics on location and registration information is available on my
calendar page at the website: http://help4teachers.com
Kathie
==============================
Workshop information is available at the website
http://help4teachers.com
call: 603-249-9521
email: kathie@brains.org
Brains.org and Help4Teachers is located at:
54 Ponemah Road
Amherst, NH 03031
Layered Curriculum® is a trademark developed by and registered
to Dr. Kathie F Nunley. Usage information available at:
http://help4teachers.com/usage
You are receiving this newsletter because you requested to be on my
mailing list by entering your email address at one of the two websites.
I NEVER share or sell my newsletter list, nor is it used for any other
purpose other than this bi-monthly newsletter. Should you need to be
removed from the list, or need to CHANGE your email address, you
can do so by simply clicking this link:
http://s1.seffylists.com:81
Dr Kathie F Nunley
Layered Curriculum(R) . . . because every child deserves a special education (tm)
Thursday, March 06, 2008
Kathie Nunley's Educator's Newsletter
---March '08 Edition--- (current subscribers: 20,243)
*+++++++++++++++++++++++++++++
News and updates to http://brains.org and Kathie Nunley's
Layered Curriculum(R) Site for Educators: http://help4teachers.com
~~The NO-MEMBERSHIP-REQUIRED website which blends current
psychology research with education.
You can subscribe to this newsletter at: http://help4teachers.com
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
--------SECTION ONE: TEACHING TIPS ------
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Teacher Tip # 1: Teach a lesson while sitting in the desk of a student.
You'll get a fresh perspective. --Angela Myles, Toronto District School Board.
Teacher Tip # 2: Write the names of 3 different students on a cue card
and place it on your desk each day. Make a point to compliment or pay
special attention to those students that day. --Christina Rajabalan,
East York Collegiate, Toronto.
Teacher Tip # 3: Post in the classroom, the overall and specific
expectations of a lesson, unit or course. --Solomon Elder, Toronto
District School Board.
Send your favorite teaching tip to me at Kathie@brains.org
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
------SECTION TWO: HOT TOPICS------
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
HOT TOPIC # 1: The University of NH"s Crimes Against Children Center
has released quite interesting and perhaps surprising research results on
stereotypic on-line predators. Despite how they may be depicted in media,
most on-line predators are adults, soliciting teens, and are quite up-front with
their intentions. They spend a great deal of time developing a relationship
with the young person who then truly begins to feel that it is a valid romantic
relationship. Having information or pages posted at social networking sites
does NOT appear to increase the risk of being a victim. The researchers
suggest that rather than our current focus of warning young kids not to post
personal information on-line, our focus should be with teens and warning them of
the dangers of developing romantic relationships via internet chat rooms and
instant messaging. Wolak, J. et al. (2008) American Psychologist,
Vol. 63, No.2 .
HOT TOPIC #2: If your school is trying to fight childhood obesity by replacing
sugary sodas with artificially sweetened drinks - you may want to rethink the
situation. New research shows that artificial sweetners may actually slow down
metabolism and encourage overeating. While the studies thus far use only
lab animals, apparently having a sweet-taste in the mouth is linked in the brain to
the thought that calories and energy are on their way. When those calories do not
appear, the metabolism is confused and activity level decreases and the desire to
eat increases. Swithers, S. & Davidson, T. (2008) Behavioral Neuroscience,
Vol. 122, No. 1.
More Hot Topics at the websites!
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
------SECTION THREE: WEBSITE UPDATES------
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
**From HELP4TEACHERS.COM*** New Layered Curriculum® Sample Units:
Jody Yates at Emerald High School in Greenwood, SC sent in 2 HS units:
a psychology unit on Adulthood and Old Age and a World History unit on Rome.
Deborah Hercsek from Nordonia in Northfield, OH sent 2 units on the Middle East.
Dan Hodge, at Brewer Middle School, in Greenwood, SC sent a Human Body unit.
Thanks so much to everyone.
See all the units at: http://Help4Teachers.com
them with us! Just email them to kathie@brains.org.
==============================
Layered Curriculum® Trainers - ONLINE TRAINING SESSION
=====APPLICATION DEADLINE is THIS WEEK =====
The application deadline for our April 18 - 19 Training of Trainers on-line
seminar is this Friday. If you are an experienced Layered Curriculum®
teacher who has thought about giving workshops and presentations
to fellow teachers within your district or around the country, you may want to
join us for the trainers training. The course is open to anyone who has
attended one of my Layered Curriculum® workshops and has experience
designing and implementing units in your own classroom. More information
and an application are available at:
http://help4teachers.com
********From BRAINS.ORG: ***********
Our Brains.org Shop has a great selection of my most recommended
books and teaching aids. New selections this month include
"Teaching the Male Brain: How boys think, feel, and learn in
school" and Marilee Springer's new book: "The Developing Brain:
birth to age eight".
Our shop always carries Layered Curriculum® texts and workbooks at our
exclusive direct discounted price. You'll be happy to know that each
order is charged and processed individually by a real human - and yes,
we do take Purchase Orders. We always appreciate your business.
http://brains.org/store/index
------SECTION FOUR: KATHIE'S EMAIL------
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Kathie, I've attached my new unit on the human body systems.
In the last unit on Cells and Heredity, 96% of my students finished the
C Layer and met the state standards. Nearly 1/2 finished the B Layer,
and 1/3 finished the A Layer. These are the highest percentages of the year!
One of the things I did to encourage the students to keep moving up is to
put three pieces of chart paper on the wall, labeled C, B, and A layer. When
a student completed the requirements for a layer, I had them write their
name on the paper, using any color marker I had. I could detect excitement
about getting to put their name down, and I hope to see the percentage
completing each layer increase during this unit.
Right now, I'm thinking of some big surprise for the kids at the end of the
state testing. They have exceeded my expectations. Behavior problems
are almost (not quite!) non-existent, and word is spreading along the hall.
Most days, students who are going to the office, bathroom, etc. during
class stop by my door and just look at the work being done. The principal
came in the other day and could not find me when he first came in. I was
at a desk showing some kids how to use a microscope. Everyone was
working. He just shook his head and left. Later, he said that my kids
were more engaged in their work than any others on the hall, and
wondered how I did it. I told him it wasn't me, it was us...we all worked
hard to get to where we are.
I had to do a Prof. Dev. class on some of our new software, and my sub
told me that he felt like he wasn't needed! When he got to the room that
morning, kids were already working and he just came in, took roll, and
watched. I am so proud of what they are doing!
Thanks again for the encouragement. Layered Curriculum has helped
restore sanity to my teaching, and TEACHING IS FUN AGAIN!
Dan B. Hodge, B.A., B.S., M.Ed.
Brewer Middle School, Greenwood, South Carolina
==============================
Yeah Dan!! Thanks again for sharing your work and enthusiasm.
--Kathie
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
------SECTION FIVE: WORKSHOPS / SCHEDULE / MISC------
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
first day of March brought another foot of snow to our already snowy,
snowy New Hampshire. I don't think I've ever seen such a snowy winter.
When I walk out to my chicken coop, the top of the poles on my clothesline
are now at waist-height, and that's in a packed pathway! That should give
you some idea of the amount of snow we're sitting on here in the
New England.
I am anxious to get out of this snow-pack next week for my visits to
Fergus-Falls, Minnesota and Saginaw, Michigan (neither of which sound
too warm, though, do they?). No matter the weather, we shall have a
great time with the teachers and Layered Curriculum®.
I want to thank the great teachers and support staff at Toronto District
School Board for their fine hospitality last week and for the teaching tips
in this newsletter.
New workshops are in the making fall of 2008 and early spring 2009.
As the details are worked out, workshop and registration information
is posted online at: http://help4teachers.com
As always, my best to you and yours,
Kathie
==============================
Workshop information is available at the website
http://help4teachers.com
call: 603-249-9521
email: kathie@brains.org
Brains.org and Help4Teachers is located at:
54 Ponemah Road
Amherst, NH 03031
Layered Curriculum® is a trademark developed by and registered
to Dr. Kathie F Nunley. Usage information available at:
http://help4teachers.com/usage
You are receiving this newsletter because you requested to be on my
mailing list by entering your email address at one of the two websites.
I NEVER share or sell my newsletter list, nor is it used for any other
purpose other than this bi-monthly newsletter. Should you need to be
removed from the list, or need to CHANGE your email address, you
can do so by simply clicking this link:
http://s1.seffylists.com:81
Dr Kathie F Nunley
Layered Curriculum(R) . . . because every child deserves a special education (tm)
Tuesday, February 19, 2008
Kathie Nunley's Educator's Newsletter
---Mid-February '08 Edition--- (current subscribers: 20,202)
++++++++++++++++++++++++++++++
News and updates to http://brains.org and Kathie Nunley's
Layered Curriculum(R) Site for Educators: http://help4teachers.com
~~The NO-MEMBERSHIP-REQUIRED website which blends current
psychology research with education.
You can subscribe to this newsletter at: http://help4teachers.com
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
SECTION ONE: Teaching Tips -
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Teacher Tip # 1: I attach magnets to laminated "boy" and "girl" die
cut-outs that have individual students' names on them. These now go
on my magnetic white board. Student's put their own one up upon
arriving in class so attendance is done. We use them all year for
class graphs - students can move their cut-out to the appropriate
category. Gladys Kielar, 1st grade, Wayne Trail School, Maumee, OH.
Teacher Tip # 2: For every phone call I make to the parents of a struggling
student, I make sure I make a positive call to the parents of a successful
student. No name, workshop participant.
Teacher Tip #3: Use Alpha Box organizer for Novels. Beside each letter,
(A, B, C, D, etc) is a space for students to show a concept or relationship
in the story. Peggy Cummings, Lincoln Middle School, Abilene, TX.
Send your favorite teaching tip to me at Kathie@brains.org
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
SECTION TWO: Hot Topics
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
HOT TOPIC # 1: By middle school, the majority of children living in
inner-cities in America have had first-hand experience with murders,
stabbings and other violent crimes. It's no surprise that this exposure
has a significant effect on school performance and social adjustment.
Children who are exposed to community violence do have lower GPA's,
lower achievement test scores and a lower motivation for academic
performance. Swartz, D. & Gorman, A. (2003). Journal of Educational
Psychology, Vol 95(1), 163-173.
HOT TOPIC #2: Bullying and the subsequent victimization is a topic
of keen interest in US education. Approximately 14% of adolescent school
children are considered "bullies" - a percentage that is similar to other
countries. About 18% of this age group are considered passive victims
- a percentage higher than many other countries, and about 5% are
considered aggressive victims. Both bullies and aggressive victims tend
to be highly emotional and lack self-control. This often leads to alienation
among peers. Bullies tend to befriend other bullies whereas aggressive
victims tend to have few or no friends. Having friends and being well-liked
by peers protects victims from continued bullying. Boys tend to use
more physical aggression and will bully both boys and girls. Girls tend
to use more relational aggression. Pellegrini, A. et al. (1999). Journal
of Educational Psychology, Vol. 91(2), 216-224.
More Hot Topics at the websites!
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
SECTION THREE: Website updates
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
******From HELP4TEACHERS.COM********
New Layered Curriculum® Sample Units:
Three new High School Science samples are posted as well as the four
elementary math units are now up. Thanks so much to everyone who
sends units to share. http://Help4Teachers.com
Remember if you have an Layered Curriculum® units you have designed,
please share them with us! Just email them to kathie@brains.org.
~~~~~~~~~~~~~~~~~~~~~~~~~~
********From BRAINS.ORG: ***********
Our Brains.org Shop has a great selection of my most recommended
books and teaching aids. New selections this month include
"Teaching the Male Brain: How boys think, feel, and learn in
school" and Marilee Springer's new book: "The Developing Brain:
birth to age eight".
Our shop always carries Layered Curriculum® texts and workbooks at our
exclusive direct discounted price. You'll be happy to know that each
order is charged and processed individually by a real human - and yes,
we do take Purchase Orders. We always appreciate your business.
http://brains.org/store/index
SECTION FOUR: Kathie's Email
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Kathie - I wanted to see if you could help us with a definition of
differentiated instruction. Our staff this year has been doing
follow-up training. We are really liking the Layered Curriculum
model and the choices it gives us for all of our students. Any
assistance you can give me would be appreciated. Thanks.
Ann B., Lawrence Public Schools
==============================
Hi Ann,
Generally "differentiated instruction" refers to any teaching
methodology that offers students choice in how they learn an
objective and / or how they demonstrate proficiency.
Layered Curriculum® is one type of differentiated instruction.
It's important to separate DI from teaching methodologies that
just use a variety of teaching strategies (lecture, hands-on,
group work etc) done as whole class work. In other words, having
everyone do a lab on one day, group work on another day,
and sit through a lecture on the 3rd day is NOT differentiated
instruction. I hope that helps. --Kathie
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Kathie,
I just wanted to say thanks to you for Layered Curriculum. I manage
a 5/6 grade classroom and have used LCs to support my students in
their Science & Social Studies learning. I handed out their new
curriculum today and they all CHEERED!! It was wonderful to see
how excited and motivated they are!!!
Thanks!! Deanna Duray, Arvada, Colorado
==============================
Deanna,
Thank YOU - for sharing your experience and enthusiasm. You made my day.
- Kathie
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
SECTION FIVE: Workshops/calendar schedule/misc
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
it's been a mighty long and snowy winter for us here in New England.
The days are getting a bit longer and I take heart in the early spring
song birds I'm seeing this month. Another week or so and the "sugar
shacks" should be popping up around here with their large cauldrons
and maple sap tubing - a sure sign that spring is approaching.
I want to thank the wonderful teachers in E. Peoria, Illinois this week for
their warm welcome to me on what was a very sad day for all educators,
but especially for those in Illinois. Our hearts were saddened by the
news out of Northern Illinois University, but we realize the need to carry-on
as educators. We are the most important influence for world change.
Tomorrow I head to Toronto for a return visit to the Toronto District School
Board. This time we'll be doing a full day workshop on Differentiating the
High School Classroom - I look forward to another terrific Canada welcome.
New workshops are in the making for Idaho, Arkansas and Texas. As
details are worked out, all workshop and registration information is posted
on my calendar page: http://help4teachers.com
so please let me know if you need to schedule a workshop.
Also, a reminder that the deadline is fast approaching for our April
Training of Trainers on-line seminar. The course is open to anyone
who has attended one of my Layered Curriculum® workshops and
has experience designing and implementing units in your own classroom.
More information and an application are available at:
http://help4teachers.com
As always, my best to you and yours,
Kathie
==============================
Workshop information is available at the website
http://help4teachers.com
call: 603-249-9521
email: kathie@brains.org
Brains.org and Help4Teachers is located at:
54 Ponemah Road
Amherst, NH 03031
Layered Curriculum® is a trademark developed by and registered
to Dr. Kathie F Nunley. Usage information available at:
http://help4teachers.com/usage
You are receiving this newsletter because you requested to be on my
mailing list by entering your email address at one of the two websites.
I NEVER share or sell my newsletter list, nor is it used for any other
purpose other than this bi-monthly newsletter. Should you need to be
removed from the list, or need to CHANGE your email address, you
can do so by simply clicking this link:
http://s1.seffylists.com:81
Dr Kathie F Nunley
Layered Curriculum(R) . . . because every child deserves a special education (tm)
Friday, February 01, 2008
Kathie Nunley's Educator's Newsletter
---February '08 Edition--- (current subscribers: 20,128)
++++++++++++++++++++++++++++++
News and updates to http://brains.org and Kathie Nunley's
Layered Curriculum(R) Site for Educators: http://help4teachers.com
~~The NO-MEMBERSHIP-REQUIRED website which blends current
psychology research with education.
You can subscribe to this newsletter at: http://help4teachers.com
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
SECTION ONE: Teaching Tips -
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Teacher Tip # 1: I save my "fortunes" from fortune cookies and keep them in
a cute takeout box on the desk. We use these when we need a quick
writing prompt or vocabulary exposure. Candy Couldin, workshop participant.
Teacher Tip # 2: A quick phonological activity: I call the roll changing all
children's names to begin with the sound of the day. They respond by changing
my name to begin with the same sound. V. Fleming, grade 1, N. Pelley. .
Send your favorite teaching tip to me at Kathie@brains.org
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
SECTION TWO: Hot Topics
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
HOT TOPIC # 1: Traditionally, researchers considered that the brains of
children with ADHD were just developing differently than the brains of children
without ADHD. But new MRI research show the condition may actually be
a brain delay, rather than just abnormal development. Normally, a child's
cortex thickens slowly up to around age 7, then thins out. It turns out that
the cortex of a brain with ADHD doesn't reach its peak thickness until
around age 10. This delay, coupled with an early motor cortex maturity may
explain some of the symptoms of ADHD. Price, M (2008) Monitor on
Psychology, Vol 39(2), pg 12.
HOT TOPIC #2: The search for math and verbally "gifted" students generally
involves traditional scholastic aptitude tests. Researchers have discovered
that tests which measure visual spatial ability, may in-fact be a better indicator
of math giftedness. Adolescents with high spatial ability are particularly gifted
in nonverbal ideation and should be recognized and encouraged to pursue higher
math studies. Webb, R. et al (2007). Journal of Educational Psycholoyg,
Vol 99(2), pag 397-420.
More Hot Topics at the websites!
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
SECTION THREE: Website updates
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
******From HELP4TEACHERS.COM********
New Layered Curriculum® Sample Units:
** Steve Ritter in Clinton, Mo sent in 2 of his World History units,
"WWI" and "Europe in Revolution."
** Paul Moellering sent us a new grade 3/4 Separatist unit
You can see all the samples at: http://Help4Teachers.com
please share them with us! Just email them to kathie@brains.org.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
********From BRAINS.ORG: ***********
The Brains.org Shop has a great selection of my most recommended
books and teaching aids. We carry the most popular books on
differentiated instruction, brain-based teaching and exceptional students
as well as colored overlays, full spectrum lights and electronic sound
machines.
Our shop always carries Layered Curriculum® texts and workbooks at our
exclusive direct discounted price. You'll be happy to know that each
order is charged and processed individually by a real human - and yes,
we do take Purchase Orders. We always appreciate your business.
http://brains.org/store/index
Layered Curricuulm video training kits are available from:
http://help4teachers.com/video
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
SECTION FOUR: Kathie's Email
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Hello Kathie,
I have printed out a unit from your website. Is there a way to download the
specific activities, worksheets, etc. ? Thanks! Carla
==============================
HI Carla,
Thanks for your note. The units at the website are there to give teachers
ideas for constructing their own units. Since everyone has their own
unique populations, you would of course need to modify things
to fit your textbook and ancillary material. Good luck with it!
Kathie
~~~~~~~~~~~~~~~~~
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Hi Kathie!
I struggled at the beginning [in designing a Layered Curriculum unit] . I’m
under the impression that the layered activities are all choices that the students
can choose from. So the activities on the left side {of my unit sheet} are things that
we do altogether…for example, I don’t want students to miss certain
discussions and videos. Then after we’ve done a few activities together, I let
them choose in the different layers. I find that with elementary students having
too many choices becomes confusing and overwhelming. Also, my students
are beginner and early intermediate ELLs, so our group discussions
introduce and reinforce vocabulary. Any other suggestions? Rachel K.,
grades 4 and 5, Redeemer International School, Thailand
==============================
Rachel,
Don't feel like everything has to be "optional". There's nothing wrong
with requiring some of the assignments. Just put an asterisks by those
and tell them they are not options, but they can choose from the others
after they do the required ones. Your goal though is to put all of your
classroom instructional activities into one of the 3 layers. - Kathie
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
SECTION FIVE: Workshops/calendar schedule/misc
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
I'm on the "downhill side" of winter. While the temperatures are still quite
cold, the days are getting longer, and last Friday I heard a flock of
mockingbird males arrive in the backyard to sing their rival songs to each
other. If I remember my ornithology correctly, that means the nesting season
will start in just 6 weeks.
Those of you who have been waiting for our next Layered Curriculum® trainer
session, take note! We have an online course scheduled for April 18/19.
If you have been to a Layered Curriculum® workshop and have experience designing
and implementing units in your classroom you may want to consider becoming a
licensed Layered Curriculum® trainer. More information and an application are
available at: http://help4teachers.com
If you are looking to attend a Layered Curriculum® workshop, we have many
coming up which are open to outside participants. This spring I'll be in Peoria, IL;
Fergus Falls, MN; Saginaw, MI; Lake Geneva, WI; Hamilton, NJ; Montreal, QC;
Fairbanks, AK; Buhl, ID and Beebe, AR. Registration information is posted on
the calendar page: http://help4teachers.com
schedule a workshop.
As always, my best to you and yours,
Kathie
==============================
Workshop information is available at the website
http://help4teachers.com
call: 603-249-9521
email: kathie@brains.org
Brains.org and Help4Teachers is located at:
54 Ponemah Road
Amherst, NH 03031
Layered Curriculum® is a trademark developed by and registered
to Dr. Kathie F Nunley. Usage information available at:
http://help4teachers.com/usage
You are receiving this newsletter because you requested to be on my
mailing list by entering your email address at one of the two websites.
I NEVER share or sell my newsletter list, nor is it used for any other
purpose other than this bi-monthly newsletter. Should you need to be
removed from the list, or need to CHANGE your email address, you
can do so by simply clicking this link:
http://s1.seffylists.com:81
Dr Kathie F Nunley
Layered Curriculum(R) . . . because every child deserves a special education (tm)
Thursday, January 24, 2008
Kathie Nunley's Educator's Newsletter
---Mid-January '08 Edition--- (current subscribers: 20,050)
++++++++++++++++++++++++++++++
News and updates to http://brains.org and Kathie Nunley's
Layered Curriculum(R) Site for Educators: http://help4teachers.com
~~The NO-MEMBERSHIP-REQUIRED website which blends current
psychology research with education.
You can subscribe to this newsletter at: http://help4teachers.com
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
SECTION ONE: Teaching Tips -
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Teacher Tip # 1: During discussion time, in order to give each child an
opportunity to speak, I have them hold an object. They talk while
holding it and when they are finished they pass it on.
No name, Illinois workshop participant.
Teacher Tip # 2: Some students just seem to need to "tap" to stay
focused. They tap pencils, rulers, markers, etc. Rather than allow
the noise distraction, I require that tapping must be done on something
soft. Either their own leg, or small pillows that I collect and leave out for
"tappers" and "fidgeters". C. Wright, Youngsville, NC.
Send your favorite teaching tip to me at Kathie@brains.org
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
SECTION TWO: Hot Topics
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
HOT TOPIC # 1: Researchers in Toronto have released a study showing
that they have found numerous locations on the human genome that are
link to autism. The gene abnormalities are either DNA deletions or
total gene duplications and are not necessarily found in the parents -
indicating these may be random pre-natal mutations and not genetically
inherited predispositions. These genetic mutations can be tested for.
Many can be directly linked to specific behaviors such as a deletion on
chromosome 16 which leads to language delays. Canadian Press
(Jan 17, 2008) APA "Psychology in the News". Psychport.com
HOT TOPIC #2: Middle and High School students frequently are
unaware that history is a subjective interpretation of reality. Students
frequently see history as a series of stories to be memorized and
later recalled, primarily because it has traditionally been taught with
authoritative textbooks which present a single view. Professional
historians, however, use a combination of primary and other accounts
and then reason between the conflicting views. Students can be taught to
reason just as historians do. An interesting study out of Santa Clara
University did just that. Using middle grade students, they taught them
how to read and use sets of primary and secondary documents, collaborate
and write good argumentative essays. Students at all levels of academic
functioning wrote longer and more persuasive papers with more accurate
historical content. De La Paz, S. (2005). Journal of Educational
Psychology, Vol 97(2), 139-156.
More Hot Topics at the websites!
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
SECTION THREE: Website updates
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
******From HELP4TEACHERS.COM********
New Layered Curriculum® Sample Units:
** Shiloh Crawford, in Las Vegas, NV sent us 4 new elementary math units.
** Tanya Stearney at TF South High School in IL sent in an RNA / DNA unit.
You can see all the samples at: http://Help4Teachers.com
please share them with us! Just email them to kathie@brains.org.
~~~~~~~~~~~~~~~~~~~~~~~~~~
********From BRAINS.ORG: ***********
The Brains.org Shop has a great selection of my most recommended
books and teaching aids. We carry the most popular books on
differentiated instruction, brain-based teaching and exceptional students
as well as colored overlays, full spectrum lights and electronic sound
machines. We started stocking the sound machines as they are a
wonderful device for teachers looking to create a quiet study corner
in their classroom. I've also seen them used as a privacy shield for
IEP meetings.
Our shop always carries Layered Curriculum® texts and workbooks at our
exclusive direct discounted price. You'll be happy to know that each
order is charged and processed individually by a real human - and yes,
we do take Purchase Orders. We always appreciate your business.
http://brains.org/store/index
SECTION FOUR: Kathie's Email
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Hello Kathie, I teach health and PE in Indianapolis, IN. I am interested in
learning more about the Layered Curriculum and how I can use it in my health
classes. We are on block scheduling. Classes are 90 minutes long.
Any info. on the subject or where to start would be great. Thanks and I look
forward to hearing from you. Charlie P., Lawrence Central H..S
==============================
Hi Charlie,
Layered Curriculum® works GREAT on a block schedule - as that was
how it was originally designed. You might start by looking at the
samples other teachers have posted in the Health and Physical
Education section on the sample unit page at the website.
http://help4teachers.com
Best, Kathie
~~~~~~~~~~~~~~~~~
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Hi Kathie, I have been reading all I can on Layered Curriculum & am
attending your workshop at SVSU in Michigan. Would you give me an
example of what a Layered Curriculum would look like in a kindergarten
classroom? I am trying to incorporate this in my classroom, but would
like some assistance. Thanks for your time. Kathy M.
==============================
Hi Kathy, You will want to look at the samples page on the website
to see what other teachers have done for kindergarten. If you have
the Layered Curriculum® workbook, you'll see specific kindergarten
instruction on page 45 (if you don't have that, I think you'll get one
at the workshop). Most kindergarten teachers set the choices up
as centers and operate similar to a Montessori set-up but add the
layers of cognitive thought. See you in Michigan! - Kathie
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
SECTION FIVE: Workshops/calendar schedule/misc
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
We've had more than enough snow here in New England, that's for sure.
I'll give fair warning to those football players from San Diego - it's going to be
mighty cold this Sunday when you come to visit our Patriots!
We have many open enrollment Layered Curriculum® workshops coming up
this spring and summer including our first one in a few weeks in Peoria, IL.
Right now we also have Fergus Falls, MN; Saginaw, MI; Lake Geneva, WI;
Hamilton, NJ; Montreal, QC; Fairbanks, AK; Buhl, ID and Lehi, UT.
Registration information is posted on the calendar page:
http://help4teachers.com
schedule a workshop.
Also, we will be offering a Training of Trainers seminar this April 18/19.
For the first time, it will be offered as an online course. If you have been
to a Layered Curriculum® workshop and have experience designing
and implementing units in your classroom you may be interested in
becoming a licensed Layered Curriculum® trainer. If so, more information
and an application are available at:
http://help4teachers.com
Enjoy the weekend as we celebrate our diversity with a day to honor
Dr Martin Luther King, Jr.
As always, my best to you and yours,
Kathie
==============================
Workshop information is available at the website
http://help4teachers.com
call: 603-249-9521
email: kathie@brains.org
Brains.org and Help4Teachers is located at:
54 Ponemah Road
Amherst, NH 03031
Layered Curriculum® is a trademark developed by and registered
to Dr. Kathie F Nunley. Usage information available at:
http://help4teachers.com/usage
You are receiving this newsletter because you requested to be on my
mailing list by entering your email address at one of the two websites.
I NEVER share or sell my newsletter list, nor is it used for any other
purpose other than this bi-monthly newsletter. Should you need to be
removed from the list, or need to CHANGE your email address, you
can do so by simply clicking this link:
http://s1.seffylists.com:81
Dr Kathie F Nunley
Layered Curriculum(R) . . . because every child deserves a special education (tm)
