Kathie Nunley's Educator's Newsletter
---March 2004 Edition--- (current subscribers: 11,382)
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News and updates to http://brains.org and Kathie
Nunley's Layered Curriculum (tm) Site for Educators:
http://help4teachers.com
Subscription available at: http://help4teachers.com/newsletter.htm
Unsubscribe information/link at the bottom of this newsletter
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SECTION ONE: Teaching Tips
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Teaching Tip #1: When checking for understanding: teacher
asks a question. A student is called upon & responds.
Instead of affirming or correcting the student, the teacher
asks the class, "raise your hand if you agree (or disagree)
with that answer". The teacher may then go on with
"who has an idea of why she/he answered that way?"
Ted Hadley, Twin Falls, ID.

Tip #2: If traditional desk cleaners do not work, try WD-40.
It's also great at removing gum. Kathy Dabestani, Idaho.

Tip #3: When my kindergartners are painting, I write
down what they tell me about their work. Then I
attach that before displaying. Joy Ellis, Chugwater,
Wyoming Elementary.

Send your favorite teaching tip to:
kathie@brains.org

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SECTION TWO: Hot Topics
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HOT TOPIC #1: (Sent in by trainer, Adrian Sorrell)
The National Institute on Alcohol Abuse and Alcoholism (NIAAA)
has been using MRI brain imaging to show that adolescents exhibit
less brain response to the prospect of earning rewards than adults do.
Their research shows that while both adults and teens show similar
brain activity when actually receiving a reward, adolescents apparently
are not as "brain excited" about the prospect of earning a reward. This
is further research supporting the poor decision making characteristics
of the adolescent brain. Bjork, J. et al (2004 - Feb 25). Journal of
Neuroscience, vol 24(7).

HOT TOPIC #2: In recent years some researchers have hinted that
dyslexia may have cerebellum origins. This idea of blaming the
cerebellum was shot down recently by a U.K. research team. Using
a variety of tests the researchers did find significant motor control
performance problems associated with children with dyslexia but found
no impairment in their ability to estimate time - a central cerebellar function.
They conclude that phonological and reading problems are probably
not caused by cerebellar dysfunction. Ramus, F. et al. (2003). Journal
of Child Psychology & Psychiatry & Allied Disceplines, Vol 44(5), 712-722.

HOT TOPIC #3: On the same topic of dyslexia, researchers in Norway
have found new brain physical differences associated with dyslexia.
Using magnetic resonance images, the researchers found that brains of
persons with dyslexia have smaller planum temporale areas (posterior
superior temporal regions). In addition to being involved in a wide range of
neuropsychiatric disorders, this area is sometimes referred to as the brain
region where "written and spoken language meet" because the area is
activated by both reading and listening. Hugdahl, K. et al. (2003).
Neuropsychologia, Vol 41(6), 666-675.

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SECTION THREE: Website Updates
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**** New Units on the website!!!
High School Spanish - 3 UNITS sent in by Jan Christmas in Waxahachie, TX
(La Comida, La Cuidad, and Los tiempos en el pasado).
Martin Luther King, Jr. unit, sent in by Marilyn Washington in Louisiana.
and Scott Wilson in Ohio has sent another one of his units - this
one on The Periodic Table. See all the units at:
http://help4teachers.com/samples.htm

**** Upcoming ASCD national conference. Are you attending this
month's national conference in New Orleans? So am I. Please
look for me in the exhibit hall all week-end. You'll find me at the
Brains.org & Help4Teachers Booth # 1537 - we're right by the
email stations along the back wall. I'll also be presenting Layered
Curriculum in room 286 of the Convention Center on Monday March 22
at 3:00 pm. See you there!!!!!!!!!

****Layered Curriculum Teachers needed as Trainers :
Just 2 weeks left to apply for the April Trainers week-end.
If you've been to a full day workshop, used Layered Curriculum
in your classroom, and are interested in training other teachers
- then the April Dallas week-end is just for you!!!
Here's the link for the details:
http://www.help4teachers.com/certifiedtrainer.htm

**** Books:
~~The "Layered Curriculum" text and workbook as well as my newest
book "A Student's Brain: The Parent/Teacher Manual" are all
available at a discounted price from the website. Orders are generally
shipped within 2 business days. Bulk and re-sellers discounts available.
http://help4teachers.com/books.htm

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SECTION FOUR: Kathie's Email
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Kathie: Any help or thoughts for a high school chemistry teacher....
[my students are] inner city and poor. I mean really poor reading and
writing skills.....forget taking books home...not cool...so I let them
keep a book at home and one in their locker...so they won't get picked on...
Ideas? - Connecticut

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Hello Connecticut. You are speaking my language. I love working with
those populations, don't you? Really makes a person creative. I love your
idea to let them have 2 books -one for home, one for school. Layered
Curriculum was designed in these kinds of classrooms. I used to brainstorm,
"how would I teach this lesson if we had no books, paper or pencils?"
It's amazing what you can come up with. (Remember children between birth
and age 5 learn a tremendous amount of "stuff" without reading or writing!
So it is possible.) These populations are certainly challenging but come
with the greatest rewards. Good luck. --Kathie
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Kathie, I'm sending you another unit. The point values are high but
the unit I'm sending you is one I use for my "higher achieving" class.
They are capable of handling so many point totals. A lesser achieving
class unit would be much smaller with fewer point totals
(a great tip you gave me last year). Second year is much better than
the first. Your "Layered Curriculum" has completely changed my
philosophy of teaching. I've been reading your book "The Student Brain."
Quite fascinating material. It really paints a picture as to why some
children choose to make the choices they do. I had no idea about
how children who come from families of "survival" make those
choices first.
I'm definitely feeling more comfortable with the unit designs/little
things in class to make things run smoother. This year I've adjusted
my class to where I'm grading 3 assignments per class instead of 2
(time-budgeting thing) as well as using rubrics on almost all
assignments. The rubrics are a God-send. Thanks for all your
"indirect" help! (I'll keep sending the units as I design them)
-Scott Wilson

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Scott,
Thanks so much for the note and the new unit. You're right, it
does get easier each year (especially the oral defense). Thanks
for sharing your thoughts. We'll look forward to more units. - Kathie

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SECTION FIVE: Workshops/calendar schedule/misc
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Happy spring!!! I know it's not official, but the spring birds
have returned, the sun is shining and pieces of grass are
poking up between what's left of the snow. So to me, that's
spring. Spring also signals the annual ASCD conference and
I'll be there again this year. Make sure to stop and say hello.

I've just returned from the Minnesota CEC conference which
they shared this year with the state BD chapter as well.
What a fabulous group of folks. The people in Minnesota are
always so friendly! Thanks also to the great people of Idaho
and Illinois for their hospitality in February.

Today I'm getting ready to trek way up north to Thompson
Manitoba where I hope to meet some wonderful teachers in
the Frontier area (and a polar bear or two if I'm lucky). After
that I'll be joining a brain conference in Zug Switzerland before
heading down to New Orleans. Obviously I'll be ready to take
whatever warmth New Orleans has to offer by then.

There are some new workshops in the making for Utah and
Nevada. I still have 3 slots left in my August calendar and one
left for September and that will close out 2004. Let me know if
I can hold something for you.

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As always, my best to you and yours.
Kathie

Dr. Kathie F. Nunley
http://help4teachers.com
http://brains.org
Layered Curriculum (tm) - because every student deserves a special education (tm)
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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
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- posted by Kathie @ 1:54 PM