Kathie Nunley's Educator's Newsletter
---Mid - April 2004 Edition--- (current subscribers: 11,873)
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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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SPECIAL NOTE TO ALL: Unscrupulous scammers/spammers are
using lots of people's email addresses (including mine) for the "return address"
on their spam. It is called "spoofing". If you get ANY email from
kathie@brains.org with an attachment, please delete it!!
It is NOT from me. I never send anyone an email with an attachment.
Please be aware that the return address on spam is generally forged.
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SECTION ONE: Teaching Tips
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Teaching Tip #1: Regarding your recent tip on the magnetic boards -
I buy strong magnetic clips at Staples. I have 6 in my class and use
them to hang graphs and posters on the mylar boards during lessons.
Robin, Eureka CA.

Tip #2: Have students mix chemicals to make a superball. Then in teams
measure rebound heights and graph them. Then have them freeze
and warm up their superballs and measure again. No name, IL.

Tip #3: I use baby wipes to clean student desks and tables. They remove
glue, crayon marks, etc. Nancy Guthrie, Homewood, AL.

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

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SECTION TWO: Hot Topics
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HOT TOPIC #1: Math giftedness may be the result of better left - right
hemisphere communication in the brain. A study of middle school students
was undertaken as a join US - Australian research project. The "average"
math middle schoolers used the expected left hemisphere for processing
"parts" and the right hemisphere for processing "wholes" in analyzing and
reasoning. But math-gifted middle schoolers did not show this difference.
These students used both hemispheres equally for processing both "parts"
and "wholes." The study also went on to elaborate on the gender difference in
math giftedness. Testosterone acts prenatally in the development of the
right hemisphere leading to math giftedness being found 13 times more often
in males. Singh & O'Boyle (2004)Neuropsychology, Vol. 18(2), 371-377.

HOT TOPIC #2: The University of Texas is using MEG to shed light on
dyslexia. When children without any reading problems have to
distinguish between similar spoken syllables, the speech area in the left
brain hemisphere work very hard, with the same area on the right side doing
very little. When children with dyslexia do the same task, the corresponding
area in the right hemisphere actually worked harder than the left. Their
research supports the idea that children with dyslexia have a specific
neurological deficit in a very isolated brain area dealing with speech.
Dyslexia has more to do with sound than with sight. The researchers
also support the disuse of IQ in defining reading disabilities - but to look
instead at poor reading. And fortunately, with intense intervention,
brain patterns can be changed and reading can improve.
Breier et.al (2003). Neuropsychology, Vol17 (4), 610-621.

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SECTION THREE: Website Updates
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**** New Units on the website
Sarah Harris from Idaho sent a biology unit, Jody Paramore in
Greenville, North Carolina set his first unit on oceanography and Lorrie
Cook in South Dakota sent 3 Economics units and one keyboarding
unit. (and some others that should be up in the next 2 weeks).
Thanks to all!
http://help4teachers.com/samples.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

**** Newsletter now posted on-line too.
Due to the increased use of email filters, many of you have asked for
an alternate way to view this newsletter. I now post every issue of
the newsletter the day it goes out, on-line at:
http://www.nunley.blogspot.com/
Bookmark the page so that if you ever have problems receiving the
newsletter via email, you can read it online.

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SECTION FOUR: Kathie's Email
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The last issue had a note from Jody in North Carolina with a question about
starting Layered Curriculum. Well, here's an update from him:
Kathie -
First of all, I want to thank you for developing and sharing this teaching
method. I heard you speak at the "Closing the Achievement Gap"
Conference in Greensboro. I starting implementing Layered Curriculum
into my high school earth science classes this week. This has been the
best three days of my five year teaching career. I love this teaching
method and my students love it. They are working harder than I've ever
seen them, they're having fun, I know they're learning (oral defense),
and there haven't been behavior problems. I've attached my first
Layered Curriculum unit on Oceanography. I hope others can use
this unit. It took a lot of work/time to put it together but it was worth it!
Mr. Jody Paramore, Earth Science Teacher, South Central High School
Greenville, NC

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Jody - Thanks so much for sharing your unit and for staying in
touch. I've posted your units and will be anxious to see more. -Kathie

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Hi Kathie
I did [a Layered Curriculum] presentation in Bangkok.
I got quite a few people at my session - more than most. There is
usually so little for high school science teachers that they
flocked to my session. A lot seemed quite taken with the
idea and many are going to try some form of it in their
classes.
I'm still revamping the concept to fit me. I'm trying to find
ways to include it in assessment - the tests and quizzes.
I'll let you know if I have a brainstorm.
Thanks again for graciously allowed me to use your idea.
My B-level labs have put the fun back into science for me.
I spend more time laughing at and with the kids.
Thanks again, Sue Goruk, Amman Jordan

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Sue, I'm so glad your presentation went well. Isn't it fun to
present what's working in your classroom to your colleagues?!
I really appreciate hearing how Layered Curriculum is doing
around the world. It's amazing that teachers are teachers,
and students are students - the world over.
Best to you, Kathie

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SECTION FIVE: Workshops/calendar schedule/misc
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Many of you are on spring break, returning from spring break or
preparing for spring break. I hope it is/was restful and warm.

I will be heading to Dallas next week for a bit of spring break
myself. Actually I'll start it out with a trainer's week-end in
Dallas, but the rest of the week will be with some R & R and
family. I'm really looking forward to both the training week-end
and the vacation.

Earlier this month I had the opportunity to visit and work with
teachers at a fabulous arts magnet school in South Miami.
Their elementary students are phenomenal. I also visited the
Pittsburgh area for a couple of parent presentations. I love
talking to parents. They have the best questions. OK, teacher
questions are good too, but parents speak from a special place
in the heart.

The 2004 calendar is now filled. We're booking dates for
winter/spring 2005. Let me know if I can hold something for you.
To check availability or when I'll be in your area, click:
http://help4teachers.com/calendar.htm

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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 @ 1:45 PM