Kathie Nunley's Educator's Newsletter
---Mid-May 2004 Edition--- (current subscribers: 12,075)
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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: A motivational idea in math - Every student has a
checkbook. They make deposits for good grades and need to make
withdrawals for things like not being prepared. At the end of the marking
period students can buy rewards from the math store using their
checkbooks. - no name, Connecticut.

Tip #2: [Regarding Kyla Dufrene's tip last issue on lecturing for the
first 2 or 3 days of a Layered Curriculum unit before getting into student
choices], I do that no matter how long the period. Two or three days to make sure
they have an idea of the basics, then let them explore for a couple of
weeks. Then at the end of the LC time, a day or two to share their most
important work with the rest of the class. Most will choose a piece of art
or their lab or research paper. - Janet Cook

Tip #3: When one of my students locates great information from the
internet, I will get an extra copy and place it in my files for later use.
Kathee Richardson (see a couple other tips from Kathee in the email section
below)

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

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SECTION TWO: Hot Topics
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HOT TOPIC #1: Researchers in London have released research which they
suggest shows that there are NO regions of the cortex specifically dedicated
to "word form processing" - either visual or auditory. Their research involved
looking at the regions of the cortex activated with auditory word repetition,
reading, picture naming, and environmental sound naming. While predictable
areas were activated (Broca's Wernicke's, and other regions) no areas were
unique to the processing of word forms. Ahhh, the plot thickens.....
Price, C.J. et al (2003). Brain & Language, Vol 86(2), 272-286.

HOT TOPIC #2: If you are working with someone with bi-polar disorder,
or just have an interest in it, you may want to look at some research out of
the University of Texas Medical Branch regarding new treatments. The research
is showing some promise in expanding the treatment options for acute mania,
depression and bipolar disorder. The research looks at the traditional
clozapine, olanzapine, and risperidone as well as some newer "atypical"
treatments such as quetiapine, ziprasidone, and aripiprazole.
Hirschfeld, R. (2003). Journal of Clinical Psychiatry. Vol 64(suppl18), 15-21.

HOT TOPIC #3: Oxford University is in search of the suicide gene.
Realizing that there is some genetic factor in suicide and other self
harm behavior, researchers looked for the gene or genes associated
with the risk. They were able to isolate one of the genes related to
serotonin production, the TPH A779C allele as being more common
in the genome of "deliberate self-harm persons".
Pooley, E et al. (2003). Psychological Medicine, Vol. 33(5), 775-783.

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SECTION THREE: Website Updates
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**** New Units on the website:
We finally got Scott Wilson's (Cleves, OH) new unit posted on
Chemical Reactions - Thanks Scott!
Also, there are 4 new high school English units by Linda Pont.
Linda is one of our new Layered Curriculum trainers.
http://help4teachers.com/samples.htm

**** Books:
~~The "Layered Curriculum" text and workbook as well as my
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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Dear Kathie,
I have been using Layered Curriculum in my reading program
this school year. The reason I began using the program was because
I was burned out and bored with the way I had been doing my reading.
In fact the students I got every year were bored with the way reading
was being done. When you have a fifth grader already bored with
reading you know you are going to have a slow grinding year.
I have really enjoyed the newsletter and all the great ideas. I felt guilty
getting ideas and not having any to share. Well, I finally got some ideas
to share!
1. When I type up the reading syllabus, I type the vocabulary words
on the syllabus so the student do not have separate sheets of paper to
keep up with.
2. I also found that when one of my students locates great information
from the internet, I will get an extra copy and place it in my files for later use.
3. I include in the syllabus a check list for the students so they can calculate
their points. Thanks again for your idea. It has helped a vet of 30years get
excited about teaching. --Kathee Richardson

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Kathee, Thanks so much for sharing your ideas and experiences.
We always appreciate tips from veteran teachers! Best, -Kathie

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Dear Kathie - I am a first year teacher teaching Life Science in
the middle school. I am presently implementing Layered Curriculum
in my classroom and my students love it! I am also a full time graduate
student working on my masters degree. A fellow colleague and I are
going to present Layered Curriculum to the class. We are in the process
of researching some background info about it. We were wondering if you
used research on contract grading to develop Layered Curriculum?
What differences do you see between these two strategies of learning? Your
input will be a tremendous resource to our presentation.Thank you so much
for your time. -Cheryl D.

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Cheryl,
First, good luck with your studies. While I did not research "contract
for grade" specifically in my research for Layered Curriculum there are of
course some similarities. However the biggest difference is an important
one and that is that in order to improve one's grade, you have to do more
COMPLEX work not just more work. "Contract for grade" based a grade on
amount of work, whereas Layered Curriculum bases the grade on the
complexity of the thinking. I hope that helps.
Kathie

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SECTION FIVE: Workshops/calendar schedule/misc
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Greetings again. I know this is a busy time of year with AP testing,
state assessment exams, exit exams, and just general wrap up. Please
take some time to de-stress this week.

I'm taking a few personal days this week as well. But next week I'm excited
about my trip back to Victoria, British Columbia for the Glenlyon Norfolk school.
After that it's down to southeast Texas and Las Vegas to close out the month
of May.

A cancellation has re-arranged my summer calendar a bit and I now have an opening
for Wednesday, August 18. If that fits your needs, let me know as soon as possible
so that I can hold it for you. Other than that, the 2004 calendar is full.

New 2005 workshops are in the works for Ontario, Minnesota,(3 different locations)
North Carolina, Manitoba and Pennsylvania. Watch the calendar for details when
they are worked out.
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 @ 7:23 PM