Kathie Nunley's Educator's Newsletter
---October 2004 Edition--- (current subscribers: 13,287)++++++++++++++++++++++++++++++++++++++++++++++++++++++++
New and updates to http://brains.org/ and Kathie Nunley's
Layered Curriculum (tm) Site for Educators: http://help4teachers.com

Newsletter 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 a student is absent for a test I write their name on a stickynote along with the test name and post it in a designated area of the classroom. This way you and the student can take a quick glance to find out who is missing assessments. Amy Getz, Pequea Valley High School, PA.

Teaching Tip #2: Layer bulletin boards by units or months in reverse, with the oldest on the bottom. (for example May on the bottom and August on the top). Each month just remove the top layer and you're ready for the next. Chris McAdams, TX

Teaching Tip #3: Have students use erasable highlighters in their textbooks to highlight important facts when they read. No name.

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

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SECTION TWO: Hot Topics
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HOT TOPIC #1. Traumatic events can sometimes leave a person with long term Post Traumatic Stress Disorder (PTSD). But sometimes not. Researchers at Dartmouth Medical School have found one possible link for that difference. Following a trauma, those persons whose brains secreted an increased amountof noradrenaline (norepinephrine) during their REM sleep are more likely to developlong term PTSD than those persons whose brains did not show this increase during sleep. Mellman, T, et al. (2004). Biological Psychology, Vol 55(9), 953-956.

HOT TOPIC #2. Researchers in Mexico are looking further into the genetic component of Obsessive-Compulsive Disorder (OCD). They have found that not only do you apparently inherit a specific gene for OCD, but even the severity of your symptoms is genetically determined (by a receptor gene called 5-HT-1Dbeta). Camarena, B,et al.(2004). International Journal of Neuropsychopharmacology, Vol7(1), 49-53.

HOT TOPIC #3: The recreational drug Ecstasy is linked to long term reduction in brain serotonin levels leading to depression and Obsessive -Compulsive Disorder. But researchers in Germany find that the drug doesn't actually deplete the brain's serotonin supply but rather changes the physical structure of the neurons in the brains so that they are unable to receive the serotonin. Quednow,B. et al. (2004). Neuro-psychopharmacology, Vol29(5), 982-990.

Read more Hot Topics at the websites! ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
SECTION THREE: Website Updates
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New at Help4Teachers.com:

**** Books: The new 2nd edition of Layered Curriculum is now available. All Brains.org publications (Layered Curriculum text, workbook and the theory in "A Student's Brain") are available at a special discounted price at the website. http://help4teachers.com/books.htm

*** Sample Units: I FINALLY got around to that "messy closet" at the samples page and have cleaned it up. You will find what I hope is a much easier menu and organization. I'm cleaning out some of the older units and will now label the new units so they are easier to find. The elementary section is not finished, but will be this week, I promise! Find those sample units at: http://help4teachers.com/samples.htm

**** Newsletter: Because so many asked, I now post this newsletter on-line for those of you whose email filters outsmart all of us: http://www.nunley.blogspot.com/

**** Training: I know many of you have had a hard time scheduling Layered Curriculum workshops at your school, so we now offer video training packages which allow you to train your teachers at your convenience and on your own schedule. For more information:
http://help4teachers.com/video.htm

New at Brains.org:

Brains.org is moving into a full retail operation to help parents and teachers obtain hard to find teaching aides as well as the latest research and reading on brain-based learning. If you're looking for filters, phonic phones, colored notebook paper, or reading material on exceptional and specially gifted brains, you will now be able to find them at the Brains.org shop either on-line or visit our brick and mortar store opening this week in New England.

An important reminder: You will never receive any legitimate email from anyone at Brains.org with an attached file. I know there are a lot of scammers and spammers out there who are disguising themselves with other addresses, including mine. Unfortunately there is nothing I can do about that - but please don't open any of those attachments!

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SECTION FOUR: Kathie's Email
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Dear Kathie:

I have just implemented Layered Curriculum this school year. I am strugglinga bit when it comes to the last day of a unit. You see, students are turning in both B and A layer assignments on the due date. I find myself somewhatoverwhelmed with papers to grade. Should I implement a rule that on the last day of a unit the students can only turn in one assignment--either a B or A layer? Is this something you would recommend or do you have other suggestions? I am just a little "stuck" at the end of a unit. I am really enjoying Layered Curriculum! It is going great! Thank you. Garry K., Michigan

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Hi Garry,

I completely understand your situation. It's a problem I ran into as well and I have a couple of solutions for you.

First, if the A layer is NOT a culminating project, allow students to do that at any point. For example, my A layer assignments are current events such as "Are pesticides safe?" and they are done as research projects without any skills necessarily gleaned at the C and B layer, so my students could do the A layerat any point and many of my students did those on the first day, then came back and started with their C layer.

My second suggestion is to grade a day behind the kids. When they are on day 2, you are working on day one assignment grading, when they are on day 5 you are on day four, etc. So, if you have a 5 day unit, you are dealing with day 5 (final day) stuff on day one of the next unit. This gives you a day to catch up.

Other suggestions:
*Structure B layer assignments so they can be done on a couple of different days to spread out the grading. *Don't sweat it - if you take a couple of days to get those last assignments graded, that's fine. Give yourself a little time.
*Grade B layer as a class.
*If you think there's enough time, then yes, go with your suggestion and have different due dates for the B and A layer.

Let me know how things go. Best, Kathie

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SECTION FIVE: Workshops/calendar schedule/misc
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I've just returned from a visit to Manitoba - one of Canada's beautiful prairie provinces. The teachers there are always a delight to work with. I'm looking forward to another trip up there in two weeks. In the meantime, I'm off to Idaho this next week for a 2 day workshop in Rockland.

Our fall Licensed Layered Curriculum trainer's week-end wrapped up last week-end. We had a great session with some terrific teachers, educators and consultants and I look forward to their addition to our trainer's roster.

The spring 2005 workshop calendar is just about full. You can view the locations on line to see if we've got something coming to your area. My calendar is at:
http://help4teachers.com/calendar.htm

Enjoy the autumn and let me wish a Happy Thanksgiving to all my Canadian friends. Keep in touch. As usual, my best to you and yours.
Kathie

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Dr. Kathie F. Nunley
http://help4teachers.com
http://brains.org/
Layered Curriculum (tm) - because every student deserves a special education (tm)~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
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 @ 1:41 PM