Kathie Nunley's Educator's Newsletter
---December 2004 Edition--- (current subscribers: 13,799)
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News 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: Put a picture in the middle of a large sheet of butcher paper.
SILENTLY, in pairs, students have a dialog (on the paper) discussing the
pictures. After a time limit, they rotate to another picture, read the comments
and add their own. The whole activity must be done in complete silence.
Martha Verde, Cleveland, Ohio.

Teaching Tip #2: Put dry erase markers lid-side down in a cup and they won't
dry up so fast. Mrs. Baker, no city.

Teaching Tip #3: Laminate a calendar and write a general overview of what
was done so students that were absent always know what was done.
Brandi Thompson, Ascension Parish, Louisiana.

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

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SECTION TWO: Hot Topics
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HOT TOPIC #1. One of the most common questions I get asked is "What is the
difference between high-functioning autism and Asperger's syndrome?"
I've even known many to use the two terms interchangeably. They are not the same
thing at all. This month's issue of APA's monitor has an excellent article
demarcating the two.
While as adults, persons with Asperger's and persons with high functioning
autism may look very similar, the differences stand out strongly in children.
The key can be found in language development. Children with Asperger's syndrome
have rather typical language development or even advanced language development.
While they don't use language well for social interaction as in give-and-take, they do
tend to drone on about their favorite subject. Children with autism struggle greatly
with language. They tend to have strengths in motor skills and manipulating objects.
A new study just released compared children with Asperger's and children with
autism who had very similar IQ's (in the normal and above normal range only).
The difference? The autistic children performed well on visual spatial perception
tasks, like puzzles and on motor skills. The children with Asperger's syndrome
showed deficits in these sub-tests but did very well on vocabulary, verbal
memory and auditory perception. So, if you are trying to determine whether a child
has Asperger's syndrome or high functioning autism, look into the history of their
language development. Dingfelder, S. (2004). Monitor on Psychology. Vol 35(11), 48 - 49.

HOT TOPIC #2: Since we're on the topic of autism, another new study jumped out
at me this week out of Columbia University. They did a complete review of all
the brain imaging, neurological and biochemistry research that's been done to
date on autism. They drew 4 definitive conclusions about what is now known
about this disorder. (1). It is a heterogeneous disorder with most likely many
causes. (2) brain imaging has shown a wide range of anatomical differences all
of which reflect problems early in the brains development having to do with neuron
growth and pruning. (3) The neurochemical differences occur early and are pervasive
rather than localized to any one area. (4) we don't have enough research yet to
say exactly in what way the autistic brain functions differently than the non autistic
brain, but there is a huge number of current research projects going on in this area.
Eigsti, I. & Shapiro, T. (2003). Mental Retardation & Developmental Disabilities
Research Reviews. Vol 9(3), 205-215.

Read more Hot Topics at the websites!

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SECTION THREE: What's new at the Websites
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**** New Layered Curriculum Units:
Three from Donna Thomas on Healthful Living, 5th grade science,
and 6th grade social studies. New unit from Fred Goerisch on Heredity.
We also just put up 3 science units from Stephanie Cox on cells and biochemistry.

**** New at the BRAINS.org Shop
The newest book from Robert Sylwester is finally here. It arrived this past Wednesday,
hot off the press, entitled: "How to Explain a Brain." Sylwester's work is always terrific.
View it at: http://brains.org/store/general/pg1.htm
You'll also find a brand new one at that same page entitled "Whole-Faculty Study
Groups" which is now in it's 3rd edition. Excellent book for administrators trying to
make some systemic changes at their school.

****Layered Curriculum Video Training Kits are now available.
I wish I could get out to all the schools, but I just can't. There's only one of me
and so many of you. But, this is an excellent alternate way to bring Layered
Curriculum training to your staff. Information is available at:
http://help4teachers.com/video.htm

**** Books: The 2nd edition of Layered Curriculum as well as its
workbook companion and "A Student's Brain" are all available at a
discounted price at the websites. http://help4teachers.com/books.htm

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SECTION FOUR: Kathie's Email
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Dear Kathie, I have a question about modifications for students with IEP's.
Should you modify all layers of the lesson to accommodate these students?
Depending on the IEP, do students have the opportunity to work at all layers?
In particular how do you deal with parents insisting that A layer activities are
modified to accommodate their children. I would really appreciate your
thoughts! Helen P.

==========================
Hi Helen,
Of course, everyone runs their Layered Curriculum units as they feel most
comfortable, but personally I've never had a problem getting all my students
through the various layers (even in full inclusion classrooms). Naturally some
students do them with more proficiency than others, (which is where your grading rubrics
come into play) but they are all certainly capable of doing the thought process.
I say this often, but can't say it enough: I think ALL students, regardless of
their intellectual functioning should be asked and expected to gather information,
manipulate it in some fashion and critically think - Because they will all be asked to
do that as adults regardless of the role they end up playing in life.

I'm not sure what accommodations you are needing at your A layer. I have
sometimes allowed students to do their A layer orally, but that's about the
only accommodation I've needed to make. I hope that helps. - Kathie

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SECTION FIVE: Workshops/calendar schedule/misc
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Oh my goodness, I looked at the calendar this morning and it's DECEMBER
already. December is one of those bitter-sweet months. It brings you joy and
stress.

I'm heading out the door right now for Detroit, Michigan where I'm be working
with teachers and parents for the next couple of days. After that I'm home
for the holidays. Thanks to the wonderful educators in Crystal Lake, Illinois
for their hospitality last week.

My 2005 calendar is just about closed. I know a lot of you are still looking
for workshop dates and I'm trying to accommodate as many as I can but
I think after this month we'll be full for next year. I'll update my calendar
later today so you can see what if anything is still available. Don't forget
that the video training is now available too as an option.

This will be our only newsletter this month so I want to wish everyone a
wonderful holiday season wherever you are and whatever you are celebrating,
may it be warm in spirit, safe and joyful.

See you next year!
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)
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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 @ 6:21 AM