Kathie Nunley's Educator's Newsletter
---Mid-September '07 Edition--- (current subscribers: 19,532)
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News and updates to http://brains.org and Kathie Nunley's
Layered Curriculum(R) Site for Educators: http://help4teachers.com

~~The NO-MEMBERSHIP-REQUIRED website which blends current
psychology research with education.

You can subscribe to this newsletter at: http://help4teachers.com/newsletter.htm
Unsubscribe & EMAIL CHANGE information link at the bottom of this newsletter
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SECTION ONE: Teaching Tips -
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Teacher Tip # 1: Showerboard (from a home improvement store) makes
an inexpensive and light weight "white board". I can mount them low in the
room for my elementary students to use. Margie W., 1st grade, MT.

Teacher Tip # 2: We use music for transition times in class and between
class periods. I ask for student volunteers to bring in a CD of their choice
for us to use for the week. No name, workshop participant, Midland, Michigan.

Send your favorite teaching tip to me at Kathie@brains.org
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SECTION TWO: Hot Topics
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HOT TOPIC # 1: When counting, gestures help. Researchers discovered
that when students have to count things, those that could point, nod or
otherwise make body gestures, were faster and more accurate than those
who were not allowed to gesture. The gesture apparently adds rhythm
which makes counting more accurate and also aids the brain in maintaining
place. Carlson, R. et al. (2007). Journal of Experimental Psychology:
Learning, Memory & Cognition, Vol 33, 4.

HOT TOPIC # 2:: Over the past few decades, advertisers have moved
from showing males as individuals engaged in various activities, to using the
male body as simply a decorative object. This move toward objectifying
men has psychologists concerned. Researchers have found that grade school
boys are particularly influenced by this shift. Ads showing males active and
engaged (such as bicycling, golfing, etc) boost boys' self image, while ads
using isolated male body parts (part of an upper torso for example to sell
cologne) diminished self esteem. Dingfelder, S. (2007). "Good for sales, bad
for boys?" Monitor on Psychology, Vol 38(8), pg 11.

More Hot Topics at the websites!
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SECTION THREE: Website updates
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******** NEW Edition of the Layered Curriculum® WORKBOOK.*********

The 2nd edition Layered Curriculum® Workbook was released last month.
Twice the material of the 1st edition, I've added significant details for step-
by-step building of traditional Layered Curriculum® units as well as added
examples and directions for project-based units, texts that spiral, heavy
B-layer units, early elementary and units for course that need a lot of
direct instruction. I've also expanded the section on grading scales.
You can order the workbook alone or with the text at:
http://help4teachers.com/books.htm

~~~~~~~~~~ New Products at Brains.org Shop~~~~~~~~~~~
New book: Alfie Kohn's book, "Punished by Rewards"

We now carry full spectrum light devices for you home, classroom
or office. As days get shorter, many people especially children, benefit
from exposure to full spectrum lighting to help ward off seasonal
depression. http://brains.org/store/index.htm

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SECTION FOUR: Kathie's Email
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Hello Kathie,
I thought I was off to a great start this year with Layered Curriculum
but have run into a problem. A lot of kids just aren't even attempting
the B layer, let alone the A layer. Last Friday they turned in their
completed units and nearly half the class didn't get out of the C layer.
Any ideas? Phillip L, Des Moines.

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Hi Phillip. Thanks for your note. Your situation is a common one and
the easiest way to prevent this is to start your year out with a "daily
method of Layered Curriculum". By this I mean, you walk the kids
through all three layers together. So as a class, do a few days of C layer
work, then everyone needs to work on a B layer together and then an
A layer. In other words at the end of your first unit, everyone in the
class will have done all 3 layers. They may not all have A's as some
of the assignments may not earn enough points when you grade
them, but everyone has attempted the layers. I suggest doing 2 or 3
of these "daily method"units before delving into the more traditional
method. Good luck and let me know how it goes. _ Kathie


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SECTION FIVE: Workshops/calendar schedule/misc
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Happy Autumn everyone. I know many of you share my opinion of this
being the best season of the year - even if you don't live in New England.
But of course, it is especially nice here. A few colors are trying to peek out
at the treetops, but it will be a few weeks yet til we're in full color.

I must thank the teachers in Midland, Michigan for the great day we had
last week. It was my first trip to the Saginaw / Midland/ Bay City area of
Michigan and I must say, I was very impressed - what a beautiful area you
have. Good luck with the school year. Now I'm off to central Illinois and
Cheyenne, Wyoming next week for more Layered Curriculum® workshops.

New workshops are in the making for Durham, North Carolina; Lincoln,
Nebraska; Las Vegas, Nevada and San Angelo, Texas. I'll get specifics
and registration information posted at the calendar page as soon as things
are firmed up. http://help4teachers.com/calendar.htm
I do still have a couple of workshop dates still open for late spring and
summer of 2008. Let me know if I can check something for your district
or institution

As always, my best to you and yours,

Kathie
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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

Layered Curriculum® is a trademark developed by and registered
to Dr. Kathie F Nunley. Usage information available at:
http://help4teachers.com/usage.htm
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Dr Kathie F Nunley
Layered Curriculum(R) . . . because every child deserves a special education (tm)