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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: Each student has a folder of concept - related activities to
work on during any "wait time" ( spelling journal, handwriting, reader
response, etc). I also include a checklist of activities to account for their
use of time. Teacher input is done on a daily basis in these folders to
ensure students are actively engaged. Jackie R., Botwood Memorial Academy.

Teacher Tip # 2: Use the "Autosummarize" function on Microsoft Word to
shorten text for struggling readers. No name, workshop participant, KS.

Teacher Tip #3: I use sentence strips to write down what kids say they learned
about a unit. The strips are posted on the wall. We can refer back to them
through the year. Imelda Garcia, Kindergarten - Nampa, ID.

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: Why do you teach? Apparently, teachers who are motivated
mainly by intrinsic factors, so called "autonomous motivation", have a greater
sense of personal accomplishment and fewer feelings of exhaustion.
Perhaps more importantly, they promote autonomy-supported teaching
which offers students choice and greater clarification of subject relevance.
This type of teaching then is reflected in students' more positive feelings
for the task at hand and greater behavioral engagement. The researchers for
this study concluded with concern that the increase in high stakes testing would
have a detrimental effect on these highly effective teachers by making them
feel "less autonomous and consequently act in more controlling ways toward
their students." Roth, G. et al. (2007). Journal of Educational
Psychology. Vol 99(4), 761-774.

HOT TOPIC #2: Researcher at UC-Santa Barbara compared students
retention of information when they were asked to construct their own graphic
organizers on information read in a text and compared that to the use
of teacher-provided graphic organizers. While you might think that students
later recalled more information from those organizers they constructed
themselves, in fact the researchers found no difference at all in
recall success. Stull, A. & Mayer, R. (2007). Journal of Educational
Psychology. Vol 99(4), 808-820.

More Hot Topics at the websites!

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SECTION THREE: Website updates
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******From HELP4TEACHERS.COM********
New Layered Curriculum® Sample Units:

**Paul Moellering in Lake Forest, IL sent 2 new language arts units
for grades 3 & 4.
**Rachel Gantt in Santa Fe, NM sent in a unit for Marketing.

You can see all the samples at: http://Help4Teachers.com/samples.htm

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********From BRAINS.ORG: ***********

The Brains.org Shop has a great selection of my most recommended
books. We also carry colored overlays, full spectrum lights and we
now offer electronic sound machines for teachers looking to create a
quiet corner in the classroom with a sound curtain. These are great
around study carrels or for dorm rooms.

Our shop also carries Layered Curriculum® texts and workbooks at our
exclusive direct discounted price. Every order is handled individually
by a real human - and yes, we do take Purchase Orders. While doing
your holiday shopping, please visit us: http://brains.org/store/index.htm

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SECTION FOUR: Kathie's Email
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Kathie,
We have a 16 minute period during our day devoted to silent sustained
reading. We are a 9-12 high school. This time is committed to reading.
I argue that this time is wasted because at least one-third of the students
in my reading group don't want to read. Yes, some of these students have
reading comprehension issues. I argue that these students do NOT benefit
from being forced to read and that the only way they will improve their
reading comprehension is by having them in an intensive reading
comprehension class.
I have a colleague who insists on telling me that research shows that overall
reading comprehension is increased by having the SSR.
Ideas or thoughts? - (name withheld), MN.

====================================
Dear "NW": The issue you raise is a bit of a tricky one but one that has
been researched quite a bit in the last few years.

For HIGH SCHOOL students, SSR is a benefit for those who are somewhat
fluent to begin with. If they have a smooth internal reading voice, the reading
practice is helpful. However, if you have struggling readers - those with
fluency issues which have an effect on comprehension, then SSR actually
can make the situation worse by reinforcing their poor reading voice and
adding to their already high levels of frustration.

So, in some ways you are both correct. The SSR would be nice for those
competent readers you have. But the non-fluent ones would benefit from
some guided oral reading, or perhaps listening to a book on tape while
following along. Both of these would address their fluency issues.
Good luck! --Kathie

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SECTION FIVE: Workshops/calendar schedule/misc
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Happy Holidays to all! We've had our first big snowfall in the Northeast, so
it definitely has the holiday "Currier and Ives" look around my town now.
But it's beginning to look pretty festive all around the country. You've caught
me today between Lincoln, Nebraska and Durham, North Carolina. I had
a lovely visit this week with the enthusiastic educators working through the University
of Nebraska on Layered Curriculum® research. Next week I'll be back again
in the Toronto area and still need to make a quick visit to Texas to visit family
before coming back home for the rest of the holiday season.

We have new workshops in the making for Idaho and Arkansas. As usual, I'll
post the details on the calendar page of the website as soon as things are
finalized. http://help4teachers.com/calendar.htm
My fall 2008 calendar is now open if anyone needs to schedule
a Layered Curriculum® workshop.

Let there be Peace on Earth.

As always, my best to you and yours,
Kathie
=================================================
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)