++++++++++++++++++++++
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: Never throw away those "junk" refrigerator magnets. Just
rubber-cement things to them to post material on your magnetic white board.
Roger Bachmeir, Long-Prairie Grey Eagle middle, MN.

Teacher Tip # 2: Have students write positive affirmations about each other.
Then place a positive affirmation on the student's desk. Tamera Peterson,
Rothsay Public School, MN.

Teacher Tip # 3: I raise my hand while asking a question and my 2nd graders
all raise their hand with the answer. Works amazingly well. Colleen Brandt,
Rothsay Public, MN.

Send your favorite teaching tip to me at Kathie@brains.org

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
------SECTION TWO: HOT TOPICS------
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HOT TOPIC # 1: The National Institutes of Health has funded a couple of
studies through SUNY showing a possible cause for the high risk of
substance abuse during adolescence by those children whose mothers
used alcohol during pregnancy. Apparently, the brain of a developing child
learns what is "good to consume" based significantly on what flavors and
chemicals it finds in the amniotic fluid and breast milk. The learned taste
fades somewhat as the person ages, but is still fairly strong in adolescence.
The good news is that if these teens are steered away from alcohol use
during teen years, they may not be so at risk for abuse as adults.
Chamberlin, J. (2008). Monitor on Psychology, Vol 39(3), 12.

HOT TOPIC #2:
While most of us appreciate having a friend or co-worker we can complain to,
this so called "co-rumination" comes with risks particularly for teenage girls.
Extensive and excessive conversations with friends about problems leads
to increased good feelings about the friendship, but it also leads to anxiety
and depression. Teenage girls are much more susceptible to this than teenage
boys. Rose, A. Carlson, W. & Waller, E. (2007). Developmental Psychology,
Vol. 43(4), 1019-1031.

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:

**Tanya Stearney from TF South High School in Lansing, IL sent in a unit on
Mendel and Meiosis.

**Suzy Burket from Tyrone Area High School in PA send EIGHT of her units from
her US History course 1920 - present.

**Ann Bevan Hollos from Beaver Country Day School in Chestnut Hill, MA sent a unit
from her 7th grade pre-algebra class.


See all the units at: http://Help4Teachers.com/samples.htm
If you have an Layered Curriculum® units you have designed, please share
them with us! Just email them to kathie@brains.org.
=================================

~********From BRAINS.ORG: ***********
Brains.org accepts no advertising so we do appreciate your
patronage at our shop!

Our Brains.org Shop has a great selection of my most recommended
books and teaching aids. New selections this month include
"Teaching the Male Brain: How boys think, feel, and learn in
school" and Marilee Springer's new book: "The Developing Brain:
birth to age eight". http://brains.org/store/index.htm

Our shop always carries Layered Curriculum® texts and workbooks at our
exclusive direct discounted price. You'll be happy to know that each
order is charged and processed individually by a real human - and yes,
we do take Purchase Orders. We always appreciate your business.
http://brains.org/store/index.htm

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------SECTION FOUR: KATHIE'S EMAIL------
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Hello Kathie. As I have reviewed your website, I had a few questions about
the philosophy and process of Layered Curriculum. When you make the
distinction of A through C layer work, does the selection of each level
determine the letter grade to be earned? I understand that each layer has
increasing complexity as far as process and product. If layers are
self-selecting for students, how do you ensure that students are appropriately
challenged? It appears that the expectation for the A layer is that a student
would complete items from each layer – thus a larger quantity of work than
students working at other layers. Is there any compacting or discussion
of giving different work rather than more work - especially for our gifted
students? Thanks you, Becky Q., Ohio.

```````````````````````````````````````````````````````````````
Hi Becky, Thanks for your note. It's important to remember that ALL
students are expected to work in ALL layers on every unit. Layered
Curriculum® is not a type of "contract for grade" where students choose
how far they want to work and then quit. The variation in challenge then
comes in the rubrics and standards at each layer. The text goes into
detail on how to set up rubrics. So it isn't a classroom where only the
gifted students are working the 3 layers - everyone is.
I hope that helps. -Kathie

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------SECTION FIVE: WORKSHOPS / SCHEDULE / MISC------
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Happy St. Patrick's Day, Happy Spring Break, Happy Easter - seems like
most of us are celebrating something this week! I hope whatever you are
celebrating it's warm and sunny and happy.

My daughter is also on spring break this week and has talked me into a
quick mother / daughter trip to warm Puerto Rico. (OK, she didn't really have
to talk that hard to convince me - we're still heavily covered in snow here in
New England). So I'm off now for a couple days of sun and fun.

I did have a wonderful time last week with teachers in Minnesota and
Michigan. Thanks you all - especially thanks to those who shared our
teaching tips for today.

I'll be back out on the road to Ewing, New Jersey, Montreal, Quebec, and
Las Vegas, Nevada in early April for Layered Curriculum® workshops.
I hope to see many of you at one of our many spring workshops.
Specifics on location and registration information is available on my
calendar page at the website: http://help4teachers.com/calendar.htm


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)