Dr Kathie Nunley's Educator's Newsletter
---December '08 Edition--- (current subscribers: 21,1252
++++++++++++++++++++++++++++++++++++++++++++++++++++
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: I work in an inner city school, so I keep
inexpensive snacks on hand for students who don't have money for lunch.
- Kelly Ferrier, Muskegon Hts. High School.

Teacher Tip #2: Tape the current unit's vocabulary and definitions to
the bathroom pass. (or just something to ponder, such as a quote.).
No name, workshop participant, Holland, MI.

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: There's new research linking milk consumption to
muscle building and weight loss. If you have students who still prefer
sugary drinks to milk, you may want to share the new study which used
young men in weight training programs. They divided them into 3 groups.
After exercise, one group drink a glass of milk, one group drank a sugary
"sports drink" and one consumed nothing in particular. After 12 weeks, the
group that drank milk developed more muscle mass and lost more weight
than the other 2 groups. (2007). American Journal of Clinical Nutrition,
Vol 86(2), 373-381.

HOT TOPIC #2: In a new study, just released today, researchers have
found that almost 50 years after Stanley Milgram's original study, people
are still just as willing to obey an authority figure. You may remember
studying Milgram's famous, "Blind Obedience to Authority" experiment at
Yale, where persons were asked to administer what they thought were shocks
to a stranger in another room. The study has now been replicated by Jerry
Burger and like Milgram, he found people today just as willing to shock a perfect
stranger, simply because a person in authority asks them to. There was again,
no difference in rates between the genders.
Burger, J. (2008). American Psychologist, Vol 63(1).

More Hot Topics at the websites!

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------SECTION THREE: WEBSITE UPDATES------
at HELP4TEACHERS.COM and BRAINS.ORG
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The bookshop is open throughout the holiday season. If you need books
shipped after January 1, due to your school being closed, just let us know.

===There is a short downloadable (and free) video tutorial on the
homepage of Help4Teachers that addresses one of the most frequently
asked question: "Where do I start with Layered Curriculum®?" Available
for PC formats, you can find it in the right column at: http://help4teachers.com

===NEW BOOK
"THE SUCCESSFUL EDUCATOR'S GUIDE TO EARNING EXTRA INCOME".
-- A break from my usual topic of differentiation - this book addresses another
side of the educator's world. You can get more information and / or order a
copy of the book at: http://www.brains.org/teacherincome/

New recommended book bundles and book study kits are available at both
websites.

For Differentiating with Layered Curriculum, visit:
http://help4teachers.com/books.htm

For recommended books on a variety of subjects specific to education, visit:
http://brains.org/store/index.htm

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------SECTION FOUR: KATHIE'S EMAIL------
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Hi Dr Nunley,
After perusing your website I was totally sold on Layered Curriculum. I do
still have some questions though as I've started.
My first need is figuring out how to assign grades. I am not quite sure how
to give the students grades for what they have accomplished. I understand
about the C, B, and A layers. My problem lies in how do I figure out how
the grades for each level. For example, to get a C, a student needs 50 points.
But what if a student received less than 50? Do they get a D? or a low C? Do
percentages play into this? I am really enjoying working with the Layered
Curriculum but the grading part has me a bit confused. - Thanks for your
time. Alfredo G., WA.


===================================
Alfredo, The grading can be done in a variety of ways, but should match
your district's grade scale and your personal expectations. Ask yourself,
what do YOU expect your students to do in your class to earn a C?
Then adjust the points on the assignments to reflect that. You can
use percentages if you want. You can use number grades rather
than letter grades, if that's what your school requires. Can you offer
a D? Well, that again is up to you. A C-? If that suits your class, then
sure, put in "pluses" and "minuses" on your grade scales. If you need
them to earn 72 percent or 72 points for a C, that's fine too. In other
words, make the grading scheme fit your style, your comfort level and
your district requirements. There is no set grading scheme for Layered
Curriculum®. It just asks that you require students to think more complexly
in order to improve the grade. In my book, "Differentiating the High School
Classroom" you will find a whole chapter on sample ways to run grading.
Good luck with it! - Kathie

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------SECTION FIVE: WORKSHOPS / SCHEDULE / MISC------
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Happy Holidays!!
I almost didn't get this December issue out due to our ice storm. We had
a horrible ice storm last week which knocked out the electric power to
nearly the whole state. It took 6 days for them to turn our electricity back on,
and another day for the water. Whew, hot and cold running water - tis a
wonderful thing!!

A special thank you to the folks at Region 20 in San Antonio and the
Ottawa Area ISD in Holland, Michigan for their warm hospitality last week
during our Layered Curriculum® and Brain workshops.

Finally, I can't sign off this issue without a personal special congratulations
to my son. Most of you know that I write frequently about my oldest son
who has autism. If you've read my early work, you may know that the
"professional advice" given to us 22 years ago, was to institutionalize him
and "get on with our life". This advice was one of the early motivators for my
research and work on Layered Curriculum®. It is with the greatest of pride
that I congratulate him today. As of last Friday, December 19, he has
completed his BS in Architecture at Keene State College here in
New Hampshire. Not only did he graduate, but graduated with honors - a
3.7 GPA. Congratulations Keegan!!!

I include this, not only because I'm a very proud mother, but to offer
encouragement to those of you out there who also love someone with
autism and may need to be reminded that your hard work and dedication
is so very worth it.

As always, my best to you and yours, and again, HAPPY HOLIDAYS!
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)
- posted by Kathie @ 4:42 PM