Kathie Nunley's Educator's Newsletter
Wednesday, January 05, 2011
Dr Kathie Nunley's Educator's Newsletter
---January '11 Edition--- (current subscribers: 21,373)
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News and updates to Kathie Nunley's Layered Curriculum® Sites for Educators:
http://Help4Teachers.com
http://brains.org
Do you have a NEW EMAIL address? You can unsubscribe your old one and
subscribe the new one using the link at the bottom of this newsletter.
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--------SECTION ONE: TEACHING TIPS ------
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TEACHER TIP # 1: When assigning math problems for homework, always send
an answer sheet too. Have students self-check after every problem or two.
Doing 20 - 30 problems incorrectly and not knowing until the next day, does
more harm than good.
TEACHER TIP # 2:Use manipulatives in Spanish to show stem and endings.
No name, workshop participant, IL.
Send your favorite teaching tip to me at Kathie@brains.org
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------SECTION TWO: HOT TOPICS in Neuro & Educational Psychology------
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HOT TOPIC # 1: Your ability to find your way around your house and your world is
a function of your hippocampus. That's the brain area that makes our spatial maps.
Ever wonder how these are actually made? As you move around, muscle movements
fire as a function of both your speed and direction. These muscle movements
fire theta cells in the lower brain. These rapidly and rhythmically firing cells create a
sort of oscillator. Your brain looks for places the oscillators overlap and a "place neuron"
fires every time that overlap occurs. These place neurons and neuron fields then
become our internal maps of the world. Fear and stress can alter our hippocampal
code for space and distort learning. Hugh Blair, PhD. University of California – Los Angles.
"Spacial Memory for Fear and Reward: Scary Places: Fear, Stress and the Hippocampal
Code for Space". Presented August 13, 2010. APA Annual Convention, San Diego, CA.
HOT TOPIC #2: Sleep is biological creativity. The difference in how the brain handles
learned information before and after sleep is the difference between knowledge and
wisdom. Learning involves 3 steps for memory formation – 1. encoding 2. consolidation
and integration 3. recall. Sleep is vital for the 2nd stage. The last 2 hours of our sleep
is most critical for consolidation and yet our sleep is often cut short. Sleep physically
changes the geography of memories. After sleep the location in the brain of our
learning has actually moved.
Matthew Walker, PhD. UC Berkeley. "To sleep, Perchance to Remodel the Brain and
Improve Memory." August 13, 2010 APA Annual Convention, San Diego, CA
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---SECTION THREE: WEB UPDATES ---
BRAINS.ORG & HELP4TEACHERS.COM
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New video lessons & hot topics on my YouTube Channel:
http://www.youtube.com/
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Note from the Bookshop:
We are back open after the holidays and have all titles in stock including
Sylwester's new book, " A Child's Brain" as well as the 3rd edition of
DiGiulio"s "Positive Classroom Management".
As always, we have discounted prices on all Layered Curriculum® materials and
the Layered Curriculum® study kit for individual teachers.
http://brains.org/store
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-----SECTION FOUR: KATHIE'S EMAIL
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Hi Kathie! I teach at a community college and have been wanting to
have Layered Curriculum in my lab. But, to convince my department chair
I need some help. What do I do if I get a student who earns a C a few days
into the unit and then says, OK, I got my C, see you in a few weeks! I can
require attendance, but cannot MAKE them earn a B or A. How do people
handle this? Thank you! Kari
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Hi Kari,
Thanks for your note. A common misconception of Layered Curriculum® is
that many people see it as a version of the old "contract for grade" where
students can decide what grade (or in this case, layer) they want to finish
and they're done. Layered Curriculum® doesn't work that way. ALL students
are expected to attempt ALL layers. So, earning a C a few days into the unit
and then leaving, would not be an option.
In a K-12 classroom, we sort of have captive students and it's easy to
walk them through the layers with a "daily method" or other strategies. In a
college classroom, where students are not quite so "captive" you will have to
find other ways to ensure they attempt all layers. My suggestion is to simply
require it. In other words, in order to record points from any layer, all layers
must be attempted. You could also have a bit of a daily method going, where
you introduce C layer things, on specific days interspersed through the unit.
In this case, the layers, C, B, A might not flow sequentially, but jump around a bit.
I hope that helps clarify. The important thing is for students to understand
that stopping at the C layer is not an option. I've used Layered Curriculum® at
the college level with a great deal of success. Just be creative and don't be
afraid to think out of the traditional sequential box.
Good luck, -Kathie
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------SECTION FIVE: WORKSHOPS / SCHEDULE / MISC CHAT------
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Happy NEW YEAR!! Welcome to 2011. I hope you had a peaceful and
joyous holiday season and have returned to the classrooms recharged.
I had a wonderful Christmas season here in New England, but I must
say I'm happy to see the lengthening days of January. I'll be heading down
to New York City a couple of times this month to continue working with the
teachers at Brooklyn International High School on Layered Curriculum®.
I've also got a trip out to sunny southern California to work with the teachers
at El Monte Union High School District.
We've got new workshops in the works for spring. If you are looking to attend
a Layered Curriculum® workshop, check the calendar page.
http://help4teachers.com/
If you are wanting to have Layered Curriculum® training brought to your school
or district, just send me an email.
As always, my best to you and yours, and special wishes again for a great new year.
Kathie
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