+ Help Kids “Tune Into Interesting Words”

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Research has proven that kids need multiple exposures to a word in order to anchor it in long-term memory, and to have it become a spontaneous part of his vocabulary.

From The 2 Sisters Website, The Daily CAFE (www.thedailycafe.com), here are some strategies parents can use at home.

USE THESE STRATEGIES AT HOME

• Ask you child about words collected from books at school.   Explain about “tuning in” to words as they come up.  Create a family word collector for home.  Hang it on the refrigerator, or some place central to family life.
• When your child is reading (or being read to), ask him to find three interesting words.  Have him write them down.  Talk about the meaning.  See if anyone in the family is able to use the words in a sentence.  Add these words to your family word collector.
• Encourage your child to find interesting words when watching TV or from daily conversation.  When tuning in to an interesting word, help him understand it.  Then add it to the family word collector.
• Modeling is always the best way to spark interest in children.  When you are reading a magazine, newspaper or book, let your child see you “tuning in to an interesting word.”   Discuss your word with him.  Explain that adults tune into word, too, and build understanding just like they do.

source: The 2 Sisters Website The Daily CAFE, at www.thedailycafe.com, where you will find teaching tips from successful, experienced teachers.

tutoring in Columbus OH:   Adrienne Edwards   614-579-6021   or email  aedwardstutor@columbus.rr.com

+ Columbus OH: Free Parent Seminars at Marburn Academy

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Marburn Academy’s Free Community Parent Seminar Series continue in 2009-2010.

The Free Community Parent Seminar Series has been offered by Marburn Academy for over eight years.   Parents of children with learning differences can access state-of-the-art identification and remediation information that unavailable anywhere else in Central Ohio.

Parents who have attended these seminars over the years have learned about the many unique and innovative programs that Marburn Academy has introduced to the area. 

They have also gained valuable insight into appropriate instructional approaches — those that work best for teaching reading, writing, spelling, math, and organizational skills to bright children with learning differences, such as dyslexia and ADHD.

UPCOMING SEMINARS

• Tuesday, November 17, 2009 — “Improving Self-Management Skills for Impulsive, Distractible, Disorganized Children”
• Tuesday, January 12, 2010 — “How to Get High School to Work For ADHD Students (and How to Get ADHD Students to Work in High School)”
• Tuesday, February 9, 2010 — “Why Wait for Failure? Early Identification, Early Intervention, and Preventing Reading Problems”
• Tuesday, March 2, 2010 — “Correcting Persistent Spelling and Writing Problems”

Marburn Academy is nationally recognized as an innovator in teaching children of average cognitive ability who have not been successful in traditional school programs.

Marburn’s free seminars offer practical information that is grounded in good scientific research and daily practice. 

If you are concerned about a child who isn’t doing as well as expected in school, this information could make a life-changing difference.

All seminars are open to the public and are FREE to parents of children who learn differently.  Professionals: $40 per seminar.  Reservations required.

The speaker is Earl B. Oremus, Marburn Academy’s Headmaster for the past 22 years.  Oremus is nationallly recognized as a leader in developing improved methods for helping nontraditional learners acquire academic and social skills.

ALSO:  Marburn’s Free  Early  Reading  Screening  Program

Find out if your five- to seven-year-old is likely to encounter difficulty with reading, writing, and/or spelling.  Free Reading Screenings are offered by Marburn Academy’s trained professionals throughout the school year. 

Just call to make an appointment or have your questions answered by calling 

614-433-0822

tutoring in Columbus OH:    Adrienne Edwards   614-579-6021   or email  aedwardstutor@columbus.rr.com  

+ Web Sites for Teaching Native American Heritage

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From EduHound’s “Classroom Tools & Tips,” which provides edtech resources for teachers, here are this week’s offerings.  The topic is

NATIVE AMERICAN HERITAGE

• Reconnecting the Circle –Encourages people to learn about Native American people and cultures, and to develop a more meaningful and complete perspective on Indian Country.  http://www.reconnectingthecircle.com
• Native Americans: Themed Resources for Teachers –  from the Library of Congress, this site features a compilation of Native American related materials from across the Library’s Web site, including exhibitions, presentations and lesson plans.  http://www.loc.gov/teachers/classroommaterials/themes/native-americans/
• National Museum of the American Indian: Collections Search — Includes a representative sample of NMAI’s object and historic photo collections.  Each item is accompanied by basic, standardized information.  http://www.americanindian.si.edu/searchcollections/home.aspx
• Native Words – Native Warriors: NMAI Codetalkers – Learn about “Code Talkers,” the twentieth-century American Indian warriors and heroes who significantly aided the victories of the United States and its allies.  http://www.nmai.si.edu/education/codetalkers/
• Education World: Native Americans –  Explore Education World’s resources on the history and culture of America’s original inhabitants.  http://www.educationworld.com/a_special/native_americans.shtml

source: EduHound’s newsletter “Classroom Tools & Tips” from www.eduhound.com.   Send suggestions for topics to Judi Rajala at jrajala@eduhound.com.  The site also provides templates (offer your own!) and clipart, among other great resources. 

tutoring in Columbus OH:   Adrienne Edwards    614-579-6021    or email aedwardstutor@columbus.rr.com

+ Asking Questions: Types, Structure, Leading a Discussion

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From YouthLearn.org, a technology, media & project-based learning site, here are some thoughts about inquiry-based learning.  http://www.youthlearn.org

Three Types of Questions

• Factual — Only one correct answer (“What did you eat this morning?”)  They can be complicated, though (“What makes a curve ball curve?”).  Factual questions make the best inquiry-based projects — but they must be answerable, and they must have room for exploration.
• Interpretive — More than one possible answer, but they must be supported with evidence. (“Why did Ahab chase Moby Dick?)  Answers aren’t wrong unless they have no relationship to the text at all.  Interpretive questions that build on each other are important for any type of text (video, fiction, non-fiction, a painting, poetry, etc).   They’re especially good for stimulating a look back at the text.  Such questions are excellent for discussions and as prompts for oral and written language exercises.  They lead to good inquiry-based learning projects.
• Evaluative – Have no right or wrong answers, since they ask for some kind of opinion, belief or point of view.  Since answers depend on prior knowledge and experience, they are good ways to lead discussions (“What  woud be a good place to take kids for a field trip?”) or explore books or other artistic works (“Do you agree with Ahab’s views on whales?”)  Note:  they rarely make good inquiry-based projects since they are internally focused.  But they can be a great way to connect with and elicit interaction from young or shy students (“Who’s your favorite Pokemon?”)

The Structure of Questions

In general, say the folks at YouthLearn, start a question with the WH questions: who, what, when, where, why. 

Be honest: how many times do you begin a question with “Tell me…” or “Describe for me…”?

When you frame a question that way, you take control of the learning process because you’re giving a command as well as asking for input.

When you ask a question, the most important thing is generating a true and honest curiosity about the answer.  So open-ended questions are best unless you have a particular reason for leading someone to a specific conclusion  — or need a fact supplied to you.

Try to avoid yes-no questions.  They’re usually a dead-end. 

Open-ended questions…

• invite opinions, thoughts and feelings
• encourage participation
• establish rapport
• stimulate discussion
• maintain balance between facilitator and participant

 Try playing “The Question Game”

To begin, two participants decide on a topic to question.  One person starts with an open-ended question, then the other responds with a related open ended question.  This goes back and forth as long as they can continue without making a statement or repeating a previous question. 

For example, the topic might be an object in the room, a light bulb.

A:   Why is it important to have light?

B:   Where does light come from?

A:   How does light help people?

B:   Where is light used?  

A:   What would happen if there were no light?

Try asking a question and going around the room, each person asking a question based on the one before.

Leading a Discussion

Good learning programs involve everyone in planning and activities — whether it’s a discussion among your team about goals or a brainstorming session among kids planning a video project. 

Some Good Ground Rules for Leading a Discussion

• Everyone prepared — This might mean everyone has received handouts or that the story for discussion has been read aloud.  
• Know your purpose — Is the goal to arrive at a decision or just to brainstorm possible ideas to be followed up later?
• Opinions must be supported by evidence — If you’re discussing a book, ask follow-up questions about why the student believes what she does.
• Leader just asks  – Leader does not answer questions.
• Care about each of your questions — Avoid generic questions; prepare in advance.
• Maintain high energy level — Enthusiasm is contagious!
• Be spontaneous sometimes — interpretive questions are an important part of all discussions.  Advance prep actually leads to better spontaneous questions.
• Allow questions to lead to other questions — Be aware of practical and logistical issues (e.g. time limits) but never squelch enthusiasm when kids are on a roll.
• Use techniques when possible/appropriate – For example, mapping can provide a conceptual, visual structure to the ideas you’re hearing.  Let people see you writing their thoughts and ideas on the map.

Visit the YouthLearn site:  http://www.youthlearn.org .  

Created by the Morino Institute , it is now led by Education Development Center, Inc. (EDC).  YourthLearn.org  provides the assistance you need to start or strengthen both after-school and in-school programs. 

My source was The 2 Sisters Newsletter  at www.thedailycafe.com

tutoring in Columbus OH:   Adrienne Edwards   614-579-6021   or email  aedwardstutor@columbus.rr.com   

+ Parent Conferences: More Tips for Teachers

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From The 2 Sisters at www.thedailycafe.com : they share tips from Trish Prentice.

1. Give parents a photo of their child enjoying a school activity.  A twenty-five cent investment will pay big dividends and begin your conference on a positive note.
2. Want a great way to show parents how special their child is to you?  Try saying something like “One of the things I love best about your child is…”
3. Parent goals — if parents haven’t filled out a goal-setting sheet, ask “What are the goals you have for your child this year?”
4. Assessment results:  explain in plain terms.  Don’t use educational jargon with parents.
5. Share what you’ve started to envision for this child: appropriate goals, strategies to achieve them.  Even if there are only one or two things to say, parents will be impressed that you have considered their child at this level.  (Prentice has a system for teachers called a “Pensive,” a checklist of considerations about each child.) 
6. If there is a problem that needs addressing, use the phrase “We’re continuing to work on…”
7. Listen.  Encourage parents to share their thoughts too.
8. Handouts — it can be hard for parents to absorb and remember everything you’re sharing.  Give them a packet to take home.  Include fun, hands-on activities that parents can do at home with their child.
9. Always end each conference with an invitation for parents to call or email with questions at a later date.

Prentice reminds us that parents sit through only one (two or three?) conferences.  Teachers’ words matter and are replayed in their heads; they share them with neighbors.  So be thoughtful and kind. 

Be the teacher you’d want for your own child.

source: The 2 Sisters newsletter, “The Daily Cafe” at www.thedailycafe.com .  This piece is available to members only, however.

tutoring in Columbus OH:   Adrienne Edwards   614-579-6021   or email  aedwardstutor@columbus.rr.com

+ Web Sites: Museum Lessons

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From EduHound’s “Classroom Tools & Tips” this week, some sites for teaching lessons about museums.

• Guggenheim Museum: Curriculum Online – Provides teachers with curriculum materials to support the use of the Solomon R Guggenheim Museum’s exhibitions and collections both during school visits and in the classroom.  http://artscurriculum.guggenheim.org/lessons/start.php
• MuseumStuff.com – This website can help you find museums online, a staggering variety of educational links, scads of interactive virtual exhibits, dozens of interesting museum shops, specialized content for museum professionals and much more!   http://www.museumstuff.com
• Smithsonian Education: Lesson Plans – Smithsonian lesson plans emphasize inquiry-based learning using primary sources and museum collections.  http://www.smithsonianeducation.org/educators/lesson_plans/lesson_plans.html
• The Art Institute of Chicago: Online Resources – Provides user-friendly online educational resources that demonstrate ways to integrate museum resources into classroom curricula.  http://www.artic.edu/aic/education/onlinelearning/index.html
• Building Visual Arts Lessons (Education at the Getty) – Features ideas for preparing lessons, a step-by-step guide for teaching visual arts for each grade level, and ideas for evaluation and assessment approaches.  http://www.getty.edu/education/for_teachers/building_lessons/
• Educational Programs: Illinois State Museum – Provides many online resources designed for teachers, and using the available resources of the Illinois State Museum web site.  http://www.museum.state.il.us/ed_opp/

 source: EduHound’s “Classroom Tools & Tips” online newsletter.  Judi Rajala want your suggestions for topics.  Also share your templates, teacher tips, trials, or tech tips.  JRajala@eduhound.com

+ Writing: Teach Strategies and Self Monitoring Directly

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A great article in IDA Perspectives (Summer 2009) by Linda H Mason.  Here are some highlights of “Effective Instruction for Written Expression.”

Mason bases the advice on the instructional approach called S. R. S. D.: Self-Regulated Strategy Development.

Researchers have established that explicit instruction is necessary for  teaching strategies to students with learning challenges. 

They need direct  instruction and modeling in ways of generating ideas, organizing those ideas, and regulating writing behavior (self-regulation).

The stages for strategy acquisition are

1. Develop/assess background knowledge relating to the writing content
2. Discuss the strategy to be used (see below)
3. Model it
4. Memorize it
5. Practice it with guidance
6. Perform it independently

Include these steps in every strategy session.

The one Universal Strategy is called P O W  –

• P (pick an idea) 
• O (organize notes)  
• W (write and say more).

Here are some specific strategies for three types of writing  (make charts): 

Story and Narrative Writing – think “W – W – W, What 2, How 2″

• W……..Who is the main character?
• W……..Where does the story take place?
• W……..When does the story take place?
• What…What does the main character do /want to do?
• What…What happens next?
• How….How does the story end?
• How….How do the characters feel?

Persuasive Writing — think “TREE”

• T……..Topic sentence: Tell what you believe!
• R……..Reasons (3+): Why do I believe it; will my readers, too?
• E……..Explain reasons:  Say more about each reason.
• E……..Ending: Wrap it up right!

Informative Writing — think “PLAN then WRITE”

• P………Pay attention to the writing prompt.
• L………List main ideas to develop the essay.
• A………Add supporting ideas (details, examples, etc).
• N………Number major points in the order you will use them.

then

• W………Work from your plan to develop thesis statement.
• R……….Remember your goals.
• I………..Include transition words for each paragraph.
• T……….Try to use different kinds of sentences.
• E……….Exciting, interesting, “$1,000″ words.

Teaching Self-Regulation

 Explicit instruction in self-regulation should be embedded in every session. 

The four self-regulatory procedures are

• goal setting
• self monitoring
• self instruction
• self reinforcement

Goal Setting

First, students should be taught how to set personal, individual and specific goals for learning, using and maintaining the use of the strategy.

Use a learning contract to support goal setting: for example, “Today I will write a story with 7 parts.”  Do this every day.

Self-Monitoring

Students self-monitor by counting the number of strategy parts they have written.  Use a chart or graphic organizer, and have the student count off what he has done.  When finished, have the students count to make sure all parts have been used.

Encourage the student to revise the papers to include any missing parts.  They might graph the number of strategy parts on a graphing sheet.

Students need to understand that self-monitoring is a process to use at every stage of their work.

Self Instruction

You should model self-instructions for problem definition.  For example, “I need to write a story with 7 parts.”  Focus on attention and planning (“First, I need to pick an idea“); strategy implementation (“I know what to do, I do the first strategy step“);  self evaluation (“Did I include all the strategy parts?“) coping (“I can do this, I know this strategy!”); and self reinforcement (“Wow, I can write a good story!”)

Self Reinforcement

After modeling, then  support the student in developing a listing of personal self-statement he can use before, during and after writing.  These personal self-statements are written out, so he can see them at any time.

Finally, teach your student to recognize his own successes in writing.  Often, the graphing sheet serves as an excellent self-reinforcement.  Here again, make a list and write out positive self-reinforcing statements: “I did it!”

sole source: Linda H Mason’s article “Effective Instruction for Written Expression” in the Summer 2009 ”Perspectives on Lanuage and Literacy” magazine of the International Dyslexia Association.  See the entire article for detailed instructions on how to implement this approach.  IDA’s Web site is www.interdys.org

tutoring in Columbus OH:   Adrienne Edwards   614-579-6021   or email  aedwardstutor@columbus.rr.com

 

+ COBIDA Conference in Columbus OH: October 16, 2009

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October 16, 2009 is COBIDA’s  ”Imagine Every Child Reading” Conference at the Convention Center in Columbus Ohio.

Watch a short video of Keynote speaker Louisa Moats: http://www.youtube.com/watch?v=SoX21V8-p40 . 

Here are some highlights:

• School-wide strategy sessions for administrators wanting to increase AYP so everyone reads at grade leve.
• The latest information on multi-tiered reading programs and RTI.
• Practical sessions to help educational practitioners add tools, strategies and knowledge to their “toolbox” in order to teach reading, wpelling and writing more effectively to struggling readers.
• The opportunity for parents to learn about what type of reading and spelling instruction their child/young adult needs; to gain a better understanding of the legalities of the IEP process; to learn about the emotional problems related to poor reading and much, much more.

Other speakers are Dr William Howard: “Seven Faulty Notions About Teaching Children to Read,” and Elaine McEwan-Adkins: “Teach Them All to Read.” 

Also presenting are Linda Carnine and Susie Hanner (RTI and Direct Instruction);  Mary Damer (Effective Coaching of Reading);  Eric Q Tridas MD (Early Screening);  Andrew Colvin, neuropsychologist (Emotional and Behavioral Development); Steven C Guy, pediatric neuropsychologist ( Interpreting an MFE); Penny A Brooks PhD, speech pathologist (Language Processing); and Cyndi Schultz, SLP/CCC, F/AOGPE (Helping with Homework).

And many more sessions on Wilson reading instruction, writing instruction, handwriting instruction, legal issues, online learning, vocabulary instruction for adolescents, and effective RTI programs.

Go to www.cobida.org for more information.

tutoring in Columbus OH:  Adrienne Edwards  614-579-6021  or email  aedwardstutor@columbus.rr.com .

+ Popular Harvard Course on Justice and Ethics: Online. Free.

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For years, students at Harvard have flocked to Michael Sandel’s courses on political philosophy.

Harvard University is making Michael Sandel’s well -loved lecture series on video to anyone who would like to sit in.

Justice is one of the most popular courses in Harvard’s history.  Now its your turn, they say, to take the same journey in moral reflection that has captivated more than 14,000 students as Harvard opens its classroom to the world.

Visit: http://www.justiceharvard.org/ for a preview.

In this twelve part series, Sandel challenges us with difficult moral dilemmas and asks our opinion about the right thing to do.  He then asks us to examine our answers in the light of new scenarios.

The results are often surprising, revealing that important moral questions are never black and white.

The course also addresses the hot topics of our day — affirmative action, same-sex marriage, patriotism and rights — and Sandel shows us that we can revisit familiar controversies with a fresh perspective.

You Can Participate

There is a lot more to Justice beyond the classroom.  Get engaged with features offered with every episode of Justice. 

You can voice your opinion in the polls, take the pop quiz to test your knowledge, dig deeper with in-depth readings, hone arguments with the Discussion Guides.

And continue the classroom discussion online with other viewers around the world.

Or you can start your own Discussion Circle, if your school, church, club, or organization wants to take the course as a group.

Session Topics

1. The Moral Side of Murder / The Case for Cannibalism 
2. Putting a Price Tag on Life / How to Measure Pleasure
3. Free to Choose / Who Owns Me?
4. This land is My Land / Consenting Adults
5. Hired Guns? / For Sale: Motherhood
6. Mind Your Motive / The Supreme Principle of Morality
7. A Lesson in Lying /A Deal is a Deal
8. What’s a Fair Start? / What Do We Deserve?
9. Arguing Affirmative Action / What’s the Purpose?
10. The Good Citizen / Freedom vs. Fit
11. The Claims of Community / Where Our Loyalty Lies
12. Debating Same-Sex Marriage / The Good Life

Michael Sandel

Michael Sandel is the Anne T and Robert M Bass Professor of Government at Harvard, where he has taught political philosophy since 1980.

His books include Democracy’s Discontent, Public Philosophy, Essays on Morality in Politics, The Case Against Perfection: Ethics in the Age of Genetic Engineering.

 His  most recent book is  Justice: What’s the Right Thing to Do?  (to be published this month; check your local bookstore).

His writings have been translated into eleven foreign languages and have appeared in The Atlantic, The New Republic, and the New York Times.

He has lectured widely in North America, Europe, China, Japan, Korea, India, Australia, and New Zealand on topics including democracy, liberalism, bioethics, globalization, and justice.

He delivered the Tanner Lectures on Human Values at Oxford University, was a visiting professor at the Sorbonne, and in 2009 delivered the BBC’s Reith Lectures.  From 2002-2003, Sandel served on the President’s Council on Bioethics. 

He is a member of the American Academy of Arts and Sciences.  He received his doctorate for Oxford University, where he was a Rhodes Scholar.

I was sent to this site by Jon Gordon’s e-newsletter “Future Tense,” a Public Broadcasting venture.  Get the podcast and newsletter and lots of  info about cool video, internet and online music options.  newsletter@americanpublicmedia.org.  

tutoring in Columbus OH:   Adrienne Edwards   614-579-6021   or email  aedwardstutor@columbus.rr.com

+ Web Sites for Teaching Harpers Ferry

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From EduHound’s “Classroom Tools & Tips, this week’s topic is Harpers Ferry.

On October 16, 1859 John Brown, along with 21 followers, came to Harpers Ferry, Virginia, to strike a blow against slavery.  The raid failed and Brown was hanged in December.  Sixteen months later, the country erupted in civil war.

• John Brown’s 1859 Raid on Harpers Ferry – Anniversaries provide unusual opportunities to draw attention and stimulate interest in historic figures and events.  This observance will provide an unprecedented opportunity to reflect on and revisit the life of John Brown as it relates to the larger context of slavery, the abolitionist movement, and the American civil rights movement.  http://www.harpersferryhistory.org/johnbrown.htm
• Harpers Ferry National Historical Park — for Teahers (US Natl Park Service) –  Resources include: Plan a Field Trip, Curriculum Materials, Professional Development, Traveling Trunks, NPS Focus, Additional Resources.  http://www.nps.gov/hafe/forteachers/index.htm
• National Geographic Xpeditions: John Brown and the Underground Railroad – This lesson asks students to analyze John Brown’s attitudes and actions against slavery and the differences between his views and those of other people who were active in the Underground Railroad and the abolitionist movement.  http://www.nationalgeographic.com/xpeditions/lessons/17/g912/undergroundrail.html
• The American Experience: John Brown’s Holy War – Learn how John Brown led a righteous crusade against slavery, born of religious conviction — and carried it out with shocking violence.  http://www.pbs.org/wgbh/amex/brown/
• History Now.  From the Teachers Desk: John Brown – This lesson attempts to introduce middle school students to John Brown and to separate history from myth and the man from the legend.  http://www.historynow.org/09_2005/lp3.html

EduHound also offers this tip:

eFIELDTRIPS.org (visit http://efieldtrips.org )

• Trip Journal – First, the teacher downloads and gives students copy of a printed Trip Journal.  It is a simple one page fill-in-the- blank-type worksheet that helps to keep the students focused and provides a way for the teacher to grade student participation, if desired.  Students fill in the Trip Journal while they are completing the next component.
• Virtual Visit – An interactive Flash movie that teaches the students about the eFieldTrip topic.  It can be completed at any time, and at the student’s own pace.  Typically, it takes about 15 minutes for a student to go through the Virtual Visit.
• Ask the Experts – After completing the Virtual Visit, students  have an opportunity to interact with the experts.  Students can ask questions via an “Ask the Experts” web form, and receive an answer in 1-2 days.
• Live Chat – Another way students can interact with experts is by participating in a live web chat at a scheduled time.   

EduHound’s “Classroom Tools & Tips” is a newsletter offering valuable ed tech resources to incorporate into K-12 curriculum.  Educational topics, preformatted templates, technology tutorials, and practical tips are featured.  Contact Judi Rajala at JRajala@eduhound.com with your suggestions for topics; share your templates and tips.

tutoring in Columbus OH:   Adrienne Edwards   614-579-6021  or email  aedwardstutor@columbus.rr.com