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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

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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  

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The Alliance for Young Artists and Writers presents the Scholastic Art & Writing Awards.

Students in grades 7-12 are invited to submit work in 30 categories of visual art and writing.  Students must be enrolled in

• Grades 7-12 for the 2009-2010 school year
• A public, private, parochial, home-school or after-school program
• The US, Canada, or an American school abroad

Work will be reviewed by professional artists, writers, educators, and creative-industry leaders.  In addition to regional awards that will be given, 1000 students will earn national awards.

Award-winning students will be given recognition, exhibition, publication and scholarship opportunities.

Work is submitted to one of 96 Regional Affiliates of the Scholastic Art & Writing Awards.  In all work, jurors look for three core criteria:

• Originality
• Technical Skills
• Emergence of a Personal Vision or Voice

Students register online to obtain submission forms. 

These forms must be printed, signed and attached to each work before sending to the Regional Affiliate.  Students are encouraged to register at least 2-3 weeks prior to the regional deadline.

Please note: students who are 12 and younger cannot register their work online.  Regional guidelines will provide PDFs of paper forms to complete and submit with work.

Be sure to review printed submission forms to make sure all information is correct.  Read the “Copyrights Release” and “Authorship and Plagiarism” sections of the guidelines.  A teacher/guardian must sign each submission form.  (Students over 18 do not need a parent/guardian signature.)

Students and teachers who are recognized with regional awards will be notified within one to three months of the regional deadline.  Due to the volume of submissions, only those students earning awards will be notified.

For guidelines and deadlines visit www.artandwriting.org.

This is the beginning of awards season 2010, the 87th year of seeking out the best young artists and writiers from across the country. 

Categories of writing include

• Poetry
• Personal essay
• Fantasy and
• Humor 

In an effort to best reflect evolving modes of expression, this year the Alliance has refined the guidelines and added a few new categories: 

• Video Games — Entries can consist of anything from demonstrations of  working Mac or PC programs to storyboards and character sketches, but should be original — no sequels or re-interpretations.
• Persuasive Writing — An argument in favor of a specific view or positions — an essay, editorial, or speech.  Entries should be clear and thorough, with facts and data to support the author’s opinion.  Sources must be cited, and the manuscript must not rely on visuals, graphs, or images.
• Creativity and Citizenship: Freedom of Expression – Works from either art or writing can be submitted for consideration in this forum that seeks to answer the question “What do you believe will create a better future for the United States of America?”  This exploration of constructive creativity is presented by the Alliance  and  the National Constitution Center in Philadelphia. 

To learn more about participating in the Scholastic Art & Writing Awards, send an email to info@artandwriting.org.

The Best Teen Writing of 2009 Now Available

Last year’s collection is availabe.  Virginia Pfaehler, poet and past Gold Medal Portfolio Award recipient, spent the summer culling the best examples of writing from last year’s Scholastic Art & Writing Awards.  Forty-eight pieces, which capture the emotion and intelligence of the next generation of writers, have been selected.

Internship Opportunities for Fall 2009 and Spring 2010

Recent high school graduates as well as college freshmen and sophomores can assist the Alliance in its effort to recognize merit and facilitate artistic growth. 

In this way, alumni can gain invaluable instruction and exposure as they direct their passion in the arts and industry.  The Alliance also helps alumni find internships with other artists and creative corporations. 

http://www.artandwriting.org/news#

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

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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

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I.  SPECIAL NEEDS CONNECTIONS  is a support group in Central Ohio for parents of special needs children.

• Share information
• Support each other
• Listen to speakers

The November meeting will beheld

• WHEN:  Monday November 16, 2009
• TIME:    7:00 – 8:30 pm
• PLACE:  130 Big Run Road, Delaware OH 43015 (Molly King’s home)
• SPEAKER:  Nancy Mandernach, OCECD
• TOPIC:  The new IEP and evaluation forms

OCECD is the Ohio Coalition for the Education of Children with Disabilities.

Please RSVP so there will be enough materials. 

Contact Molly at: (home) 740-369-4047;  (cell) 614-581-6675; or email mking@nextgenaccess.com

II.   TRANSITION NIGHT FREE RESOURCE FAIR

Co-Sponsored by   Delaware Area Career Center, Hilliard, Dublin, Grandview, Upper Arlington, Westerville & Worthington Schools.

• WHEN:  December 10, 2009
• TIME:  5:30-7:30 PM
• PLACE: Hilliard Bradley High School, 2800 Walker Rd, Hilliard
• TOPIC: Mapping your IEP student’s way through high school and beyond

Representatives will be available to discuss

1) high school transition, 2) career and technical education programs, 3) agency supports after high school, 4) transportation, 5) recreation and parks programs, 5)  Special Olympics, 6) county DD resources and services, 7) employment supports, 8) Bureau of Vocational Rehabilitation, 9) financial supports, 10) independent living supports, 11) future planning, estate planning and wills.

If you have questions contact Betty Anderson 921-7234 (Hilliard Schools); Sheree Ellis 740-203-2264 (Delaware Area Career Center); Erin Kellum 718-8110 (Dublin Schools); Chris France 481-3620 (Grandview Schools); Peggy Moore 487-5158 / X133 (Upper Arlington); Marianne Davis 797-5877 (Westerville Schools); Sue Morgan 883-3041 (Worthington Schools).

Note: in case of bad weather, closing Hilliard Schools, the event will be cancelled.

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

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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   

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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

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In an article in The Day, by Lee Howard, we learn that associate research fellow at Pfizer Diane Stephenson and her colleague Howie Mayer were able to bring to fruition their idea of forming a separate research unit focusing on autism.

Stephenson has two nephews and a niece with the neurological disorder; Mayer has two children with autism.

They were later joined by  another colleague, Larry Fitzgerald.  The group contacted key experts outside Pfizer who knew the latest breakthroughs in autism research.

According to Stephenson, science in the past years have started making significant headway in genetic research geared toward autism.  Two years ago might have been too soon.  But late last year, the colleagues felt they had enough science on their side to make their case. 

“Most everyone told us we were crazy,” says Stephenson.  The pharmaceutical industry — and Pfizer — has been in a downsizing mode lately.  But senior management embraced the idea and launched the autism unit in January with 15 scientists.

Fitzgerald became the first head of the unit, but departed a few weeks ago, and mayer has also moved on, now working for another business unit at Pfizer.  Stephenson is the remaining founder still working on-site.

The long range goal will be to prevent autism, but Pfizer plans to address short-term solutions at first. 

Researchers plan to begin by targeting symptoms that appear to cross the spectrum of autism disorders: anxiety, agitation, sleep disorders, social deficits, language disabilities and repetitive behaviors.  The focus is to be identification of medications which address symptoms.

A longer-range goal is to understand the neurobiology behind the disorder so that core symptoms can be treated.

One asset in the research process, according to scientists, is the fact that several markers of autism have recently been identified.  One of these telltale signs is eye-tracking.  While normal children focus on the eyes of a face, autistic children look away, toward the mouth.

This baseline awareness can help scientists see if a drug is having an effect.

Senior scientist Edward Guilmette, in the neuroscience unit labs, is starting to target certain genes that could have an effect on autism. In mice models, the effect of turning on or off various genes than is studied.

Fifteen researchers can seem like a big commitment, but Pfizer scientists say that number  is small compared to the vast research that remains to be done.  They have reached out to collaborators at MIT, the Yale Child Study Center, and NYU, to develop and expand their work.

The current work being done at the moment involves mostly biology and animal studies.  But as specific small-molecule drug targets are developed, more chemists will be enlisted to help.

The first Pfizer autism medicines will likely come from its established drug portfolio.  One possibility is the pain medication Lyrica, although Stephenson emphasizes that drug trials have yet to establish any clinical support for the hypothesis.

Finding uses for established drugs will be much less costly than the $1 billion price tag that would be involved in bringing new drugs to market.  Current drugs have already been proved to be safe.

Another factor reducing costs for developing autism drugs is that several of the spectrum disorders, including Fragile X, currenly have no approved treatment.  That means companies won’t have to prove to the FDA that their drugs are more effective than others on the market.

The long-term hope, according to Stevenson and her colleague Michael Tranfaglia of the FRAXA Research Foundation, is to actually reverse the course of autism — an idea that a few years ago would have seemed absurd, but is already being shown to be within the realm of possibility.

“The sooner you intervene, the better,” says Stephenson. 

Tranfaglia contends, “You can actually normalize development.  It’s entirely reasonable to think you could completely alter the course of the disease.”

my source was: www.courant.com; article on 10/25/09.   See the entire article by Lee Howard at The Day:   http://www.theday.com/article/20091012/BIZ02/310129965  

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

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Researchers at Ohio State University have produced a study that may link depression to light at night, according to an article in Science Daily.

Researchers found that when mice were housed in a lighted room 24 hours a day, they exhibited more depressive symptoms than did similar mice who had normal light-dark cycles.

However, some mice were housed in constant light but had an escape option: a dark opaque tube they could go into.  They showed less evidence of depressive symptoms than the constant-light mice.

Says Laura Folken, lead author of the study and a graduate student in psychology at OSU, “The ability to escape light seemed to quell the depressive effects.  But constant light, with no chance of escape, increased depressive symptoms.”

Results suggest that more attention needs to be focused on how artificial lighting affects emotional health in humans. 

Co-author Randy Nelson, professor of neuroscience and psychology at Ohio State says

The increasing rate of depressive disorders in humans corresponds with the increasing use of light at night in modern society.  Many people are now exposed to unnatural light cycles, and that may have real consequences for our health.

The researchers presented the work October 21 in Chicago at the meeting of the Society for Neuroscience; it will appear in the December 28, 2009 issue of the journal Behavioral Brain Research.

“This is important for people who work night shifts, and for children and others who watch TV late into the night, disrupting their usual light-dark cycle,” says Fonken.

And there are many other practical implications, says Nelson.  Intensive care units are brightly lit all night long, which might add to the patients’ problems.

source: www.sciencedaily.com article on 10/21/09; journal reference is Laura K Fonken, M Sima Finy, James C Walton, Zachary M Weil, Joanna L Workman, Jessica Ross, Randy J Nelson, “Influence of light at night on murine anxiety- and depressive-like  responses.”  Behavioral Brain Research, 2009; 205 (2): 349 DOI: 10.1016/j.bbr.2009.07.001

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

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From www.tonic.com we got an article by Annie Scott on changing the face of Halloween.

The goal is to make the holiday more about community and creativity, and less about candy and consumption.  With a national obesity epidemic and a planet that is clearly in pain, kids and parents are joining forces this year to celebrate in a healthier, “greener” way. 

The ”Green Halloween” and “Healthy Halloween” concepts were launched in 2007 across the country from each other.  They were initiatives to make the holiday a little less scary for health and the environment.

The two organizations are teaming up this year, in New York City and across the country.  On October 31 in New York, a festival in the Nolita neighborhood will be followed by a special healthy trick or treat trail.

But if you don’t happen to be in New York, there are many ways you can participate.  Draper conducted email interviews with Jim Glaser, Corey Colwell-Lipson and several families who have participated in the past about their vision for the project. 

Colwell-Lipson says “It’s the same fun holiday it’s always been — with a healthy and sustainable makeover.”  In New York, groups including the Action Arts League and Dr Mehmet Oz’s HealthCorps back the Green halloween party and help provide good times.

“With headlines screaming about lead in candy, phthalates in costumes, the childhood obesity and diabetes epidemics, the incredible environmental and human costs of spending billions of dollars on decor that gets tossed, and so much more, the timing was just right,” says Colwell-Lipson. 

“But someone needed to make the greening of Halloween practical, affordable and fun.  That’s where we stepped in to start the ball rolling.”

Jim Glaser makes a good case for Halloween with no candy.

Really, what’s fun about candy?… In the ultimate vision, Green Halloween locations will actually offer more fun — more art, more interactive experiences and a wider selection of gifts that will actually be more fun to go through than pounds and pounds of the same discounted high fructose corn syrup products.

Think about halloween pouches seeming more like Christmas stockings and ask which might be more fun?  And by the way, Green Halloween does not advocate ‘NO candy.’  It advocates moderation and more wholesome, natural sugar treats.

Coldwell-Lipson feels that it’s hard to get enthused when the problem is simply presented.  For example, one reporter found a child on the street and asked how he’s feel if people stopped handing out candy.  The kid almost started crying — how could people take away his fun like that?

But the reporter failed to tell the child — or better, show him — the fabulous alternatives.

The two organizations are helping families participate by encouraging people to get involved on the website [www.GreenHalloweenNYC.org  ], where they can find other local advocates and with the eventual goal of greating green trick-or-treating networks.

Colwell-Lipson also suggests making a Green Halloween door sign to spread awareness and help kids find places to get better treats.

People are getting involved for different reasons, but everyone seems to have the same goal: smarter choices.  Susannah Pryal of Sammamish Washington says “I think the older kids who come to our house are surprised and disappointed.  But really, it’s the same.”

She has been participating from the beginning.  “I felt like such a hypocrite giving out candy when I didn’t like giving it to my kids.  Plus, I am such a candy addict and I didn’t want candy in my house.”

Barbara Keskiner of Tampa Florida is helping organize a Green Halloween in her community.  She became involved because of her 2-year-old daughter.  “As she has not yet been started on a candy diet on halloween, we don’t think that she will miss it!”

A mother in Los Angeles is part of “Green Teen” and founder of the Green Youth Movement, Ally Maize, has this to say: “This has really become a mother-daughter project for the both of us, and her involvement has made it more meaningful for me.”

Their family will be participating in Green Halloween in a number of ways, including a YouTube video for green halloween tips, informative email blasts to local schools, and by handing out special treats.

“For halloween,” says Maize, “we will be giving out eco-friendly and socially responsible treats like fair trade chocolate and Trick-or-Treat for Trees coupons, which are inexpensive coupons that can be purchased in bulk (a tree is planted for each coupon purchased).  Also, 90 percent of all of our home decorations are either homemade or recycled.”

Visit www.GreenHalloweenNYC.org for more information.

source: Annie Scott’s article at Tonic.com’s on October 16, 2009. 

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