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One father’s voice: Dealing with guilt and making the right chioces for your child

One father’s voice: Dealing with guilt and making the right chioces for your child | Students with dyslexia & ADHD in independent and public schools | Scoop.it
As Dyslexia Awareness Week is ending, the dialog about much needed changes for dyslexics is continuing.

How did you deal with your daughter’s dyslexia?

“After comparing my daughter’s work and my own when I was in school, I was certain that I also had dyslexia. I am self-educated, I read a lot, and I established my own business. I know they say that dyslexia makes reading difficult but based on my own experience, I know you can learn it, you just learn it differently. I did. When you have your own innovative business, reading and math are the two most important things. Since I was able to do it, I knew my daughter could do the same.”

How did you deal with your daughter’s school?

“I took my daughter out of public school and enrolled her in a private school that focused on the abilities of my daughter and not the disabilities. The school used the 'Help' method to teach dyslexic children to read and she had an assistant who spent time with her to enjoy reading. The school really focused on the abilities of dyslexia. Knowing that my daughter was in the best school possible was important for me so that I could focus on my own business.”

Not every parent can afford a private school, what alternative would you have chosen?

“That’s a tough question. I know I didn’t want her to be in special education because I’d be afraid of what it would have done to her self-esteem. Now that I know about the “Help” method of how to teach dyslexic kids to read, I would have hired a tutor to help her with her school work and communicate with her teachers as much as possible to give her extra time or whatever would be possible in the regular classroom. To support her creativity, I would have looked for any kind of activities that were available after school that she could join; any activity that didn’t focus on reading, writing, and math, but about being active and creative.”

What does your daughter do now?

“Well, she is about to graduate from the same school with a GPA of 3.8. She is a fluent reader, loves creative writing, and hopes to continue working with horses professionally. She is considering becoming a veterinarian but isn’t sure yet. She still doesn’t like math but graduating with a B in Math, I am not going to complain. She has her passion, is innovative, self-confident, respectful, and happy. What more can parents wish for?”

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How to take criticism well

How to take criticism well | Students with dyslexia & ADHD in independent and public schools | Scoop.it
No one likes getting criticism. But it can be a chance to show off a rare skill: responding to negative feedback well.

 

Learn more:

 

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Criticism

 


Via Gust MEES
Lou Salza's insight:

Love the advice here--and the graphic is instructive. If the goal is better performance for our students, then we need to be willing to deal with feedback. Kids handle feedback all the time! What's good for the goslins is probably good for the goose and the gander as well!--Lou

Excerpt:

"....It is a skill that requires practice, humility and a sizable dose of self-awareness. But the ability to learn from criticism fuels creativity at work, studies show, and helps the free flow of valuable communication.

Tempering an emotional response can be hard, especially "if you're genuinely surprised and you're getting that flood of adrenaline and panic," says Douglas Stone, a lecturer at Harvard Law School and co-author of "Thanks for the Feedback...."


"....Some people distort feedback into a devastating personal critique. Mr. Stone suggests writing down: "What is this feedback about, and what is it not about?" Then, change your thinking by eliminating distorted thoughts. "The goal is to get the feedback back into the right-sized box" as a critique of specific aspects of your current performance, he says...

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David Hain's curator insight, June 29, 2:28 AM

Feedback is the DNA of development. Learn how to ask for it and take it.  Oh...and the more you give, the more you get!

Mark Dhamma's curator insight, June 29, 12:45 PM

Criticism is feedback, feedback improves performance- Embrace!

Eliane Fierro's curator insight, July 1, 12:20 AM

Embrace criticism!

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Reading in Summer Gives You Somewhere to Go by Lisa Dabbs, edutopia

Reading in Summer Gives You Somewhere to Go by Lisa Dabbs, edutopia | Students with dyslexia & ADHD in independent and public schools | Scoop.it
Combine the traditional escape and enrichment of summer reading with social media resources for sharing discoveries with like-minded educators and readers.
Lou Salza's insight:

Model reading behavior for our kids; use AT if you find print difficult--but read, and then talk about what you are reading--it's good for us!--Lou

 

Excerpt:

"...... some ideas for sharing your summer book reads with friends and family, ideas that might help you to get out there and grow your own interests even farther. Here are three suggestions to get you started on your summer reading travels, even if you're on a "staycation...."

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The Map Of Native American Tribes You've Never Seen Before --Hansi Lo Wang/NPR

The Map Of Native American Tribes You've Never Seen Before --Hansi Lo Wang/NPR | Students with dyslexia & ADHD in independent and public schools | Scoop.it
Aaron Carapella couldn't find a map showing the original names and locations of Native American tribes as they existed before contact with Europeans. That's why the Oklahoma man designed his own map.
Lou Salza's insight:

For teachers and students who want to study First People in North America.--Lou

 

Excerpt:

"For more than a decade, he consulted history books and library archives, called up tribal members and visited reservations as part of research for his map project, which began as pencil-marked poster boards on his bedroom wall. So far, he has designed maps of the continental U.S., Canada and Mexico. A map of Alaska is currently in the works.

What makes Carapella's maps distinctive is their display of both the original and commonly known names of Native American tribes, according to Doug Herman, senior geographer at the Smithsonian National Museum of the American Indian in Washington, D.C..."

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American Academy of Pediatrics to Recommend Reading Aloud to Children From Birth By MOTOKO RICH, NYT

American Academy of Pediatrics to Recommend Reading Aloud to Children From Birth By MOTOKO RICH, NYT | Students with dyslexia & ADHD in independent and public schools | Scoop.it
With the increased recognition that reading to children enhances vocabulary and other important skills, the American Academy of Pediatrics is asking its members to become advocates.
Lou Salza's insight:

For parents of babies: Put down the iPads, and pick up the books ( at least 20 minutes each day!) Doctor's Orders!--Lou

 

Excerpt:

"With the increased recognition that an important part of brain development occurs within the first three years of a child’s life, and that reading to children enhances vocabulary and other important communication skills, the group, which represents 62,000 pediatricians across the country, is asking its members to become powerful advocates for reading aloud, every time a baby visits the doctor.

“It should be there each time we touch bases with children,” said Dr. Pamela High, who wrote the new policy. It recommends that doctors tell parents they should be “reading together as a daily fun family activity” from infancy.

This is the first time the academy — which has issued recommendations on how long mothers should nurse their babies and advises parents to keep children away from screens until they are at least 2 — has officially weighed in on early literacy education..."

 

"The pediatricians’ group hopes that by encouraging parents to read often and early, they may help reduce academic disparities between wealthier and low-income children as well as between racial groups. “If we can get that first 1,000 days of life right,” said Dr. Dipesh Navsaria, an assistant professor of pediatrics at the University of Wisconsin School of Medicine and Public Health, “we’re really going to save a lot of trouble later on and have to do far less remediation.."

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Predicting Dyslexia — Even Before Children Learn to Read

Predicting Dyslexia — Even Before Children Learn to Read | Students with dyslexia & ADHD in independent and public schools | Scoop.it
New research shows it’s possible to pick up some of the signs of dyslexia in the brain even before kids learn to read. And this earlier identification may start to substantially influence how parents, educators and clinicians tackle the disorder.
Lou Salza's insight:

Is it just me--or do others find this sort of journalistic "hook" somewhat deceptive?  We really don't need any more multi colored fMRI pictures beside promises of potentially remarkable new approaches to "tackle" dyslexia.  Better perhaps to invest these funds now being used to run kids through fMRIs and invest instead in programs in schools. Let's "tackle" schools and curriculum that refuse to apply the data we already have paid for to alter teaching approaches to address the needs of dyslexic kids. Just sayin'!--Lou

 

Excerpt:Using cutting-edge MRI technology, the researchers are able to pinpoint a specific neural pathway, a white matter tract in the brain’s left hemisphere that appears to be related to dyslexia: It’s called the arcuate fasciculus.

“It’s an arch-shaped bundle of fibers that connects the frontal language areas of the brain to the areas in the temporal lobe that are important for language,” Elizabeth Norton, a neuroscientist at MIT’s McGovern Institute of Brain Research, explains.

In her lab, Norton shows me brain images from the NIH-funded kindergartner study, called READ (for Researching Early Attributes of Dyslexia).

“We see that in children who in kindergarten already have strong pre-reading scores, their arcuate fasciculus is both bigger and more well organized,” she says. On the other hand: “A child with a score of zero has a very small and not particularly organized arcuate fasciculus.”

She says we’re not quite ready to simply take a picture of your child’s brain and say “Aha, this kid is going to have dyslexia,” but we’re getting closer to that point.

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3 Keys To Supporting College Readiness In The U.S. - Edudemic, By Sarah Manix

3 Keys To Supporting College Readiness In The U.S. - Edudemic, By Sarah Manix | Students with dyslexia & ADHD in independent and public schools | Scoop.it

The topic of college readiness is likely the most discussed topic in the education community today. While the United States high school graduation rate has recently topped 80 percent , this does not mean that 80 percent of our high school graduates are college-ready. …

Lou Salza's insight:

Sarah Manix offers us common sense and a dash of data! Three Keys: 1. Start in Kindergarten. 2. Look beyond grades and test scores to student engagement. 3. Use technology to integrate and apply knowledge assessment data to keep students on track.--Lou

 

Excerpt:

"While it may be presumptuous to predict the college readiness of a kindergartner, it is possible to begin to track areas of strength and weakness. We suggest focusing on elementary predictors of middle school success, middle school predictors of high school success, and high school predictors of college success. In this way, ongoing evaluations give educators the ability to identify any issues a student may have and provide ample time to intervene and help the student get back on track. This is important as the closer students get to high school graduation, the more difficult it becomes to correct course. In fact, according to the ACT report, College and Career Readiness: The Importance of Early Learning, “students who were far off track in eighth grade had only a 10 percent chance in reading, 6 percent chance in science, and 3 percent chance in mathematics of reaching the ACT College Readiness Benchmarks by twelfth grade. In higher poverty schools, those numbers were 6 percent, 3 percent, and 3 percent, respectively.....”

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10 Powerful iPad Apps For English And History - Edudemic By Diana Neebe @dneebe

10 Powerful iPad Apps For English And History - Edudemic By Diana Neebe @dneebe | Students with dyslexia & ADHD in independent and public schools | Scoop.it

When I first started teaching English with 1:1 iPads, I was really jealous of the science and fine arts teachers. They had all of the most engaging apps, and I was left with a lowly word processor and an instant thesaurus. …

Lou Salza's insight:

Robust, Nimble, Mobile and Practical! Any questions!? --Lou

 

 

Excerpt:

"Fortunately, so much has changed. I now have the flexibility to duck in and out of my students’ papers as they write and leave them comments on drafts in progress. I have the resources to connect them with a real-world network of readers who authentically guide them to books they will enjoy through reviews and ratings. As a class, we can collaborate on a challenging text, asking questions of each other in shared annotations.

During the research process, students have tools to keep their ideas organized, and their resources available to others with similar interests. What follows are my top ten picks for apps that support the writing process, reading engagement, critical reading skills, and research in the humanities."

 

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Executive Functioning in Emerging Adults TY! @Strugglingteens

Executive Functioning in Emerging Adults TY! @Strugglingteens | Students with dyslexia & ADHD in independent and public schools | Scoop.it
Parth Gandhi, PhD, a clinical neuropsychologist who specializes in the clinical assessment of adolescents and young adults, explained how Executive Function skills can determine if a young adult will be successfully independent.
Lou Salza's insight:

From our good friend and colleague Lon Woodbury!


Excerpt:

An emerging adult is one that has either turned 18 or is an adolescent growing toward adulthood. As a neuropsychologist focusing on assessments, Parth looks at young adults 18 and over who are not functioning well and question why? "I think we have less expectations for young adults now and we've become softer, less willing to let them fail," he said. "Yet, these kids need to learn from failure and they need earlier training from their parents. Kids aren't being challenged and they need those challenges to learn and grow from. When we protect them, we take away their skill building. I think it is a cultural issue and a family issue, but working with your children needs to be strategic.

- See more at: http://www.strugglingteens.com/artman/publish/WRI-K4HD_140602_-2.shtml#sthash.W52Mxasl.dpuf

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Barbara Hunter's curator insight, June 16, 4:49 AM

Good information! We can't wait to see if EF skills are in place, parents and professionals must guide growth.  By "guide growth" I mean, understand the processes of EF, assess strengths and challenges in children very young, as they are emerging, and engage in metacognitive, direct, and strategic support.

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@edtechteacher Are Your Students Distracted by Screens? Here's A Powerful Antidote - Edudemic

@edtechteacher Are Your Students Distracted by Screens? Here's A Powerful Antidote - Edudemic | Students with dyslexia & ADHD in independent and public schools | Scoop.it

I was fortunate to teach in a 1:1 laptop classroom for seven years. In my classes, students took daily notes on computers, did research, wrote essays, created various multimedia publications, and worked on collaborative projects. Yet I knew that if I wasn’t watching their screens, my students would at some point be doing something they were not supposed to be doing. By Tom Daccord

Lou Salza's insight:

What is the antidote? Opportunities for active student engagement in  learning compared to passively sitting and listening. What a concept!--Lou

Excerpt 

"If the activity is engaging and challenging, there is an authentic audience, and prescribed time limits, students won’t mess around.

I see it at work regularly in my PD workshops. The more time I spend “teaching” teachers something from the front of the room, the more inclined they are to check email, Facebook, or whatever. The more time they spend learning actively in a challenging and engaging activity, the less they go off task. Add in the possibility that they they’ll have to present to the entire class, or post their creation online, and they’re even more focused.

More importantly, it happens in K-12 classrooms all the time. I know because when teachers relate stories of engaged students using technology, their students all ask the same question:

“Can I have more time to work on it?”

By Tom Daccord

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Want To Make Books On Your iPad? Win 'Book Creator' Free To Get Started - Edudemic

Want To Make Books On Your iPad? Win 'Book Creator' Free To Get Started - Edudemic | Students with dyslexia & ADHD in independent and public schools | Scoop.it

"Red Jumper Studio is giving away:10 copies of the full version of Book Creator for iPad and (!!) 10 copies of Book Creator for Android!

For your chance to win, simply fire off an email to info @ redjumper.net with the title ‘Edudemic Book Creator giveaway ftw‘, and say whether you want the iPad or Android version. They’ll get in touch with the first 10 winners of each one and get you a free copy."

Lou Salza's insight:

Love to hear from anyone who uses this! looks like a great app!-Lou

Excerpt:

"Book Creator is the easy way to make ebooks on your tablet. After three years of success with the iPad app – 5.5 million books created and no.1 in 60 countries in the iTunes App Store, Book Creator was recently released for Android too.

The iPad app has found its place as a key educational app in classrooms across the world, putting publishing into the hands of students and enabling teachers to collaborate with classrooms in other countries. With Google ramping up Google Play for Education to take on Apple in the education market, it was an obvious choice for Book Creator to move across to the Android platform too."

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TY ! @eddebainbridge for Brainfeed: Educational Videos for Kids

TY ! @eddebainbridge for Brainfeed: Educational Videos for Kids | Students with dyslexia & ADHD in independent and public schools | Scoop.it

Brainfeed provides all kinds of fun information to your child. It has engaging videos explaining how the universe works. The app covers science, planet earth, art, language, technology, the human body, and other topics.  The videos in the app are screened to be age-appropriate. The links in descriptions are disabled for your safety. You can also lock the app using a password.


Via Susan Bainbridge
Lou Salza's insight:

I worry that  young children who are encountering print obstacles need to have access to high quality information to develop their conceptual breadth and vocabulary.---Lou

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Mark Hoffman's comment, May 21, 3:51 PM
Hi everyone, today Brainfeed was featured in Apple's iTunes Newsletter. "iTunes Education Spotlight" Thank you Apple! We are very proud. Enjoy exploring Brainfeed!
Krysta Hammond's curator insight, May 21, 7:36 PM

Great resource for adding a visual component to your lessons, or as as app on your classroom iPad!

Catherine Douthard's curator insight, May 25, 11:57 AM

Love using this!

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Kudos to @KildonanSchool @E2ENational for Kildonan's Eye to Eye Chapter & @pensf !!

Kudos to @KildonanSchool @E2ENational for Kildonan's Eye to Eye Chapter & @pensf !! | Students with dyslexia & ADHD in independent and public schools | Scoop.it

 Kildonan School:

Kildonan’s Eye to Eye students travel to nearby Dover Elementary School each week to meet with a group of younger students who are labeled LD/ADHD.  The Kildonan students and Dover Elementary students work together using art to build a connection between their shared experiences with difficulties in learning.

Lou Salza's insight:

 Kudos to Kildonan and Eye to Eye!  In mentorship programs like this the understanding and support of older students is such a boon--and for the older kids, the opportunity to see where they have been, gives context to their struggles and adds meaning to their lives.--Lou

Excerpt:

"Taking place in an art room format, a recent art project involved the mentors and mentees creating plaster casts of their hands, which are joined together in a creative way.  The project represents the "permanent bond" the younger students make with their mentors.  While the projects themselves provide enjoyment for the students, in particular messy projects such as this one, the artwork is intended to serve as a means by which the mentees gain empowerment.  During the process of completing the project, the mentors will speak about their diagnosis of dyslexia and/or ADHD.  One younger student remarked to his parent, "Mom, I love Eye to Eye, because there are kids just like me!"

Students in Kildonan's Chapter of Eye to Eye are planning to travel to San Francisco in the spring in order to attend the Education Revolution Conference, which is organized by the Parents Education Network.  This will be the fourth year that our students will represent the school at the conference.

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Nelson Named Professor of Education | Harvard Grad. Sch of Ed- Mind, Brain and Education Dept

Nelson Named Professor of Education | Harvard Grad. Sch of Ed- Mind, Brain and Education Dept | Students with dyslexia & ADHD in independent and public schools | Scoop.it

Charles Nelson has been named a professor of education at the Harvard Graduate School of Education to begin on July 1, 2014. He will continue as professor of pediatrics and neuroscience and professor of psychology in psychiatry at Harvard Medical School, as well as the Richard David Scott Chair in Pediatric Developmental Medicine Research at Children’s Hospital Boston, where he directs the Laboratories of Cognitive Neuroscience.

Read more: http://www.gse.harvard.edu/news-impact/2014/05/nelson-named-professor-of-education/#ixzz32BzaZIlc

Lou Salza's insight:

Excerpt:

“Chuck Nelson has contributed his significant expertise in brain and behavior development to Ed School endeavors in the past, whether through working closely with the Center on the Developing Child, contributing to the development of the Ph.D. in Education, or serving as a mentor and adviser to HGSE students working in his lab,” Dean James Ryan said. “Through this joint appointment, Chuck will now teach a new course on cognitive and brain development as they relate to developmental disabilities, support the work of the Mind, Brain, and Education Program, and advise even more master’s and doctoral students. I’m delighted that Chuck Nelson will be deepening his relationship with HGSE in these ways.”

Nelson has played a key role already at the Ed School where he has worked with the Center on the Developing Child since 2006, was instrumental in the development of the Ph.D. in Education, and has served as a mentor and adviser to many HGSE students.

“I have a long standing commitment to the Mind, Brain, and Education Program, having mentored more than a dozen students who have worked in the lab over the years,” Nelson said. “I hope to increase that commitment now that I will have one foot firmly planted on the ground in HGSE.”



Read more: http://www.gse.harvard.edu/news-impact/2014/05/nelson-named-professor-of-education/#ixzz32Bzk8g3v

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Dyslexia's Emotional Impact by Sandie Barrie Blackley @DDVA13

Dyslexia's Emotional Impact by Sandie Barrie Blackley @DDVA13 | Students with dyslexia & ADHD in independent and public schools | Scoop.it
For dyslexic children, what begins as an educational problem can quickly descend into an emotional problem.
Lou Salza's insight:

According to Thomas Mann: "Everything is politics".

According to the former Speaker of the U.S. House, Tip O'Neill: "all politics is local".  Thank you to the folks at Decoding Dyslexia all over the USA for their remarkably strong, successful efforts at advancing advocacy for dyslexics in State governments!--Lou 

 

Excerpt:

".....School reading or writing assignments may serve as triggers for intensely negative emotions of fear, stress, and anxiety, which in turn lead to memory and attention disruptions, which lead to physiological manifestations of that unease—and in some cases, catastrophic thoughts. By considering these cascading effects, we can understand why depression and, sadly, suicide rates for dyslexic children are higher than for the general population.

 

This sort of cycle is well-known in psychology, with the “anxiety cascade” being taught over many decades, even in basic psychology courses. The diagram included in this article adapts that cycle to specifically address the pattern observed in dyslexic children.

Because of this “Vortex of Dyslexia,” early intervention for children is critical. Dyslexia is in many ways an invisible struggle. If dyslexic children are not properly evaluated and treated what may seem to outsiders as “simple” reading and writing difficulties can grow into far more significant psychological or physiological problems..."

 
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Interactive Time-Lapse Map Shows How the U.S. Took More Than 1.5 Billion Acres From Native Americans

Interactive Time-Lapse Map Shows How the U.S. Took More Than 1.5 Billion Acres From Native Americans | Students with dyslexia & ADHD in independent and public schools | Scoop.it

This interactive map, produced by University of Georgia historian Claudio Saunt to accompany his new book West of the Revolution: An Uncommon History of 1776, offers a time-lapse vision of the transfer of Indian land between 1776 and 1887. As blue “Indian homelands” disappear, small red areas appear, indicating the establishment of reservations.  (Above is a GIF of the map's time-lapse display; visit the map's page to play with its features.) 

Lou Salza's insight:

Powerful teaching tool!-Lou

Excerpt:

"...While the time-lapse function is the most visually impressive aspect of this interactive, the “source map” option (available on the map's site) offers a deep level of detail. By selecting a source map, and then zooming in to the state you’ve selected, you can see details of the map used to generate that section of the interactive. A pop-up box tells you which Native nation was resident on the land, and the date of the treaty or executive order that transferred the area to the government, as well as offering external links to descriptions of the treaty and of the tract of land..."

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School Video Lawrence School, Sagamore Hills and Broadview Hgts, OH @lsalza

School Video Lawrence School, Sagamore Hills and Broadview Hgts, OH @lsalza | Students with dyslexia & ADHD in independent and public schools | Scoop.it

Lawrence School: Where Differences are not Disabilities and where Great Minds Don't Think Alike"

Lou Salza's insight:

We are proud of our students, parents, and teachers at Lawrence School : 7 minute video!-Lou 

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Lon Woodbury's curator insight, June 25, 7:15 PM

This short video is a good demonstration of the confusing world students with LD are faced with that creates a negative self-image, and how proper attention to their individual learning needs can change their self-image dramatically. -Lon

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Report Identifies 'Intuitive' Technology, Hybrid Learning as Emerging Ed-Tech Trends By Danielle Wilson

Report Identifies 'Intuitive' Technology, Hybrid Learning as Emerging Ed-Tech Trends By Danielle Wilson | Students with dyslexia & ADHD in independent and public schools | Scoop.it
Hybrid learning models, motion-based technology and the use of open resources are all expected to become more prevalent in the coming years, according to a new report.
Lou Salza's insight:

While this article divides these emerging technologies into three categories based on predicted adoption rates, these are all happening somewhere right now.  That leads me to ask, how long can it really be until we find these changes and innovations happening in our students' homes and gaming environments? And once that happens, our traditional classrooms are rendered not only obsolete which they are already--but anachronistic-- which is an embarrassment.---Lou

 

Excerpt:

 

"Trends expected in five years or more:

The rapid acceleration of "intuitive technology" is providing a learning experience where learners interact with devices entirely by using natural movements and gestures, the authors of the report say. Motion-based technology through smartphones, tablets, and even game systems allow learners to engage freely. Examples given in the report refer to children using multi-touch walls and interactive displays at museums, and teachers in Virginia using games with motion-based technology improved social and verbal communication skills of students with autism spectrum disorders. Overall changes in the structure of schools are aimed to create innovative school designs and restructuring school schedules to allow more flexibility and cultivate student creativity. The report notes that the multi-disciplinary nature of project-based learning and other models requires subjects to be linked to one another, without the restriction of bell schedules and classrooms. Students at Venture Academy in Minneapolis go to school in a repurposed printing plant without structured classrooms and at High Tech High in San Diego students work freely throughout the school building, designing structures and producing multimedia..."
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Take Action: Verbs That Define Bloom’s Taxonomy by Mia MacKeekin via Katrina Schwartz

Take Action: Verbs That Define Bloom’s Taxonomy by Mia MacKeekin via Katrina Schwartz | Students with dyslexia & ADHD in independent and public schools | Scoop.it

A neat visualization of the verbs associated with Bloom's Taxonomy.Bloom’s Taxonomy gets an active makeover in this infographic, which provides a way to think about how the actions involved in a class assignment might be categorized in the schema. Mia MacMeekin made this and many other interesting infographics, which can be found on her website, An Ethical Island.

Lou Salza's insight:

Cool and useful!--Lou

 

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I'm a Scientist With Learning Disabilities and That's Okay! by Collin Diedrich @ParentNFamily

I'm a Scientist With Learning Disabilities and That's Okay! by Collin Diedrich @ParentNFamily | Students with dyslexia & ADHD in independent and public schools | Scoop.it

Scientists and engineers (S&E) with LDs is not unheard of: approximately 0.9 percent (311) of all (34531) S&E doctoral recipients in 2011 self identified as having one or more learning disorders. I wish these numbers were higher despite the extensive amount of reading or computing necessary for completion of these degrees and within a career. I wish I could say that individuals with LDs are more likely to succeed than their coworkers without LDs, but I honestly have no idea how LDs correlate to 'success' in S&E.

Lou Salza's insight:

Share this message of resilience and success with students who are print challenged in school. School is not forever! The system in schools may be rigged against children with dyslexia; while the marketplace focuses on what you can do and accomplish. Hang in there!--Lou 

 

Excerpt:

"I hope schools will become more cognizant of identifying and helping students with LDs. I hope research program admission committees can look beyond test scores and GPAs when accepting new students (I was rejected from 7 out of 8 I applied for). I hope students are able to be open about their LDs with their bosses, working together to find the most efficient and helpful ways to have meetings, write papers, perform experiments and present results. I hope that no scientist or engineer with LDs feels like they're alone. But most of all, I hope struggling students and adults with LDs are able to feel good about who they are."

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Institute for Creative Learners is Bringing Hope and Laughter to Central Lubbock's dyslexics

Institute for Creative Learners is Bringing Hope and Laughter to Central Lubbock's dyslexics | Students with dyslexia & ADHD in independent and public schools | Scoop.it
Lubbock, Texas (PRWEB) June 15, 2014 -- Merinda K. Condra, CEO of Generation Covenant, announces Groundbreaking to Begin Construction of New Location of The Institute for Creative Learners. The Institute for Creative Learners fosters a life long love of learning in children by combining art, cutting edge technology, science, and multisensory instruction to help each child obtain academic success while celebrating each child's gifts. -- 3302 67th Street, Lubbock, Texas -- June 17, 2014 10:00 AM
Lou Salza's insight:

Love the sound of this!-Lou

 

Excerpt:

The Institute for Creative Learners is focused on assisting those students who struggle with learning as a result of Dyslexia and other learning differences. However, rather than focus only on the challenges associated with Dyslexia, the Institute seeks to capitalizes on their inherent creativity and artistic ability.

According to Ms. Condra, "These children are 'out-of-the-box' thinkers. They are the innovators, inventors, entrepreneurs, and artists of their generation. In fact, more than one third of successful US entrepreneurs are reportedly dyslexic."

Further, Ms. Condra states, "The children we serve are full of amazing potential that is only limited by what they believe they can do. Without intervention, (the earlier the better) these children can suffer a hit to their self-esteem that can be irreparable. Without intervention, our world can be deprived of their spark – deprived of the next great inventor, artist, or entrepreneur -- deprived of innovations that can make our world better. At the Institute, we help these children see their own potential. We foster their strengths while we address their needs. We nurture their spark."

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28 Things I Want Girls to Know...@AnnKlotz

28 Things I Want Girls to Know...@AnnKlotz | Students with dyslexia & ADHD in independent and public schools | Scoop.it
I want all girls to know that knowing how to restore themselves, how to take the time to do things that bring joy, solace -- reading for pleasure, yoga, knitting, baking, running, taking a bubble bath -- is time well spent....
Lou Salza's insight:

Ann Klotz offers information, knowledge,  wisdom and inspiration every time she speaks or writes! She is the Head of Laurel School and Co director of the Center for Research on Girls ( CRG) at Laurel school. Dell and I  admire and love Ann Klotz and we love Laurel School!

 

Excerpt:

"......20) getting mad is not irreparable; sometimes we have to get angry in order to bring about change.

21) they can make a difference if elected to office and that some of them MUST take that risk. Each one must vote in every election -- no excuses. Voting is both a right and a privilege.

22) education is the way out of poverty and that education for girls is a critical global issue.

23) money matters and they must know about how to earn it, manage it, save it.

24) doing enough practical things -- using power tools, changing a tire, coping with technology -- helps women feel competent and in charge, but I also want them to know there is no shame in calling a mechanic or a plumber or tech support.

25) their bodies belong to them, always.

26) their health matters; they must be proactive about breast exams and pap smears and encourage their friends and mothers to do the same.

27) knowing how to restore themselves, how to take the time to do things that bring joy, solace -- reading for pleasure, yoga, knitting, baking, running, taking a bubble bath -- is time well spent.

28) they are not alone, that we often feel better after a good night's sleep and that we should all drink more water.

I feel grateful to Carol Gilligan for inspiring me to consider all I want our girls to know. At Laurel, we do not have all the answers, but we are interested in the questions and the many voices we encourage to participate in this conversation. Because we know #29... that learning never ends.

Follow Ann V. Klotz on Twitter: www.twitter.com/AnnKlotz

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'Great Minds Don't Think Alike!' Lawrence Loop - May 27, 2014

'Great Minds Don't Think Alike!' Lawrence Loop - May 27, 2014 | Students with dyslexia & ADHD in independent and public schools | Scoop.it

Mr. Jason Sepsi (Technology Director for the Upper School) and Mrs. Jackie Hersh (Technology Integration Specialist for the Upper School) traveled to Connecticut and New York to visit Eagle Hill - Southport, Foreman School, and Kildonnan School. The purpose of their visit was to observe and share best practices in technology in both the Lower School and Upper School grade levels. Each school they visited shared a mission similar to Lawrence School, and Jason and Jackie learned a lot about how other schools integrate assistive technology, particularly in the area of iPad use. As a result of their collaborative engagement with other experts in the field of educational technology, Jason and Jackie have built a bridge of knowledge that will enhance and improve learning opportunities for the Lawrence School students for years to come!

Lou Salza's insight:
Collaboration between and among schools that serve diverse learners will not only advance practices in our sector of the independent school community--but it may save children in public school districts from the folly of such practices as we see here in Ohio where children will be retained in the third grade next year if they fail to achieve a "cut score" on the State achievement assessment. Because of Ohio's education system failure and through no fault of their own; 30 -40% of our third graders  (8 year old children) will be traumatized along with their families and consigned to the ranks of future high school  dropouts--the fate of most children who are retained in grade during elementary school. Schools like the ones mentioned in this article --across the country--know better and do better with some of the highest risk, language learners in our schools.  Been doing better for forty years! Ask us! We can help! We want to help! Just sayin'--Lou  
From the Lawrence Loop:
Sharing Best PracticesEarlier this month, two groups of administrators and teachers traveled to the east coast to visit other schools that serve students with language-based learning differences.During the first trip, Mrs.Cheryl Cook (Upper School Academic Dean), Mr. Corey Nist (High School Teacher), Mrs. Dave Rogers (Lower School Teacher) and Ms. Lakeshia Richardson (Lower School teacher) traveled to Boston to visit with representatives from five other schools across the country that serve students with language-based learning differences. The summit was held at Carroll School outside of Boston and included the Lab School of Washington, Noble Academy in North Carolina, and the Hamilton School at Wheeler. The goal of the trip was to provide teachers from various LD schools to meet, mingle, network and share best practices. The group returned to Lawrence with renewed passion for our mission as well as new ideas to explore. 
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TY @RobNEO1st for A Video on Personalized Learning

TY @RobNEO1st  for A Video on Personalized Learning | Students with dyslexia & ADHD in independent and public schools | Scoop.it
This video, from the Learning Accelerator ( provides concrete examples and testimonials on personalized learning, though they call it blended learning.
Lou Salza's insight:

Excerpt: Email message  to Ohio Educators from Rob Briggs , CEO of NOCHE:

 

"For sixty years, the Northeast Ohio Council on Higher Education
(NOCHE) has supported the region's colleges and universities.  We are now expanding our mission to build stronger connections between all aspects of the educational continuum, from pre-k to postsecondary and beyond.  We know that the better educated Northeast Ohioans are, the more successful our region will be..."

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Are Happy Leaders Better at Developing Resilience?

Are Happy Leaders Better at Developing Resilience? | Students with dyslexia & ADHD in independent and public schools | Scoop.it

It is too easy to allow ourselves to feel like the roof is closing in on us. We scurry to take care of the administrivia of our jobs, whether teachers or leaders we take pride in ourselves as multi-taskers. If we stop for a minute, would it cause us to wonder about the jobs we do and our true ability to focus on any one moment? 

Lou Salza's insight:

No one needs a Beleaguered Leader--so smile and choose to feel honored to serve children and families wherever we have the privilege to serve!--Lou

 

Excerpt:

"How can we teach children to be resilient if we, ourselves, are lacking resilience skills?  Kenneth Ginsberg, of CHOP (Children's Hospital of Philadelphia) and Professor of Pediatrics at the University of Pennsylvania School of Medicine, authors a webpage called Fostering Resilience.  On it, he describes the 7 C's as essential building blocks of resilience.  They are Competence, Confidence, Connection, Character, Contribution, Coping and Control. We are thinking about how they relate to leaders.

With increasing challenges at work and life in general, accessing our capacity to be resilient is an essential skill. We have to be competent, have confidence, be connected to our families, colleagues and friends, live our personal and professional lives with integrity, do meaningful work, handle stressful situations and all sorts of losses,  possess self-efficacy and demonstrate responsibility. And we need to guide young people  as they develop their own resilience as well. These 7 C's are researched and certainly make sense, don't they?"

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4 Ways To Nurture Self-Confidence in Young Children | Urban Child Institute BY SCOTT WILSON

4 Ways To Nurture Self-Confidence in Young Children | Urban Child Institute BY SCOTT WILSON | Students with dyslexia & ADHD in independent and public schools | Scoop.it
Self-confidence is not inherited; it is learned. Here are some ways to encourage the development of self-confidence in your children.

Via Jocelyn Stoller
Lou Salza's insight:

Important article: self esteem is a conclusion children draw about themselves from the data they collect about what is happening around them.  The gift of feedback is so important when it comes from a source --parents, teachers & others;  whose goal it is to  support  a child's growing senses of competence and confidence.--Lou 

 

Excerpt:

"We parents just hate to see our child struggle through a difficulty. Watching her try to cram the square block into the triangle opening on the shape sorter, we’re tempted to step in and show her the correct way. But did you know that allowing her to work through these problems herself will actually boost her self-confidence?

As long as the challenge is developmentally appropriate, try to refrain from rushing in to rescue her too soon. First, offer some encouragement and guidance. When she succeeds, she’ll have a greater sense of accomplishment. Be sure she has opportunities to try problems that are just slightly beyond her skill level, so that working through the solution is both interesting and rewarding. Applauding her efforts as well her accomplishments is vital in encouraging her self-confidence."

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