"Melva and Glenn Harrington, of Highlands Ranch, have been through a lot together, including 61 years of marriage and a lifelong secret kept by Glenn that he reads at a fourth-grade level. The former college professor and member of the American Mensa Society, now 80, discovered he was dyslexic 10 years ago and recently published a book, 'Two Lives in One: The Struggles and Triumphs of a Dyslexic Mensa.'
“The purpose of the book is encouragement,” he said, “to encourage other people that are dyslexic that you can succeed and you can live a full life without reading. You can’t crawl off into a corner and feel sorry for yourself. If you have a problem, I don’t care if it is dyslexia or money or what, you have to embrace that problem.
Lou Salza's insight:
Fascinating story! Best I;ve read in a while. What a guy! You have to read this!--Lou
"...For most of his life, Glenn Harrington had a secret. He couldn’t read.
It was a secret that never got in the way, though, just one that forced him to work harder and develop his own systems in order to succeed.
At 17, he enlisted in the Air Force in order to bypass the last six weeks of high school, admittedly knowing he wouldn’t be able to pass his finals. By working this “con,” as he called it, he was able to accomplish three important things.
First, by enlisting when he did during the Korean War, he was able to forgo the mandatory four years of reserve service that would have come after his four years of enlisted service. Second, by leaving high school with a 72 average in order to serve his country, Harrington’s principal awarded him his diploma.
But perhaps most importantly, in the Air Force, Harrington discovered a passion for teaching, and realized he was good at it. It was this experience, teaching other airmen about mechanics, that led him to two degrees in geology and a life of teaching....."
Leadership: An Evolving Vision at the Harvard Graduate School of Education Programs in Professional Education
Leadership: An Evolving Vision provides experienced school leaders with an opportunity to reflect and focus on developing and strengthening the leadership skills needed to address key challenges and raise student achievement. Participants work with Harvard faculty and experts on school leadership and reform to examine effective strategies for leading successful schools. Participants will return to their schools revitalized and prepared to face their leadership challenges.
The institute provides tools and strategies that enable leaders to adapt and respond more effectively to dynamic school environments. You will connect theory to practice to improve individual, group and organizational performance. Through plenary sessions, group discussions and personal reflection, you will assess the effectiveness of your leadership style and strengthen your ability to meet current and future challenges.
Lou Salza's insight:
I am ooking forward to joining The LEV Institute next month in Cambridge!-Lou
"That is the way to learn the most, that when you are doing something with such enjoyment that you don’t notice that the time passes."
Excerpt: "....I am very pleased that you find joy with the piano. This and carpentry are in my opinion for your age the best pursuits, better even than school. Because those are things which fit a young person such as you very well. Mainly play the things on the piano which please you, even if the teacher does not assign those. That is the way to learn the most, that when you are doing something with such enjoyment that you don’t notice that the time passes. I am sometimes so wrapped up in my work that I forget about the noon meal. . . .
"Financial executive John Langeler’s life changed on the day his son Charlie was born. Unlike most parents who discover their child’s learning disability (LD) at least a few years into parenthood, Charlie’s struggle was apparent on day one. Doctors explained to John and his wife that Charlie had been born with a neurological condition that would result in severe LD. From that moment forward, John geared up and became an advocate for his son. Although some people are prone to think of mothers as the point person for LD decision-making and advocacy in the family, John always saw it as integral part of being a good father to Charlie.
Charlie graduated from the Threshold Program at Lesley University in 2010, and is now employed and living independently with a small group of young adults. John has taken his LD advocacy to the next level by advocating for all people with learning disabilities and difficulties as a member of NCLD's Board of Directors.
In this excerpt from NCLD Chairperson Emerita Anne Ford’s book “A Special Mother”, John looks back on the experience of raising Charlie and offers advice to fathers who are just beginning on the LD journey. John’s words are an inspiration for all parents and the NCLD team joins Charlie in wishing him a happy Father's Day. " (For more from “A Special Mother”, check out our Reader’s Guide to the book.)
A note to Brilliant Report readers: What follows is the transcript of a speech I gave to a gathering of college admissions counselors last week. In it, I try out some of the ideas that will appear in my forthcoming book. I'd love to hear your feedback about what you like, what you don't, what's not clear, etc. Gratefully—Annie
Lou Salza's insight:
Annie Murphy Paul's website where she publishes the Brilliant Report, a monthly newsletter that for me is a "must read" is in a word -BRILIANT! In this transcript of a lecture she gave to college admissions counselors, she talks about 8 perspectives on what makes us "smart:" situations, beliefs, expertise, attention, emotions, technology, our bodies and finally, relationships. Move over Howard Gardner! --Lou
".....Before I jump into my eight ways, a few words about that term I just used, 'the science of learning.' The science of learning is a relatively new discipline born of an agglomeration of fields: cognitive science, psychology, philosophy, neuroscience. Its project is to apply the methods of science to human endeavors—teaching and learning—that have for centuries been mostly treated as an art.
Although I am, very much, an advocate of the science of learning, I want to emphasize that—as with anything to do with our idiosyncratic and unpredictable species—there is still a lot of art involved in teaching and learning, and for that matter, in what you do as college admissions counselors. But I do think that the science of learning can offer some surprising and useful perspectives on how we guide and educate young people...."
A new study of the genetic origins of dyslexia and other learning disabilities could allow for earlier diagnoses and more successful interventions, according to researchers at Yale School of Medicine.
Lou Salza's insight:
Excerpt:"...These findings are helping us to identify the pathways for fluent reading, the components of those pathways; and how they interact,” said Gruen. “We now hope to be able to offer a pre-symptomatic diagnostic panel, so we can identify children at risk before they get into trouble at school. Almost three-quarters of these children will be reading at grade level if they get early intervention, and we know that intervention can have a positive lasting effect.”
Stressing that dyslexia is "a civil rights of our time," with approximately one of every five people struggling with the learning disability and many more, especially in communities of color, going undiagnosed, the Yale Center for Dyslexia & Creativity (YCDC) is launching the Multicultural Dyslexia Awareness Initiative"
".....The symposium will begin on Sunday evening with a dinner honoring entertainer and social activist Harry Belafonte and notable British space scientist Maggie Aderin-Pocock, both dyslexic, along with dyslexic celebrities, lawyers, entrepreneurs, doctors and other professionals. "I look forward to being at Yale for this wonderful event. I have been an advocate for more research when it comes to Dyslexia and children since I have been a Member of Congress," said Congresswoman Sheila Jackson Lee, Yale 72'. "It is an honor to be in the presence of Mr. Belafonte and to be present with him discussing this important topic. Children with learning disabilities are as intelligent as the rest of the population. Their learning disability, however, creates a gap between ability and performance. Children with learning disabilities go to school with the same motivations as other children: to explore interests, broaden knowledge and understanding, satisfy curiosity, and prepare to contribute to the working world and to society. I am committed to insuring that all of my colleagues in Washington, DC are aware and engaged with the essential and important effort to broaden our awareness and advocacy...."
Katherine "Kay" Merseth, senior lecturer at the Harvard Graduate School of Education, takes on the vexing issue of school reform in the newest installment of the Kauffman Sketchbook series.
In the video released today by the Kauffman Foundation, Merseth implores communities, school leaders and teachers to focus on one thing – providing students a purposeful place for learning. "If we don't teach the children to be literate, to read, to write, to compute, to be able to use a computer, who else will?" she emphasizes.
Lou Salza's insight:
Katherine "kay " Merseth is the real deal. She understands kids, learning and schools. She speaks claearly and directly to the teacher in all of us!-Lou
During the three-minute animated video, called "Fixing Schools," Merseth says every child needs a "caring, thorough, purposeful adult" in his or her life. That adult, ideally, is a teacher who:
knows the subject matter in-depth;employs multiple techniques to address different learning styles and approaches;maintains a professional, sharing relationship with other teachers; andembraces a code of professional ethics focused on students.
Merseth's insights are based on her book, Inside Urban Charter Schools: Promising Practices and Strategies in Five High-Performing Schools. The concepts presented in her book serve as guiding principles for the Ewing Marion Kauffman School, which the Kauffman Foundation opened in August 2011 in Kansas City.
I've got a few ideas on how we can make iPads perfect for education. They're a bit crazy but, hey, so am I. Weigh in and share your thoughts! The post 3 Crazy Ideas To Make iPads Perfect For Education appeared first on Edudemic.
Lou Salza's insight:
These ideas are not so crazy and anyone who wishes to have their tablets in schools ought to take notice of these ideas!-Lou
20 members of the Class of 2013 received their diplomas on Friday, May 31. These students will be attending the following colleges, universities and post-secondary programs in the Fall of 2013: Baldwin Wallace University Bowling Green State University Claflin University College Internship Program Cuyahoga Community College Hiram College Lorain County Community College Notre Dame College Six District Compact: Early Childhood Program Ohio University Ohio Wesleyan University University of Akron University of Alabama University of Oregon
Lou Salza's insight:
Additionally, each senior participated in a Senior Internship where they were able to get hands-on experience in a career field of their choice. Internship locations included the Shaker Heights Library, Free Spirit Horse Farm, Sandridge Golf Club, Fox 8 News in the Morning (shadowing Wayne Dawson), the Cleveland Racquet Club, a veterinarian clinic, the Intermediate School in Twinsburg, Bedford Municipal Courthouse, the President McKinley Memorial (curator), and the Villa Maria Farm - among other locations. Congratulations to the Lawrence High School Class of 2013! We will miss you!--Lou
HARRISBURG, June 5, 2013 – State Senator Sean D. Wiley and State Rep. Ed Neilson today discussed pending legislation aimed at earlier diagnosis of dyslexia in the public school system. Wiley, D-Erie, and Neilson, ...
Lou Salza's insight:
"State Senator Sean D. Wiley and State Rep. Ed Neilson today discussed pending legislation aimed at earlier diagnosis of dyslexia in the public school system.
Wiley, D-Erie, and Neilson, D-Philadelphia, have introduced similar legislation in their respective chambers to establish a Dyslexia Screening Pilot Program in at least three Pennsylvania school districts.
“These bills present the opportunity to do the right thing for children while doing the most efficient thing for taxpayers,” Wiley said. “Identifying dyslexia in students at a young age could save schools millions, and what it could do for a child is priceless.”
How big cities in Ohio are working on the forefront of education reform.
Lou Salza's insight:
Another great reason to live in NE OH! Lou
"...Cleveland: In early 2012 Mayor Frank Jackson (who appoints the school board) unveiled his “Plan for Transforming Schools.” The Jackson Plan required changes to state law and in July 2012 Governor Kasich signed House Bill 525, which gave the Cleveland Metropolitan School District and its superintendent Eric Gordon new flexibilities to deal with the city’s long-suffering schools. Key elements of the plan included:
Keeping high-performing and specialized teachers during layoffs by making tenure and seniority only secondary factors in those personnel decisions.Paying teachers on a “differentiated” salary schedule based on performance, special skills and duties, as opposed to years of service and education level.Lengthening school day and school year.Sharing local tax dollars with high-performing charters.Replacing failing schools with new high quality charter and district magnet schools.Attracting, retaining and developing excellent new teachers and school leaders.
Cleveland voters backed the school reform plan by passing a 15-mill tax in November, which provided the district with $85 million annually with high-performing charters receiving about $5.7 million of that. Finally, just last month the Cleveland Teachers Union and the Cleveland School Board agreed to a contract that tied pay raises and layoffs to teacher performance, not seniority or advanced degrees. The agreement also lengthened instruction time for students.
A new study indicates that dyslexics and non-dyslexics have similar brain activity in the visual cortex, pointing to the possible role of reading experience in dyslexia instead.
Lou Salza's insight:
More on the implications of the Geaorgetown University Medical Canter's recent research.--Lou
"...The researchers pointed out that these findings could have important implications for treatment. "Early identification and treatment of dyslexia should not revolve around these deficits in visual processing," said Olumide Olulade, Ph.D., the study's lead author and post-doctoral fellow at GUMC. "While our study showed that there is a strong correlation between people's reading ability and brain activity in the visual system, it does not mean that training the visual system will result in better reading. We think it is the other way around. Reading is a culturally imposed skill, and neuroscience research has shown that its acquisition results in a range of anatomical and functional changes in the brain."
While weakness of the brain's visual cortex is a hallmark of dyslexia, it is not the cause of the reading problems most dyslexics face. Secondly, the weaknesses in the visual cortex do not represent a symptom of dyslexia. They are not, as previous research assumed, an integral part of the way dyslexia alters people's ability to learn. Rather, it is a consequence of reading experience, or the lack of reading, itself...."
Ghotit Real Writer & Reader boasts the following advanced capabilities, all designed for the dyslexic community:
Intelligent context-sensitive and phonetic spell checker Advanced grammar checker A powerful word prediction tool A built-in proofreader A reader that can read out any document or web page.
Ghotit Real Writer & Reader works with any Linux, Microsoft Windows and Macintosh text application, and can also be used as a standalone text editor.
Dr. Robert Iakobashvili, Ghotit CTO and one of Ghotit founders, said, "Internet forums reflect many attempts to use on Linux Windows dyslexia assistive software over the Wine emulator. Due to the nature of the assistive software rich by hooks and text-to-speech technologies, the attempts were rarely successful. Ghotit breaks this barrier and delivers the first Linux "native" dyslexia software working properly with popular Linux office programs like Open-Office, LibreOffice and many others."
"....The next time somebody tells you what a brain scan says, be a little skeptical. The brain is not the mind...."Advances in neuroscience promise many things, but they will never explain everything."
Lou Salza's insight:
The consequences of over selling preliminary research data is that proven practice gets over looked. Brook's assertion that the brain is not the mind is important. Let's all shake some salt over images of brain scans--and not allow colleagues to promote them to brain-scams.--Lou
"..What Satel and Lilienfeld call “neurocentrism” is an effort to take the indeterminacy of life and reduce it to measurable, scientific categories.
Right now we are compelled to rely on different disciplines to try to understand behavior on multiple levels, with inherent tensions between them. Some people want to reduce that ambiguity by making one discipline all-explaining. They want to eliminate the confusing ambiguity of human freedom by reducing everything to material determinism.
But that is the form of intellectual utopianism that always leads to error. An important task these days is to harvest the exciting gains made by science and data while understanding the limits of science and data. .."
If you're looking for some innovative ways to teach physics, then look no further than your own home. There are plenty of physics lessons just waiting to be discovered.
Thanks to Andrew Vanden Heuvel and Modern Lessons, you can now learn all about these physics phenomena in a free online course! I’ve also embedded a bunch of the videos below in case you’re short on time but need to come back later to check out the full course.
An important note: these videos were all filmed using Andrew’s Google Glass. That’s why they’re done in a first-person perspective...."
The 2013 Learning Disabilities Innovation Symposium spotlights cutting-edge research, technologies, and tools, while linking innovators and practitioners in the fields of education and technology.
Dr. Matthew Schneps, Director of the Laboratory for Visual Learning, Harvard Smithsonian Center for Astrophysics, will lead off the day with a keynote, Thinking Differently in an Age of Technology. Following the keynote will be presentations, demonstrations, panels, poster sessions, and plenty of time for networking.
Join fellow educators, disability service providers, curriculum and staff developers, educational technologists, and IT specialists for this lively symposium during fall foliage season in beautiful southern Vermont.
Placing students in clusters according to ability, a tactic once rejected over concerns that it fostered inequality, has re-emerged in classrooms all over the country.
Lou Salza's insight:
Differentiation by another name??--Lou
"..It was once common for elementary-school teachers to arrange their classrooms by ability, placing the highest-achieving students in one cluster, the lowest in another. But ability grouping and its close cousin, tracking, in which children take different classes based on their proficiency levels, fell out of favor in the late 1980s and the 1990s as critics charged that they perpetuated inequality by trapping poor and minority students in low-level groups.
Related in OpinionROOM FOR DEBATEAre Top Students Getting Short Shrift?
Lumping all students together in one class may help average and struggling children, but does that come at a cost to top performers?
Now ability grouping has re-emerged in classrooms all over the country — a trend that has surprised education experts who believed the outcry had all but ended its use.
A new analysis of data collected by the government’s National Assessment of Educational Progress shows that of the fourth-grade teachers surveyed, 71 percent said they had grouped students by reading ability in 2009, up from 28 percent in 1998. The analysis, by Tom Loveless, a senior fellow at the Brookings Institution, said that in math, 61 percent of fourth-grade teachers reported ability grouping in 2011, up from 40 percent in 1996..."
"Some of the most successful people were "ungifted," according to traditional measures of intelligence. Here, insight from Scott Barry Kaufman and his book,Ungifted, on reevaluating your intellectual strengths and weaknesses and assumptions....."
"When Scott Barry Kaufman was in elementary school, he lagged behind other students, in large part because a series of ear infections as a toddler made it difficult for him to process words in real time.When he took an IQ test at age 11, his results were so low, he had to repeat the third grade and was tracked into a program for kids with learning disabilities. He ultimately fought his way out, got straight As, and by high school argued his way into becoming an unofficial member of the “gifted” class, thanks to an enthusiastic and supportive teacher. Ultimately, he would go on to get a doctorate of psychology at Yale and win a Gates scholarship to study at Cambridge."
Lou Salza's insight:
I was in a conversation today talking about the fact that the terms 'success' and 'failure' are impostors ( imposed by those outside ourselves) that confuse, distract and deflect us from finding our own paths and directions. How we define 'smart' for example in school is often confined to performance on linear linguistic tasks that place a high load on coding, language processing and memory skills. Later in life beyond school when we are not confined and restrained by our own and others judgements regarding what skills are important, we can expand and grow using other skills and other tools not valued in school, but highly prized in the marketplace.--Lou
"YOUR WEAKNESSES MIGHT BE LINKED TO YOUR STRENGTHS
In Ungifted, Kaufman discusses the “neurodiversity” movement--the notion that some labels, like autism and dyslexia, which are perceived as disabilities, might actually be an advantage in some ways.
Inspired people are more open to new experiences and more driven, Kaufman asserts, but “inspiration is also important for making progress towards goals.” Most people aren’t going to wake up on a rainy Monday feeling like the most inspired soul on the planet, but Kaufman mentions a way to get yourself into an “inspired state of being," which can contribute greatly to your success: Call up an inspiring memory, role model, or story. For me, it would be rereading my favorite sports nonfiction, but yours might be remembering the actions of your mother or your mentor, or someone else dear to your heart.
ENCOURAGE AUTONOMY IN YOURSELF AND OTHERS.
Kaufman looked at studies that found that students learned better when they were “made to feel as if they had choice over their actions (for instance, using phrases such as ‘you can’ and ‘if you choose’ in the instructions) rather than being made to feel as though they were being controlled (using phrases such as ‘you must’ and ‘you have to’ in the instructions.”
STOP THE NEGATIVE SELF-TALK.
When children are told they have the ability to do well on a task, they perform better than children who are told their ability is mediocre. Most of us struggle with our inner negative Nancy, telling us there are aspects of our jobs and our lives we’re just not that great at (my Achilles heel is my sense of direction). But when you hear the message--not just from others but also from yourself--that you aren’t good at something, Kaufman notes, you can slip into a “helpless-oriented mode of thought.”
You can’t swing an iPad in the hallway without hitting someone talking about becoming a 21st century teacher, 21st century student, or something involving the 21st century. While I personally am quite over that term, it fits and makes sense. I guess. (Personally, I think a better term is ‘modern’ teacher or ‘connected’ teacher rather than just stating that someone exists within this century. Kinda vague, no?)
So what does it take to become a 21st century teacher? Quite simply, it’s a little more than integrating the computer lab into the classroom. In fact, classrooms should look nothing like a computer lab that we’ve come to know and instead should resemble a set of grouped students collaborating, learning with each other, and having a ‘guide on the side’ teacher who helps steer the proverbial ship.
Think you got the chops to become a 21st century teacher, a modern teacher, or at least an educator who has a classroom of engaged students? Use this handy chart to find more than two dozen ways to become the teacher you’ve always known you could be. Most of the ways are briefly explained but that’s kinda the beauty of the whole chart. You can take the sentence or two and turn it into a new teaching process that others may not already use. For example, the term ‘collaborate’ (see below) could mean just about anything to a modern teacher. Collaborate via Skype? Collaborate to try out Project-Based Learning? Collaborate to grow your PLN? The sky is the limit! In fact, these days we talk about space so much that the sky is not the limit.
Have I gotten you excited enough to start taking your own great leap into the world of modern education? I hope so. Shoot for the moon, you might hit a star. If not, use this infographic-y visual as a guide to becoming a modern teacher. If you are already one, pass this along to your friends and colleagues to make sure they’re becoming one too.
What ways would you add to this visual? Want a print-friendly PDF? Click here. Also, check out the great blog by Mia MacMeekin who made this chart!"
Stonington racer overcomes dyslexia Newsday STONINGTON, Conn. - (AP) -- Attending The Forman School in Litchfield has helped David Garbo Jr. overcome his dyslexia, to the point where he's now earning As and Bs.
Lou Salza's insight:
Kudos to David Garbo and to The Forman School!--Lou
"....Attending The Forman School in Litchfield has helped David Garbo Jr. overcome his dyslexia, to the point where he's now earning As and Bs.
The school also gives him the flexibility to spend several days a week in North Carolina and other southern states pursuing his stock car racing career.
Now it's time for Garbo to give back.
The 16-year-old sophomore from Stonington recently presented his $10,000 in winnings from eight races this year to the Community Foundation of Eastern Connecticut, which is helping him set up a scholarship fund.
The fund is meant to help a student with dyslexia attend The Forman School, which specializes in helping students with learning disabilities and where annual tuition is in excess of $64,000. Garbo plans to donate the winnings from the rest of his 2013 races, which could be as many as 30, to the scholarship fund.
"I had the opportunity to go to Forman, so me and my mom (Beth Garbo) decided this would be a way to give back," he said...."
WASHINGTON — A new brain imaging study of dyslexia shows that differences in the visual system do not cause the disorder, but instead are likely a consequence.
Lou Salza's insight:
Excerpt:"Our results do not discount the presence of this specific type of visual deficit," says senior author Guinevere Eden, PhD, director for the Center for the Study of Learning at Georgetown University Medical Center (GUMC) and past-president of the International Dyslexia Association. "In fact our results confirm that differences do exist in the visual system of children with dyslexia, but these differences are the end-product of less reading, when compared with typical readers, and are not the cause of their struggles with reading."
The current study follows a report published by Eden and colleagues in the journal Nature in 1996, the first study of dyslexia to employ functional Magnetic Resonance Imaging (fMRI). As in that study, the new study also shows less activity in a portion of the visual system that processes moving visual information in the dyslexics compared with typical readers of the same age.
This time, however, the research team also studied younger children without dyslexia, matched to the dyslexics on their reading level. "This group looked similar to the dyslexics in terms of brain activity, providing the first clue that the observed difference in the dyslexics relative to their peers may have more to do with reading ability than dyslexia per se," Eden explains.