Care Innovations was pleased to join Parents Education Network on April 15, 2011 for the world premiere pre-release screening of HBO's Journey Into Dyslexia, a documentary by acclaimed filmmakers Alan and Susan ...
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Stories of success for at risk learners in the nation's schools
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Lou Salza
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New York: May 22, 2013 /PRNewswire/ -- The National Center for Learning Disabilities (NCLD) today announced the launch of the LD Navigator, a free comprehensive, online resource guide about learning difficulties and disabilities for pediatric healthcare professionals. As recent studies have found that up to 20 percent of children have a learning difficulty or disability, the demand on pediatricians and other pediatric healthcare professionals as the first source for professional screening, diagnosis and information has become an acute need.
Lou Salza's insight:
A key factor in improving delivery literacy intervention early enough to make a difference i the lives of children will be to enlist the support of pediatricians. Good thing happening here!-Lou Excerpt: "...Developed in partnership with the American Academy of Pediatrics (AAP) and the National Association of Pediatric Nurse Practitioners (NAPNAP), the LD Navigator enables pediatric healthcare professionals and parents to navigate a child's learning difficulty or disability. By delivering expert, evidence-based tools and strategies into the hands of those on the front lines of diagnosis and family support, the LD Navigator brings ready resources to busy pediatricians and pediatric nurse practitioners. Support for the LD Navigator was provided by a grant from the Robert Wood Johnson Foundation®. "We created the LD Navigator to ensure that critically important information about LD reaches the pediatric healthcare professional community precisely when and where they need it," said James Wendorf , Executive Director, NCLD. "We are honored to partner with AAP and NAPNAP on the LD Navigator, which we believe will help transform how the pediatric healthcare professional community addresses the complex world of LD." "Pediatricians have long expressed the need for ready resources to help parents identify, understand and secure services that support children with learning difficulties and disabilities," said Carol Weitzman , MD, FAAP, Executive Committee member of the AAP Section on Developmental and Behavioral Pediatrics. "The LD Navigator offers us an easier way to engage parents in what can be difficult conversations about their children's learning challenges.".. Delete the scoop?
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The journalist discussed the emotional impact of growing up with a learning disorder. "Building confidence is everything," he said.
Lou Salza's insight:
Richard Engel describes beautifully what many of our students experience. The over emphasis on academic skills and testing in school crushes confidence. Later however, we may be in situations where other skills--unnecessary in a classroom --surface, define success and build confidence in those new environments. The sad thing is that the early traumatic defeats in school are never erased. Millions even billions of dollars of earnings as an adult can not pay the debt incurred by that early failure in reading in primary school.--Lou
Excerpt: "...Early on he seemed like a bright student. He attended a Montessori school and there were no signs of any learning disorder, although he remembers needing to sing the alphabet song a lot to remember his letters. Things changed when he transferred to the competitive Riverdale Country School in the fourth grade and began taking tests for the first time. He was shocked to find himself "failing miserably," with grades that didn't reflect his real comprehension of the material. Proactive, his parents determined that he had dyslexia and sent their son to work with learning specialists and tutors. Meanwhile, Engel's confidence plummeted, and he started developing behavior issues. "The more I was coddled and made to feel like a person with a defect, the more angry I'd feel," he told the audience. He said he even attacked a teacher with a xylophone once "right to the side of the head" and remembers being asked to leave Riverdale more than once.
Engel's message at the event, part of Speak Up for Kids, was about the importance of addressing the emotional impact of struggling with a learning disorder. Academic success is important in childhood—now seemingly more than ever—and it's easy for parents, teachers and specialists to focus most of our attention on helping kids who are falling behind catch up. But for many kids, the experience is a demoralizing one. They're told that they're different from their peers and asked to devote their time and attention to learning different ways to learn—all while still toughing out school, a frustrating experience on its own. Engel met with the learning specialists and slogged through school, sticking to the sidelines, for several years before experiencing what he calls the turning point in his life: going to a wilderness survival camp in Wyoming when he was thirteen...." Delete the scoop?
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Time management is a challenge for everyone. And in this fast-paced culture, effective time-management skills are essential. However, students with LD and ADHD, find it even more challenging than other students.
Lou Salza's insight:
Useful and practical information for students at any stage! One of my colleagues in Hawaii, Patti Jenks, Principal at Assets High School described the goal for our students as "time Travel." Many of our students were unable to project themselves from 'now' to tomorrow or the next day in terms of what they needed to do. These suggestions will help our kids become better 'time travelers!" -Lou Excerpt: "Time management is a challenge for everyone. And in this fast-paced culture, effective time-management skills are essential. However, students with LD and ADHD, find it even more challenging than other students. How can you help your student master basic time management strategies? Here are some helpful tools and tips." Delete the scoop?
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"Because dyslexia is two to three times more prevalent in males compared with females, “females have been overlooked,” says senior author Guinevere Eden, PhD, director for the Center for the Study of Learning and past-president of the International Dyslexia Association. “It has been assumed that results of studies conducted in men are generalizable to both sexes. But our research suggests that researchers need to tackle dyslexia in each sex separately to address questions about its origin and potentially, treatment,” Eden says."
Lou Salza's insight:
Funny thing about this research--Dell and I have been married for 43 years. She got me through college, and has helped me every step of the way. I am still totally in love. Believe me when I say she has had her challenges dealing with me: a male, dyslexic Italian! I am sure she has wondered particularly when trying to help me write papers if I only had half a brain! I have wondered that myself! Now look! Our friends at Georgetown have research to suggest males only use the left half of their brains for language, while females use both! Bottom line boys: listen to the girls! they are smarter than we are and they are a civilizing influence! ;-) Lou Excerpt: "Previous work outside of dyslexia demonstrates that male and female brains are different in general, adds the study’s lead author, Tanya Evans, PhD. “There is sex-specific variance in brain anatomy and females tend to use both hemispheres for language tasks, while males just the left,” Evans says. “It is also known that sex hormones are related to brain anatomy and that female sex hormones such as estrogen can be protective after brain injury, suggesting another avenue that might lead to the sex-specific findings reported in this study.” The study of 118 participants compared the brain structure of people with dyslexia to those without and was conducted separately in men, women, boys and girls. In the males, less gray matter volume is found in dyslexics in areas of the brain used to process language, consistent with previous work. In the females, less gray matter volume is found in dyslexics in areas involved in sensory and motor processing. The results have important implications for understanding the origin of dyslexia and the relationship between language and sensory processing, says Evans." Delete the scoop?
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http://www.johnmuirlaws.com/biography "From an early age my parents instilled in me a deep love and respect for nature. Over the years, that love has grown to a commitment to stewardship and a passion to share the delight of exploring nature with others. I now devote my work to creating field guides that celebrate biodiversity and are easy to use to help introduce new audiences to natural history and connecting people to nature through art and field journaling..."
Lou Salza's insight:
I was honored to attend this conference with a group of colleagues from the LD independent school world! Jack was a highlight. His love of nature was infectious and inspiring. His Field Guide reminded me of Keats: " A thing of beauty is an joy forever"! Take ten mnutes and gets to know Jack Laws! -- Lou
"The Conference on Dyslexia and Talent was a landmark event that brought together from accomplished dyslexics from diverse fields, including a MacArthur Genius award winner, Pulitzer-prize winning poet, CEOs, artists, doctors, lawyers, and leaders in the dyslexia community. Watch more videos from the conference:http://dyslexicadvantage.org/videos.html Delete the scoop?
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Landmark College — America’s leading college for students with language-based learning disabilities, ADHD and ASD — is bringing its expertise to the West Coast this summer in a rigorous 5-day workshop at the University of California Berkeley.
Lou Salza's insight:
Kudos to the folks at Landmark College! -Lou
Excerpt:
"WHAT: Summer Intensive for Success in College DATES: Monday, Aug. 5 – Friday, Aug. 9 This highly personalized workshop helps students feel better prepared and more confident as they begin college classes next fall. Program participants will: • Gain an understanding of their learning differences and personal learning styles; Delete the scoop?
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www.rickriordan.com/;
Rick Riordan is the #1 New York Times bestselling author of the Percy Jackson and the Olympians series, the Kane Chronicles, and the Heroes of Olympus.The Mark of Athena - Heroes of Olympus - Percy Jackson's World- Kane Chronicles
Lou Salza's insight:
Excerpt: "This summer, another young hero film, "Percy Jackson and the Sea of Monster," is expected to attract millions of moviegoers. Based on the true situation of the novel writer's son -- who is suffering from dyslexia and attention deficit-hyperactivity disorder (ADHD) -- the film will continue the adventure journey of Percy, son of God of Ocean in Greek myths, in his search for Golden Fleece. In 2010, 20th Century Fox turned the first novel of the "Percy Jackson" series into movie, which made 226.5 million dollars worldwide. Compared to the gross revenues of the eight-film franchise "Harry Potter" and the three-film franchise "The Lord of The Rings," it is relatively small. However, the film provoked strong reactions from audiences, especially children and parents who are struggling with dyslexia and ADHD. Rick Riordan, author of the Percy Jackson series of novels, told the press that he received a great number of emails and letters from families who have children who are ADHD or dyslexic patients. Some children used to be ashamed that they have dyslexia, but now they feel different about themselves. Haley, the son of Riordan, said: "You read a lot of books and none of them have a hero who is dyslexic or has ADHD. It's always perfect people in a perfect world doing perfect things. Percy is, in fact, very flawed and he has to fight against that and at the same time fight monsters." Percy is a person unlikely to become a superhero. He grows up with a single mom, has dyslexia and ADHD, has never scored above a grade C and considers himself as a loser until he discovers that he is actually the son of Poseidon, the God of Ocean, which he once thought only existed in mythology. This leads his life to another path. He finds that his difficulties are not a weakness at all, but a sign of greatness. Percy steps into an unknown world, where he learns to battle with all kinds of different obstacles along the journey and grows up to be a young hero." Delete the scoop?
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Dyslexia seems to be in the news a lot lately. There is an opinion that is beginning to spread due to research, statistics and data, that there are actually a lot of positive attributes that people with dyslexia are likely to have.
Lou Salza's insight:
excerpt: "....The correlation betweeen dyslexia and entrepreneurship has long been a subject of scientific inquiry. In 2004, the Cass Business School in London found that 20 percent of English entrepreneurs polled said they were dyslexic, while managers “reflected the UK national dyslexia incidence level of 4 percent.” In the U.S., however, the results were even more persuasive: the same researchers behind the U.K. study found that 35 percent of American entrepreneurs surveyed identified themselves as dyslexic. “The study also concluded that dyslexics were more likely than nondyslexics to delegate authority and to excel in oral communication and problem solving and were twice as likely to own two or more businesses,” according to The New York Times, which first reported on the research back in 2007..." Delete the scoop?
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How to recognize dyslexia early
Lou Salza's insight:
Decades of research tell us that the earlier we deliver stuctured, systematic, language instruction to children who are at risk for learning reading skills ( low in phonemic awareness, and/or serial naming) the better our chances of preventing an achievment gap that can scuttle their hope for academic success in school. We need to keep repeating this to teachers and parents who are playing the "let's just wait and see" game. In that game the children almost always lose. --Lou
Excerpt: "One in five people in the U.S. has some sort of learning disability like dyslexia, yet experts say that for many children, the problem remains undiagnosed longer than it should. Recognizing the early signals of such learning differences can be important for a child’s success in school and life. Pediatric neuropsychologist Nichole Dawson, PhD, has a son with dyslexia, and has teamed up with Learning Ally, a national nonprofit, to inform the public about dyslexia’s early warning signs and to advise parents on what to look for. Dawson recommends watching children to see if they have difficulty with: Learning the alphabet, identifying letters or processing letter-sound relationships Learning nursery rhymes, preschool songs, the days of the week or the months of the year Learning to count and recognize numbers Reading out loud: slow, choppy and error-prone
Learning vocabulary or names of people and places If a child is exhibiting some of these symptoms, an evaluation by an expert in dyslexia and reading impairments may be helpful. School psychologists, pediatric neuropsychologists, educational therapists and speech language pathologists are among the professionals who are qualified to provide a diagnosis. Dawson advises parents not to delay testing... Delete the scoop?
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Yale is planning to test MBAs on how well they deal with emotions. The goal: to build better leaders
Lou Salza's insight:
This should be a standard for getting into schools of education to be teachers and administrators as well!-Lou
Excerpt: "...Can a standardized test of “emotional intelligence” predict success in business school? The Yale School of Management is the latest MBA program to make a bet that the answer is yes. Starting this year, the school will begin testing MBA students on their ability to understand and manage emotions. The admissions committee will use the results to decide if applicants make the cut. And students can expect to learn more about what makes fellow MBAs tick as Yale incorporates its findings into the curriculum. Tom Kolditz, director of the school’s Leadership Development Program, says the school will begin testing incoming students during orientation, and use the findings to teach leadership. All full-time MBA students will take the test next year as part of the leadership program, according to Yale spokesman Nathan Williams. Yale plans to incorporate the test results into the admissions process, but a formal plan hasn’t been decided, he adds..." Delete the scoop?
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Dr. Manuel Casanova is a neurologist, with extensive experience in Neuropathology and research. He is currently the Kolb Endowed Chair in Psychiatry and Vice Chair for Research at the University of Louisville.
Lou Salza's insight:
Check this out! Dr. Casanova presented his research into the diffferences between those with dyslexia and those with autism in terms of brain structure.--Lou Delete the scoop?
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"The "Diplomas At Risk" page on the NCLD website will get you to the report after a free registration process. Registration will also allow the organization to invite you to a webinar discussing the findings at noon EST tomorrow. Seventeen states do not meet the nationwide average of students with learning disabilities leaving high school with a regular diploma, a report finds.
Lou Salza's insight:
The key is early literacy instruction that is effective in preventing children from falling behind by fourth grade.--Lou Excerpt: "...The exit data collected on students with disabilities includes only those who were covered by the IDEA when they left high school. Students who transferred into general education are not included in the calculation, even if they received special education services for most of their school career. The most recent data is for the 2010-11 school year. The 68 percent rate of students leaving high school with a standard diploma marks an increase from 57 percent in the 2001-02 school year. But 17 states were below the 68 percent national average. Nevada, at 25 percent, had the lowest rate of SLDs earning a regular diploma. Nationwide, the dropout rate for SLDs was 19 percent. But 22 states had dropout rates higher than the national average; South Carolina, at 49 percent, had the highest dropout rate. Many states allow students with disabilities to leave school with some sort of completion document that does not meet the same requirements as a standard diploma. In Mississippi, the percentage of SLDs earning an alternative certification approached 60 percent..." Delete the scoop?
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"We hear often of the "high expectations" schools must have of and for their students, yet we seldom hear of the expectations students have of their schools." Via Kathleen McClaskey
Lou Salza's insight:
I liked this. It was an opportunity for me to listen to the learner point of view. The 10 expectations are relevant at any level but these are particularly important at the secondary and college level in my view. These expectations also speak to how on line and blended learning environments will or will not connect to learners. well worth 4 minutes!-Lou
Excerpt from the decription on YouTube:" We hear often of the "high expectations" schools must have of and for their students, yet we seldom hear of the expectations students have of their schools. Students' expectations constitute the new "rules of engagement" in the relationship that young people want with their schools." 
Kathleen McClaskey's curator insight,
May 14, 10:03 AM
Learners' expectations constitute the new "rules of engagement" in the relationship that young people want with their schools. Consider these expectations and then have an open dialogue on how you can create "learner-centered" environments where these expectations could be realized for the learners in your school. 
Vicki Butler's curator insight,
May 14, 11:58 AM
Just had this discussion with a dear friend in his late 70's. Thanks for posting this! Delete the scoop?
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Unquestionably one of the most successful directors in Hollywood, Steven Spielberg has battled dyslexia his entire life, but he didn’t gain an official diagnosis until 2007. Spielberg credits his parents’ unwavering support for his endurance through his school years and says that he never felt like a victim. He turned his dyslexia into a creative advantage by working elements of himself into his characters. Although it may take him twice as long as others to read a script, he considers it a pleasurable experience to be savoured and not just something to get through.
Lou Salza's insight:
Excerpt: "...Given the impressive achievements of so many famous dyslexics, it’s easy to see why some people refer to their dyslexia as a gift. A condition that presents challenges also bestows excellent coping and problem-solving skills that serve as valuable adjuncts to traditional education. With increased awareness of the condition, better teaching techniques, emotional support and exposure to positive role models, today’s dyslexic children have every reason to believe they can fulfill their dreams and enjoy the best life has to offer. Delete the scoop?
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On Feb. 25, 2013, the Tremaine Foundation and Campaign for Grade-Level Reading are hosting a national policy briefing in Washington, D.C., on dyslexia and the quest for grade-level reading proficiency. The event features special remarks from Vermont Gov. Peter Shumlin, who struggled with dyslexia as a child, and has become a champion for policies that start early to identify struggling readers and ensure more students learn to read proficiently by the time they finish third grade Delete the scoop?
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Perhaps I’ve succeeded not despite, but because of, my disability.
Lou Salza's insight:
Blake Charlton is a resident physician in internal medicine and a published novelist. He spoke at the at the Emily Hall Tremaine Foundation Conference on Dyslexia and Talent. His op-Ed piece suggests that we have moved the conversation regarding dyslexia to new considerations of what it means to have a challenge or a strength. I was fortunate to be at the conference with Blake and I was struck by remarkable collection of human talent in the room who despite extraordinary success in a wide range of fields and carreers; spoke of feeling like impostors--still limping as it were through grade school, still wounded by the injuries sutained in reading groups in primary school.---Lou Excerpt: "Though slow out of the gate — I couldn’t read fluently until 13 — I went to Yale, then medical school at Stanford, and I published two fantasy novels with disabled heroes (think Harry Potter and the Special-Ed Classroom). At every step, I used my diagnosis to my advantage, arguing that I had succeeded despite being dyslexic. It helped me stand out. Now a growing body of research suggests that I was unintentionally lying. Last month, at the Emily Hall Tremaine Foundation Conference on Dyslexia and Talent, I watched several neurobiologists present evidence that the dyslexic brain, which processes information in a unique way, may impart particular strengths. Studies using cognitive testing and functional M.R.I.’s have demonstrated exceptional three-dimensional and spatial reasoning among dyslexic individuals, which may account for the many successful dyslexic engineers. Similar studies have shown increased creativity and big-picture thinking (or “gist-detection”) in dyslexics, which correlates with the surprising number of dyslexic entrepreneurs, novelists and filmmakers." 
Linda Alexander's comment,
May 23, 1:49 PM
hah! I read this through my NY Times feed and did a scoop, too. Should have checked your action, Lou. You're always a step ahead of me on this particular issue. I really liked this opinion piece..and your personal post too!
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IndyCar driver Justin Wilson has dyslexia Wilson told students Tuesday at St. Pius X on the Far Northside, school was tough for him when he was a kid, and sometimes, other students tried to tell him he was stupid. That’s just not true, Wilson told the students."
Lou Salza's insight:
I love stories like this for two reasons: first they are stories of resilience. Second, They are stories that illustrate the problem with our schools and our attitudes about the one size fits all system we have locked our selves into. Many successful dyslexic adults make the same observation as Wilson when asked if dyslexia accrued any benefits. Apparently having dyslexia forced us to work harder than most and learning to work hard can be an advantage in the market place. A golf pro who worked with our students starting a golf team once observed that the students he worked with from ASSETS School in Hawai'i were great at learning golf. When asked why by a confused headmaster, he replied "Maybe they are better at coping with frustration! Golf is all about dealing with your frustrations!"
All too often we know that we dyslexics sometimes don't make in to the legitimate market place--we get stranded in school; pushed out before we ever get a chance to work at something we are suited to do or might love as much as Justin Wilson likes driving in races. Jackie Stewart from another generation can tell a similar story of perseverance and achievement despite being wounded in school.
Let’s face it: we really don't know what working hard actually means or even what it looks like. We do know that many people who probably work very hard in school never get off of the starting line. We also know what frustration looks like and how devastating it can be for our children. Justin Wilson and other successful dyslexics were lucky enough to have found a place of self respect and honor.
So into the mix I would like to pose the following questions for our consideration: Can we figure out a way that students can summon the will to expend effort without being hammered by a hostile school environment? Surely there's a way to protect honest effort, encourage kids to rise to learning challenges, without frustrating and wounding them in the process?
We can’t ask a fish what it is like to be wet, and I am not sure asking a dyslexic if there are benefits or strengths associated with being dyslexic can get you an accurate answer. Consider the Hawaiian Sea Turtle, Honu, as she lumbers across the sand to lay her eggs. She is awkward, slow and poorly equipped for crossing the long stretch of beach before her. She struggles for every inch of ground she covers—she is worn and exhausted by the time she gets back to the ocean.
Once in the water we see something very different—she swims with strength, speed, confidence. She dives deeper, stays down longer, and comes up dryer than any other animal in the water with her. Her flippers—a liability on land become a boon to her swimming which she does with uncommon grace.
Every dyslexic adult who can look back from a place of success can tell a story of struggle in school—every successful dyslexic was a child who like a turtle on land had to bear the burden of being judged in the wrong place at the wrong time.
Can’t we just help our kids get to the deep open ocean waters of their lives with out demoralizing them while they are children crossing the sand ? Can’t we forgo drawing conclusions about them, or allowing them to draw conclusions about themselves while they are still struggling across the sand? Just sayin'--Lou
Excerpt:
"During a question-and-answer period, one student asked Wilson whether dyslexia had been a benefit in any way. “I do think dyslexia has helped me,” he said. “It’s pushed me to work harder in everything I do. “You get a lot of satisfaction out of doing something that’s hard,” Wilson said. By contrast, some classmates who sailed through schoolwork emerged into adulthood without really having a good work ethic or determination, he said. “To be forced to work hard back then has helped me to get to this stage.”
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The Conference on Dyslexia and Talent was a landmark event that brought together from accomplished dyslexics from diverse fields, including a MacArthur Geniu...
Lou Salza's insight:
Published on May 20, 2013 The Conference on Dyslexia and Talent was a landmark event that brought together from accomplished dyslexics from diverse fields, including a MacArthur Genius award winner, Pulitzer-prize winning poet, CEOs, artists, doctors, lawyers, and leaders in the dyslexia community. Watch more videos from the conference:http://dyslexicadvantage.org/videos.html Delete the scoop?
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Power Up: Common Sense Media's guide to nearly 100 great apps for kids ages 2-17 who have special needs and learning differences.
Lou Salza's insight:
Categorized by challenge area and difficulty level.--Lou
Excerpt: "...A fresh look at learning If your child has a special need or learning difference, you've come to the right place. Common Sense Media gets lots of requests for product recommendations from parents whose kids struggle with traditional learning. Some of their kids have a hard time with schoolwork; others have trouble staying on task or find it difficult to express their feelings. Our hope for you and your kids No matter which hurdles your kid faces, the apps and other media included in Power Up can give them an added boost. We don't expect an app to be a complete solution, of course. Working with kids who face challenges requires lots of time, attention, and patience on the part of a parent, teacher, or other adult caregiver. Our goal is to offer you a host of fun, well-designed apps that were recommended and tested by field experts. We hope they can become a part of your toolkit as you work with your child...." 
Samantha Ellis's curator insight,
May 21, 11:52 PM
Learning difficulties are in every school so finding appropriate apps is a major priority for both parents and teachers. Delete the scoop?
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This session is designed to address the legal aspects surrounding the needs of children with dyslexia, and other learning disabilities (ADHD, non-verbal learning disabilities). An expert in dyslexia will join Sonja Kerr to explain ...
Lou Salza's insight:
Never underestimate the power of a well aimed lawsuit! This is after all America!-Lou Delete the scoop?
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Check out the website attached to this publication! The Australians who pioneered the use of remote access systems to extend education and medicine to people in rural areas are now using Voice over Internet Protocols (VoIP) to offer assessment, tutorial and speech therapy to families who have children with LD anywhere in the world.
Lou Salza's insight:
Good on you, mates!--Lou Delete the scoop?
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"On Tuesday, May 21st from 7:00pm-8:30pm, The Summit School’s FOn Tuesday, May 21st from 7:00pm-8:30pm, The Summit School’s Founding Executive Director, Dr. Jane R. Snider, will present a fact-filled discussion on the history, diagnosis and defining differences, and plan of educational action for those with dyslexia. This free seminar will be held at South Bowie Branch Library located at 15301 Hall Road, Bowie, MD 20721."
Lou Salza's insight:
Excerpt: "...Dr. Snider will discuss: What are the symptoms of dyslexia?When is it appropriate to assess for learning differences?What causes dyslexia?What should an academic program include?This presentation is free and open to the public, however, space is limited. Reservations are required no later than Friday, May 17th. To reserve your place, please RSVP to julie.kizerball@thesummitschool.org." Delete the scoop?
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While the Lean LaunchPad class has been adopted by Universities and the National Science Foundation, the question we get is, "Can students in K-12 handle an experiential entrepreneurship class?" H... Via Linda Alexander
Lou Salza's insight:
Scooped this from my dear freind Linda Alexander:Linda Alexander's insight:
Student engagement and taking a leap beyond the traditional classroom models is why this article is posted on my Lean Toward Risk site. This isn't your typical high school curriculum--and these are NOW not your typical high school students. Lean in and learn...a great article. Congrats, Hawken! Basically every start-up accelerator in America has modeled themselves after Steve Blank's philosophies for entrepreneurship. This is a first for a high school... Excerpt: "Lessons Learned The Lean LaunchPad methodology is proven. Go 100% from the start. Don’t phase it in.Be transparent with your students. Your class is in Startup mode. Embrace failure.Kids have less to “unlearn” than older students and they are naturally excited by Lean LaunchPad 100% experiential methodology.Be clear in your mind that the skills acquired through Lean LaunchPad methodology trump content and act accordingly. Act tough, too.Remind kids that they are being assessed on how quickly they learn from testing their hypotheses and how quickly they iterate and pivot.Leverage your local entrepreneurship community in meaningful ways, instead of using them as guest speakers.In the next post, 6-8th graders use the Lean LaunchPad at Hawken School..."
Linda Alexander's curator insight,
May 15, 1:59 PM
Student engagement and taking a leap beyond the traditional classroom models is why this article is posted on my Lean Toward Risk site. This isn't your typical high school curriculum--and these are NOW not your typical high school students. Lean in and learn...a great article. Congrats, Hawken!
re: Basically every start-up accelerator in America has modeled themselves after Steve Blank's philosophies for entrepreneurship. This is a first for a high school... Delete the scoop?
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This article first appeared on the Dyslexic Advantage website, a charitable organization founded by Drs. Brock and Fernette Eide, and dedicated to helping.
Lou Salza's insight:
I was there and I agree with Dan--it was an amazing conference. Kudos to the Dr.s Eide! for a remarkable gathering!-Lou Excerpt: "..I came to Connecticut for the first annual Dyslexia and Talent Conference inspired and created by Drs. Brock and Fernette Eide, and supported by the Emily Hall Tremaine Foundation. For those of you who work in the field of dyslexia or have a child with dyslexia, you may know of the groundbreaking and paradigm shifting work of Brock and Fernette. Capitalizing on the important work of pioneers in the field (many in attendance), Brock and Fernette started a movement of re-framing and re-visioning the conceptualization of dyslexia as solely a “deficit” in reading and writing, to a more complete understanding of the overall processing or brain patterns of the dyslexic brain, which happens to have many strengths in addition to its “deficits.” Presenters and attendees included scientists from the fields of neuroscience, astrophysics, psychiatry, and paleontology. There were physicians, psychologists, professors, educators, filmmakers, administrators, CEOs, inventors, philanthropists, School Heads, business consultants, writers, and a naturalist. Among the group were very successful entrepreneurs, a Pulitzer Prize poet, best selling authors, and an Academy Award filmmaker. There were parents of dyslexic children, young and old, also in attendance. Many of the attendees occupied more than one of the aforementioned professions and roles. The purpose of this conference was to bring together entrepreneurs, scientists, professors, educators, practitioners, technology and consulting companies, and advocacy organizations that are stakeholders in the game of dyslexia. While I was aware of the goal of the conference and the professions who would be attending, I hadn’t realized that a vast majority of these people would be dyslexic individuals themselves. This small, and yet very significant fact, seemed to allow for an experience that most attendees did not seem to anticipate, and will never forget..." Delete the scoop?
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E-readers and tablets are becoming more popular as such technologies improve, but research suggests that reading on paper still boasts unique advantages Via Nik Peachey
Lou Salza's insight:
I have been using text to speech almost exclusively for reading articles on the web, newspapers, and courese reading for a course in Leadership I am taking at Case Western Reserve University. I love the e-readers ( Read and Write Gold; Kindle, and Audio books) because I can jack up the speed and read with my ears as fast as non dyslexics who are fluent readers read with their eyes. We need to understand the 'cost' of eye reading to dyslexic students even when they "graduate" from OG or Wilson: the burden of phonological processing is too high in terms of fatigue. If we don't make the technology more available and acceptable in schools we will deny intelligent students with print challenges the opportunity to study in college, graduate or professional schools. I still read paper books. Right now I am reading A light in August by Faulkner. It is on my night stand and it is a wonderful if slow experience for me. For some, print will never 'fall away' and allow for effortless decoding and pholonological recoding.--Lou
Excerpt: "Understanding how reading on paper is different from reading on screens requires some explanation of how the brain interprets written language. We often think of reading as a cerebral activity concerned with the abstract—with thoughts and ideas, tone and themes, metaphors and motifs. As far as our brains are concerned, however, text is a tangible part of the physical world we inhabit. In fact, the brain essentially regards letters as physical objects because it does not really have another way of understanding them. As Wolf explains in her book Proust and the Squid, we are not born with brain circuits dedicated to reading. After all, we did not invent writing until relatively recently in our evolutionary history, around the fourth millennium B.C. So the human brain improvises a brand-new circuit for reading by weaving together various regions of neural tissue devoted to other abilities, such as spoken language, motor coordination and vision..." 
Rob Buser's comment,
May 20, 7:37 PM
NEW Marketing and Camapigning mind opening article (click) http://www.tumblr.com/blog/robbuser
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