Free Webinar on Multisensory Teaching

Dear Friends:

I wanted to send you an invitation to attend a free webinar on Multisensory Teaching, featuring myself as the guest speaker. The hosts, Drs. Brock and Fernette Eide, the co-authors of The Dyslexic Advantage and The Mislabeled Child, are international authorities on dyslexia and learning differences.  They are featuring this online event on August 21st at 5:30 Pacific Standard Time or 8:30 Eastern Standard Time. You can register by clicking on the following link.

http://events.r20.constantcontact.com/register/event?oeidk=a07e7zd7jgodceef30d&llr=u5ihfjnab

Cheers, Erica

Sharing a Powerful Analogy used by Sir Kenneth Robinson

Sir Kenneth Robinson continues to inspire educators around the globe with his ideas for educational reform.  He uses the following analogy in a recent Ted Talk entitled: How to Escape Educations Death Valley.

To view the whole video, click on the link below.
http://www.ted.com/talks/ken_robinson_how_to_escape_education_s_death_valley.html

Cheers, Erica

Dr. Erica Warren is the author, illustrator and publisher of multisensory educational materials at Good Sensory Learning and Dyslexia Materials.  She is also the director of Learning to Learn, in Ossining, NY.  To learn more about her products and services, you can go to www.goodsensorylearning.com  www.dyslexiamaterials.com and  www.learningtolearn.biz 

Student Mind Maps: Revealing the Remedial Needs of Struggling Writers

Having an understanding of how each student processes information and conceptualizes ideas is key in the remedial writing process.   Students can think in a sequence of images, a series of words, webs of pictures, an outline of phrases, a collage of imagery, a patchwork of terms, movie-like scenes and more.  By evaluating the ways your students conduct the process, you can help them to tweak their method so that writing can become a fluid and enjoyable process.  This can be done through discussion, but what I find to be most helpful is having your student(s) conduct a drawing of how their mind works – a mental mind map.

I discovered the utility of this mindful approach when working with a student, JT.  Time and time again, JT struggled to get his ideas on paper, and beginning the process was always a chore.  What’s more, first drafts tended to be a hodgepodge of overlapping ideas.  We often referred to JT’s difficulties as road blocks, and when I finally asked JT to draw what it was like in his mind to write, we discovered a very different issue.  JT didn’t suffer with writers block, he experienced more of a writer’s bottleneck.   The term bottleneck is a metaphor that is often used to describe the traffic congestion created when construction takes a multilane road and limits travel to a single lane.  Soon traffic gets backed up and travel becomes slow and frustrating.  It comes literally from the slow rate of liquid outflow from a bottle, as it is limited by the width of the exit – the  bottleneck.  JT’s challenge was not a result of a lack of words and ideas as we once thought.  Instead, he was overwhelmed with competing and overlapping ideas as represented in the image on this page.  JT drew a complex web of lines that was dotted with what he described as both good and bad ideas.  Also, he remarked that darker lines represent stronger ideas.  Once I saw the image, it all made sense.  JT is highly intelligent, but he also has ADHD as well as dyslexia.  Now it is clear how these diagnoses impact his writing.  JT is bombarded with a plethora of ideas and he has difficulty funneling and organizing his thoughts into an ordered sequence of words.  When he writes, he too becomes frustrated with the slow and labored process of writing in a linear fashion.  What’s more, his dyslexia, which impacts his spelling, is an added hurdle and annoyance that distracts him during the writing process.

So now that I know JT’s challenge, what can I do to help him?

1) From the very beginning, I can help JT to define the main ideas and topic sentences. 

2) I can also encourage him to use graphic organizers or programs such as Inspiration to help JT to categorize his supporting details and examples.

3) I can offer JT a computer with a spell check and word prediction software.

4) When conducting research papers, I can help JT define each main idea on a different colored index card.  Then, JT can organize each nugget of information onto the best colored index card so that all the supporting details and examples are categorized under the same color as the most appropriate main idea.  Then, I can let him sequence the supporting details and examples in an orderly fashion by arranging the cards.  Finally, when JT is ready to type his paper, he can alter the font color to match the colored index cards so that he can be sure to get all the correct details and examples under the best main idea.   Once the paper is complete, JT can select the whole document and change the font color back to black.

I hope you will try having your students draw their own mental mind maps.  Allowing them to show the workings of their inner mind will not only help others remediate areas of difficulty, but it will help each individual have a better understanding of and power over his or her own ways of processing.

I would love to hear your thoughts.

Cheers, Erica
Dr. Erica Warren is the author, illustrator and publisher of multisensory educational materials at Good Sensory Learning and Dyslexia Materials.  She is also the director of Learning to Learn, in Ossining, NY.  To learn more about her products and services, you can go to www.goodsensorylearning.com  www.dyslexiamaterials.com and  www.learningtolearn.biz 

11 End of the Year Activities Using Balls and Balloons

http://learningspecialistmaterials.blogspot.com/

Balls and balloons offer a cheap and fun way to complete your school year.  What’s more integrating balls and balloons brings a tactile, playful, and kinesthetic modality into the classroom.  Balls and balloons can be used to review the academic content, as well as mindfulness activities and keepsakes.  Below is featured a variety of entertaining, multisensory ideas.

Reviewing Key Topics from the School Year

These games can be played with an entire class in a large circle facing one another, or you can break the students into small groups or pairs. 

1) Parts of Speech Game:  Place the parts of speech on a balloon or ball.  Have the students pass the balloon or ball to one another.  Instruct them to say aloud the first part of speech they see.  Then ask them to provide a word that is an example of that part of speech.  Players can not repeat a word that has already been used.  If they do, they are out of the game.

2) Figurative Language Game:  Place the figurative language terms on a balloon or ball.  Have the students pass the balloon or ball to one another, and instruct them to say aloud the first figurative language term they see.  Then ask them to provide a phrase that is an example of that type of figurative language.  Players can not repeat a figurative language example that has already been used.  If they do, they are out of the game.

3) Types of Syllables Game:

www.learningspecialistmaterials.blogspot.com

Place the syllable types on a balloon or ball.  Have the students pass the balloon or ball to one another, and instruct them to say aloud the first syllable type that they see.  Then ask them to provide a word that is an example of that type of syllable.  Players can not repeat a word that has already been used.  If they do, they are out of the game.

4) Vowel Combinations or Vowel Teams Game:

Place the vowel combinations on a balloon or ball.  Have the students pass the balloon or ball to one another, and instruct them to say aloud the first vowel combination that they see.  Then ask them to provide a word that uses that vowel combination.  Players can not repeat an example that has already been used.  If they do, they are out of the game.

5) Types of Sentences:

Place the types of sentences on a balloon or ball.  Have the students pass the balloon or ball to one another, and instruct them to say aloud the first sentence type that they see.  Then ask them to provide a sentence that illustrates that sentence type.  Players can not repeat a sentence that has already been used.  If they do, they are out of the game.

6) Main Ideas and Details:

Place main ideas on a balloon or ball.  Main ideas could include transportation, colors, vacation spots and so forth.  Have the students pass the balloon or ball to one another, and instruct them to say aloud the main idea that they see.  Then ask them to provide a detail that would be properly categorized under that main idea.  Players can not repeat a detail that has already been used.  If they do, they are out of the game.

Mindfulness Activities and Keepsakes

7) What I Learned:  Have the students sit in a circle facing one another.  Explain that the only person who can speak is the one holding the ball.  Toss the ball to one of your students and ask them to share the most important thing they learned over the school year.  When they are finished talking, have them toss the ball to another student.  Continue until all the students have an opportunity to share their thoughts.

8) My Favorite Lessons:  

Have the students sit in a circle facing one another.  Explain that the only person who can speak is the one holding the ball.  Toss the ball to one of your students and ask them to share their favorite lesson from the whole school year.  Ask them to also share why they like it so much.  When they are finished talking, have them toss the ball to another student.  Continue until all the students have an opportunity to share their thoughts.

9) What I Like About Me and You:

Have the students sit in a circle facing one another.  Explain that the only person who can speak is the one holding the ball.  Toss the ball to one of your students and ask them to share one thing that they like about themselves and one thing that they like about the person who tossed them the ball.  When they are finished talking, have them toss the ball to another student.  Continue until all the students have an opportunity to share their thoughts.

10) Memory Balls: Give each student a blank inflatable ball, such as a beach ball.  Provide permanent markers and let the students go around and sign each other’s balls.  They can leave short messages too.  Be sure to say that all messages must be positive. 

11) Why I’m “Special” Balls:  Before you begin this activity, ask your students to help you create a list of positive adjectives that can describe people.  Place this list where all the students can see it.  Now, give each of your students a blank beach ball or balloon.  Provide permanent markers and have the students go around and write a positive adjective that describes the person on the ball or balloon to whom it belongs.   Encourage the students to come up with unique adjectives by looking at each ball and coming up with something new. 

If you would like to learn about some of my other popular games.  Go to: http://goodsensorylearning.comThere, you can even download freebies on some of my product pages.

I hope you enjoy these games!!  I would love to hear you thoughts.

Cheers, Erica
Dr. Erica Warren is the author, illustrator and publisher of multisensory educational materials at Good Sensory Learning and Dyslexia Materials.  She is also the director of Learning to Learn, in Ossining, NY.  To learn more about her products and services, you can go to www.goodsensorylearning.com  www.dyslexiamaterials.com and  www.learningtolearn.biz 

Fun End of the Year Activities and Games

Fun End of the Year Activities and Games Linky Party

Cheers, Erica

Student Learning and Confidence can Skyrocket by Changing One Approach

Student Learning and Confidence can Skyrocket by Changing One Approach

Many teachers fear the moment when a student will ask them a question that they do not have the knowledge to answer.  This uncomfortable situation can cause some teachers to change the subject, others will construct a roundabout explanation, a few will make a guess and several may even discourage their students from asking questions altogether. 

Students Learn to “Fake it”

When a teacher is unable to admit their lack of knowledge, it sends a disagreeable message to the class.  Students can usually tell when a teacher sidesteps a question and many are dismayed when given faulty information or when questioning is discouraged.  They pick up on the insecure energy and learn that it is shameful to admit that they, “don’t get it” and instead they learn to “fake it” and give others the impression that they know the information or understand what they are hearing when, in fact, they do not.  However, there is another way to handle this situation that will benefit both the teacher and the students.

Release your own Fear in the Learning Process

Good teachers must demonstrate a love for and confidence in the learning process.  The first step to this practice is to release any fear associated with the learning process.  A close second is to be comfortable seeking assistance when gaps in knowledge arise.  Both these skills are best learned vicariously through demonstrations.  Therefore, educators must set an example for students to follow so they can feel safe and comfortable asking questions. 

It’s Okay to Say, “I Don’t know?”

So what’s the big deal about teachers admitting their lack of knowledge when a student asks a difficult question?  Are they afraid that they will look unintelligent?  Do they fear that one of their students could have the answer, but this would undermine their authority?  I, too, had this fear at one time and over the years I have discovered that it is not only okay to say, “I don’t know,” but, in fact, there are enormous benefits.

But How Can Your Lack of Knowledge Help the Class? 

Showing students that you do not have the answer can be a critical learning tool.  

· It shows that you are a life long learner.

· It shows that you appreciate questions that expand    your knowledge.

· It exemplifies that admitting your lack of knowledge can start the process of finding the answer.

· It provides an opportunity for you to share the process of acquiring knowledge.

· It encourages interactive learning and a cooperative environment where students can feel safe sharing knowledge.

· It teaches students to be curious.

· It teaches students how to think critically.

· It teaches students how to be inquisitive, confident learners.

But How Can Teachers Integrate this into Their Classrooms?

Teachers must release their own fears and tell students the truth.  Personally, I like to word it, “I’m not sure about that, let’s figure it out!”  After that, educators need to:

1) Always nurture confident queries.  Encourage students to ask questions.

2) Continually demonstrate how to find answers.  This can be done by asking those around you (students and colleagues), searching the internet, consulting a book and so forth.

3) Constantly cultivate an environment that celebrates and supports exploration. Praise students for asking questions and independently finding the answers.  Create a question box for those that are shy, and let students volunteer to answer the queries with their own knowledge or by volunteering to do the research.

4) Repeatedly, show your students that teachers, too, are comfortable admitting what we don’t know.  Then find the answers or allow others to help you find the answers.  Always provide gratitude and positive feedback to those that help.

If you have any other ideas or anecdotes I would love to hear them!

Cheers, Erica
Dr. Erica Warren is the author, illustrator and publisher of multisensory educational materials at Good Sensory Learning and Dyslexia Materials.  She is also the director of Learning to Learn, in Ossining, NY.  To learn more about her products and services, you can go to www.goodsensorylearning.com  www.dyslexiamaterials.com and  www.learningtolearn.biz 

Helping Students to Record and Turn in Assignments

Recording assignments and turning in the finished product may seem like a “no brainer” for many teachers, but did you know that executive functioning, a key cognitive component in planning and organizing, is not fully developed until many reach their early 20s?  What’s more, many young students are not allowed to use modern technologies, such as smart phones and Ipads while at school to help them with this process.  Furthermore, many students are overwhelmed by the countless distractions in a busy classroom and miss what appear to be clear directives.  So, what can we do to help students remember to record as well as turn in assignments? 

Create a Structured, Reliable Classroom Routine:

   1)   Plan assignments for the whole week.  This will save a lot of time and trouble for everyone.

   2)   Post assignments and reminders at the beginning of class in a location that is easy to see. 

   3)   Review new assignments as well as those that are due, verbally, once everyone is settled down.

   4)   Make sure that all the students record assignments and check agendas for accuracy. 

   5)   Print assignments out onto labels that students can place into their assignment pads.  This is great for students that have graphomotor weaknesses.

   6)   Make a document or take a picture of written assignments and email it to the students and students’ parents with a simple email list.  

   7)   When students hand in their assignments, give them a sticker of a hand to place into their assignment pad.  This way they will know that they turned it in. 

   8)   To make sure everyone turned in their assignments say, “Raise your hand if you turned in your assignment.”  Be specific about which assignment and hold up a sample for all the students to see.

Offer a Consistent and Planned Approach for Missed Class Work and Assignments:

   1)   Post assignments on the internet.  However, do not use this approach unless the site is reliable and you can always post the assignments before the end of the school day.

   2)   Require that each of your students share their contact information with at least 5 other students (Study Buddies).  This way students can contact one another as needed. 

   3)   Suggest a plan for how and when students can make up the work.

   4)   Email assignments to students and their parents.

   5)   Allow students to email you finished assignments when they are not able to attend class. 

   6)   Communicate all missed work with students, parents and any service providers.

If you are looking for structured ways to help your students with planning, organizing and time management, consider purchasing Planning, Time Management and Organization for Success.  It offers over 100 pages of graphic organizers and handouts that can help your students with reading, writing, test prep, planning for long term assignments, memory, active learning, motivation and more.  Click here or on the image to learn more.

Cheers, Erica
Dr. Erica Warren is the author, illustrator and publisher of multisensory educational materials at Good Sensory Learning and Dyslexia Materials.  She is also the director of Learning to Learn, in Ossining, NY.  To learn more about her products and services, you can go to www.goodsensorylearning.com  www.dyslexiamaterials.com and  www.learningtolearn.biz 

Why Do Finnish Schools Finish First? 10 Ways to Improve US Education

Let’s face it, the US education system is a mess.  Most kids are anxious and stressed, many teachers are fearful and disrespected, countless parents are confused and annoyed and scores of administrators are angry and aggressive.  When programs are hurting most, funding is usually diminished.  Kids don’t receive services until they are failing or close to failing, and if interventions help these underachieving students, services are continually stripped away as soon as they get their heads above water.  It’s a competitive, punitive, and dysfunctional system that desperately needs radical reform. 

This blog post reflects back on and summarizes the main points of an interesting article from The Atlantic Magazine published back in December of 2011 entitled, What Americans Keep Ignoring About Finland's School Success.  This is what they suggest:

 10 Strategies for Success:

     1.    Assign less homework!

     2.    Integrate creative play into classroom lessons.

     3.    Get rid of standardized tests.

     4.    Let teachers create their own assessments.

     5.    Give teachers appreciation, responsibility and respectable pay.

     6.    Improve teacher training.

     7.    If a teacher is not doing a good job, it must be addressed.

     8.    Teachers and schools must stop competing and become cooperative.

     9.    Provide equal education opportunities for all children regardless of income, background or location.

   10.    Offer all students free meals, healthcare, counseling and guidance.

What do you think of these suggestions?  Do you have any other strategies that could help?

Here is the link to the article: 

http://www.theatlantic.com/national/archive/2011/12/what-americans-keep-ignoring-about-finlands-school-success/250564/

I look forward to hearing your thoughts!

Cheers, Erica

10 Ways to Help Students Cope with Making Mistakes

One of the most valuable things we can teach children is how to cope with making mistakes.  Making mistakes is a human quality that all students need be comfortable with.  They need to know that if we didn’t make mistakes, there would be nothing to learn. 

However, most all students strive for the recognition of a perfect score on assignments and tests.  Even a single mistake can create anxiety and disappointment.  Unfortunately, perfect scores continue to be rewarded and mistakes frowned upon.

So what can we all do to help?  Here are ten suggestions:

    1) Be comfortable admitting when you make a mistake.  Show students that it is okay to be wrong and that you can use it as an opportunity to learn.   

    2) Make sure to point out what a student has done right on an assignment as well as what was incorrect. 

    3) Always give your students the opportunity to fix mistakes so that they can learn from them and correct any misconceptions.

    4) Communicate to your students that their mistakes can help you to be a better teacher because it helps you to uncover the areas that need more instruction.

    5) If more than 50% of your students get a test item incorrect, throw out that item out.  For those that got it, you can offer them extra credit.  You can always then make sure to teach the concept in your next lesson and then include the item on the next test.  

    6) Thank your students for making errors and mistakes.   

    7) Instead of telling a student that they are wrong or incorrect, tell them that it was a nice try, or that they are close to the right answer and see if they can amend their response independently.  

    8)  Recognize a student’s effort and guide them to the right answer so that they can be correct.

    9) If a student provides the wrong answer, ask them why they gave you the response that they did so you can analyze their misconception.

    10) Keep a positive attitude when students make mistakes.    

     I'd love to hear your recommendations and thoughts on this matter!!

I

Careless, Lazy and Unmotivated are Three Labels that Should be Banned from Education

Kids never strive to be careless, lazy or unmotivated and referring to a student in this way never helps a situation.  In fact, many kids that hear these labels again and again can develop a sense of learned helplessness. 

I’ll never forget a student of mine coming into one of our sessions in a terrible frame exclaimed, “I’m careless and unmotivated!”  He slid a graded assignment across the table in front of me.  Red marks cut across his work and in bold, scarring letters and exclamation points the teacher had told Jake that he had made many careless errors. 

Even though Jake’s grade was an 88, it took me almost an hour to convince him that he was not careless and unmotivated. Jake had learning disabilities as well as ADHD and I knew the errors that he had made had nothing to do with care or effort.  The poor guy was so detached and dejected, he hadn’t even evaluated the mishaps, and when he finally looked at them, he could see that they were all unintentional.

 At the end of our session, I pointed out to Jake that his teacher had misspelled careless.  She had spelled it “carless.”  I exclaimed, “How careless of her,” and winked at Jake.   I then pointed out that this wasn’t really a careless mistake, it was simply an oops.  “School is a place where we should be comfortable making an oops and then learning from it,” I proclaimed. 

I took the paper out into the waiting room and showed it to his mother.  I then asked her to do me a favor and make an appointment with the teacher.  “Hand the assignment back to the teacher”, I recommended, “and point out how careless it was for her to have misspelled this word.  Then pause for a short while and say, ‘That’s how you made my son feel.’”

So please take care to erase these negative labels from your lexicon so your students can feel safe to make mistakes and then learn from them.

If you have any thoughts on this topic, I'd love to hear your thoughts!!

All the best, Dr. Erica Warren, Learning Specialist and Educational Therapist  www.goodsensorylearning.com and www.learningtolearn.biz

Five Specific Ways to Integrate Mindfulness into the Classroom

Mindfulness in education is a rising topic of discussion.  Mindfulness refers to being completely in touch with and aware of the present moment, as well as maintaining a non-judgmental approach to ones inner experience. It helps to develop emotional intelligence and it teaches students to pay attention on purpose.  What’s more, mindfulness can help improve test scores, classroom behaviors and stress management.

So how can teachers integrate mindfulness into the classroom?

 1) Teachers must practice mindfulness in their own lives.  If a teacher does not have the time to meditate and listen to his or her breath and thoughts, they can be mindful or present even while doing household chores.  For example, instead of quickly watering the plants while chatting on the phone.  One can pull themselves into the present and find the joy of offering plants sustenance.  Notice each plant and appreciate the beauty and contribution it makes to your home.

2)  Define and discuss mindfulness with your students.  Review the following vocabulary:

     ·      Imagination:  Imagination is the act or power of forming a mental image of something not present to the senses or never before wholly perceived in reality.

     ·      Visualization: Visualization is the ability to create imaginary images within ones own head.  The mental pictures allow an individual to “see” past experiences, ideas or even future projections. 

     ·      Metacognition - Metacognition refers to the act of thinking about thinking, or the cognition of cognition. It is the ability to control your own thoughts.

     ·      Mindfulness: Mindfulness refers to being completely in touch with and aware of the present moment, as well as taking a non-evaluative and non-judgmental approach to your inner experience.

3) After recess guide your students through a mindfulness activity to calm their  senses.  Ask the students to sit for 3 minutes with their eyes closed.  They should notice their breath, release any thoughts and relax into their bodies.  You can start at their feet and work up to their head, asking them to be aware of their body and allow it to fully relax. 

4) Before a test, offer a mindful activity to help your students release any stress in their bodies.  Have the students take deep breaths and ask them to visualize a peaceful place of their choosing.  As they breathe in, have them imagine peace and knowledge filling their lungs.  As the breathe out, have them imagine that all negative thoughts such as doubt or concern will leave their bodies. 

5) After a classroom or social conflict, have the students sit in a circle facing one another holding hands.  Ask them to close their eyes and imagine that they are all one entity.  As they breathe in, have them imagine that they are pulling positive energy, forgiveness and loving kindness into the group.  As they breathe out, have them release any negative energy that they may feel.  You can make it specific to the situation.  After the activity, ask for volunteers to share any complements or appreciation they would like to offer to the group or an individual.  Have all the other students listen mindfully. 

Mindfulness works best if time is allocated daily.  Remember these activities will only take a few minutes and it can help your students to develop emotional intelligence, metacognitive skills, compassion, and confidence.  Finally, it will also help to nurture a sense of community in the classroom.

 www.goodsensorylearning.com