As we move toward spring, I am looking forward to making presentations at upcoming education events in Georgia and California.
First up is the Early Literacy Spring Symposium, co-sponsored by the Georgia Department of Education and Georgia Reading Association, which will take place March 10 at Middle Georgia State College in Macon, Ga. That will be followed by a presentation at the upcoming ASCD 69th Annual Conference and Exhibit Show, "@EveryLearner: Someday is Now," taking place March 15-17 in Los Angeles.
My topic at the symposium in Georgia is: "Wiring the Brain to Read: Practical Strategies for Increasing Reading Comprehension." Drawing from my book series, Wiring the Brain to Read, I will discuss how young brains learn to read and provide practical strategies that teachers can use in their classrooms to increase reading comprehension. Those interested in registering for the symposium should visit the Georgia Reading Association's website.
Thursday, February 27, 2014
Monday, February 17, 2014
Guest Blog Post: The Essence of Leadership
Kelly Rose, Ed.D |
“If your actions inspire others to dream more, learn more, do more, and become more, you are a leader.”
—John Quincy Adams
by Kelly Rose, Ed.D
Library Media Specialist, The Out-of-Door Academy
Graduate, Brain-Based Teaching Studies, Nova Southeastern University
In honor of Presidents’ Day, I reflect on the essence of leadership. President Adams eloquently explained this topic with very few, but powerful, words. These words stand out to me as key advice for students of all ages who are interested in leadership. Recently, I have heard from many professionals who have entered fields different from what they originally studied. The ability to lead and learn is becoming even more desirable by employers. To prepare my students, I seek ways to integrate the discovery of cognitive assets and leadership into the curriculum.
As Library Media Specialist, I have found that I support my students in a number of ways, and leadership is becoming a more dominant part of my curriculum. Lately, many of my students have discussed struggles when working with others in a group. Regardless of age, this can be a challenging task. Our conversations on the topic of leadership all become lessons learned through reflection. I model metacognition during my own tasks and encounters, but also guide students as they learn to be metacognitive themselves.
Friday, February 14, 2014
Pamper Your Heart with a Valentine Treat
On this Valentine's Day, it’s appropriate to keep in mind the importance of heart-healthy eating. Our program advocates the need for healthy brains and healthy bodies working in conjunction with one another to optimize learning. As a treat for your heart health, may we suggest a delicious, nutritious Valentine’s dinner?
- Start with an appetizer of edamame, yummy beans fresh out of their shells and full of tasty soy protein.
- Accompanying the entrée, a leafy green salad with shredded carrots and topped with black beans and walnuts offers a flavorful blend of antioxidants, folates, magnesium, and fiber.
- Grilled seafood such as salmon, tilapia, or mahi-mahi topped with fresh herbs supplies omega-3 fatty acids found to lower risk of heart disease and other chronic illnesses in delectable fashion.
- If you’re in the mood for a side dish, sweet potatoes topped with cinnamon and lime juice are rich in flavor, fiber, vitamin A, and lycopene.
- Accompany your meal with a refreshing glass of water.
Tuesday, February 11, 2014
Our Latest Post on Edutopia: How Teaching About Neuroplasticity Engages Brains
Our latest Edutopia blog post—"Engaging Brains: How to Enhance Learning by Teaching Kids About Neuroplasticity"—is now live. In the post, we explain how explicitly teaching students about neuroplasticity can have a transformative impact in the classroom. Here's an excerpt:
"The force behind this cycle is students' belief that they can get smarter through study and practice, which enhances their commitment to persist in the hard work that learning sometimes requires. … The same dynamic of persisting to succeed applies to teaching. Keeping the idea of brain plasticity at the forefront of your professional practice offers a constant reminder than when students struggle with lessons, it isn't because they can't learn, but because they need more practice and instructional support."
Read the full post at Edutopia.
"The force behind this cycle is students' belief that they can get smarter through study and practice, which enhances their commitment to persist in the hard work that learning sometimes requires. … The same dynamic of persisting to succeed applies to teaching. Keeping the idea of brain plasticity at the forefront of your professional practice offers a constant reminder than when students struggle with lessons, it isn't because they can't learn, but because they need more practice and instructional support."
Read the full post at Edutopia.
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