The iPad® and Student Engagement: Is There a Connection?

Apr 1, 2014 by Carrie Gajowski, MA

When students at ACS Cobham International School (UK) got iPads, Richard Harrold saw an opportunity. As a lower (elementary) school assistant principal at the school, he had been hearing glowing reports from other educators about students using iPads and seeing remarkable gains. Were the gains real? This is what he found out.

How to Tell When Neuroscience-Based Programs are Well-Developed

Mar 25, 2014 by Martha Burns, Ph.D

Many technology programs claim to improve brain function, including memory and attention skills. How can you get through all the hype and determine which brain exercises incorporate the important design features that have been shown to be effective?

 

 

Self-Regulation Strategies for Students With Learning Disabilities

Mar 18, 2014 by Carrie Gajowski, MA

When a student with a learning disability struggles academically, it’s logical to think that the issue is related to the student’s deficit in a specific ability. And while that may be true, there might be more to it. Students with learning disabilities may not know how to effectively work through challenges. Here are 4 self-regulation strategies that can benefit your whole class.

Smarten Up! Three Facts About the Learning Brain

Mar 11, 2014 by Carrie Gajowski, MA
It’s Brain Awareness Week! To celebrate, we’ve put together a few fun facts about the brain and how it learns. Share them and spread the word about why good nutrition, sleep, and learning habits matter.

Teach More Vocabulary, Faster, Using the Power of Morphology

Mar 4, 2014 by Norene Wiesen

You can teach your students 10 vocabulary words the usual way – one at a time – or you can teach them 100 vocabulary words with little extra effort. The second approach seems like the obvious choice, and in Dr. Tim Rasinski’s recent webinar, Comprehension – Going Beyond Fluency, he makes the case for greater adoption of the accelerated approach.

Summer Learning Programs, ELLs and the Achievement Gap

Feb 25, 2014 by Hallie Smith, MA CCC-SLP
Educators are faced with responsibility and pressure like never before, so it’s no wonder that summer learning loss doesn’t often get the attention it deserves. But if every district offered a quality summer learning program to disadvantaged learners, some of those pressures might begin to let up. Here’s why.

Four Myths About Learning Disabilities

Feb 18, 2014 by Hallie Smith, MA CCC-SLP

Learning differences or disabilities are frequently misunderstood. Symptoms of specific learning disabilities can be complex and confusing, and may look more like behavioral problems than learning problems to some. But some of the most common myths about learning disabilities are easy to dispel with a look at the facts.

Flipping the Classroom for Students With Learning Disabilities

Feb 11, 2014 by Norene Wiesen

For many teachers, the words “flipped classroom” are nothing more than a synonym for having students watch pre-recorded lesson videos at home and then do related assignments – formerly homework – during class time. There’s no doubt that that is exactly what the flipped classroom typically looks like on the surface. But when flip teaching is done right, what matters is that it uses time differently and more effectively, in ways that can profoundly benefit all learners, including students with learning disabilities.

Right vs. Left Brained + Autism, APD, ADHD Neuroscience and More

Feb 4, 2014 by Carrie Gajowski, MA

Our annual Visionary Conference for clinical providers takes place February 21-22, and like last year, the conference is open to anyone interested in attending. Get all the info on speakers and sessions here!

Remediation vs. Accommodation: Helping Students with Learning Disabilities Succeed

Jan 28, 2014 by Norene Wiesen

Meeting the needs of students with learning disabilities can be a challenge. Students newly identified with a learning disability are likely to need immediate accommodation. But for maximum long-term benefit, educators need to address the learning difficulty at its core. How do we strike the right balance between remediation and accommodation?

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