This resource was compiled by Anne from NJ - THANKS Anne
Raising Topsy-Turvy Kids: Successfully Parenting Your
Visual-Spatial Child (Golon)
Successfully Parenting Your Visual-Spatial Child
Alexandra Shires Golon
http://www.visualspatial.org/Product_Marketing/RTTK/raising_topsy_turvy.htm
The Visual-Spatial Classroom: Differentiation Strategies
that Engage Every Learner (Golon)
http://www.visualspatial.org/Product_Marketing/VSC/visual_spatial_classroom.htm
New Articles From Allie Golon
Sleep Issues for Visual-Spatial Learners
http://www.visualspatial.org/Articles/sleep.htm
Taking Notes in Picture Form -- A Powerful Strategy for
Visual-Spatial Learners
http://www.visualspatial.org/Articles/notes.htm
Teaching Reading to Visual-Spatial Learners
More articles at:
http://www.visualspatial.org/Articles/reading.htm
Getting Them Out the Door -- With Their Shoes!
Maintaining Harmony at Home
Organizational Skills
The Right Tool for the Job
Showing Your Work When There's Nothing to Show
Staying Awake During Lectures by Keeping the Right
Hemisphere in the Game
Using Visual-Spatial Strengths to Learn New Material
VSLs and the Art of Writing
VSLs and the Challenge of Spelling
Visual-Spatial Learners Under Pressure:
The Dreaded Timed Test
From Steve Haas:
* Algebra for Gifted Visual-Spatial Learners
* Classroom Identification of Visual-Spatial Learners
From Penny Choice:
* The Role of the Coordinator in Serving Gifted
Visual-Spatial Learners
* How to Reach and Teach the Visual-Spatial Learner
From Linda Leviton:
* Teamwork: Helping Visual-Spatial Learners Blossom in an
Auditory-Sequential Garden
Other Contributing Authors:
From Betty Maxwell, Associate Director,
Gifted Development Center
About Visual-Spatial Learners
The Visual-Spatial Learner in School (Appendix A from
Upside-Down Brilliance)
Whole Word Reading Instruction
Wholes and Patterns: Reading Help for Struggling
Visual-Spatial Learners
Also,
It Takes One to Know One: Counseling Needs of Visual-Spatial
Learners
by Michael Davis of the Gifted Development Center
Building Models: The VSL/ADHD
by Dr. George Dorry of the Attention & Behavior Center
All articles and cartoons are the property of Visual-Spatial
Resource
and may be used with permission, provided proper credit is
given, and
a final copy is provided to Visual-Spatial Resource.
http://www.visualspatial.org/Articles/articles.htm
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If You Could See the Way I Think
If You Could See the Way I Think is aimed at visual-spatial
students
who can use help in the following areas:
Spelling
Handwriting
Self-advocacy
Taking timed tests
Managing sleep issues
Memorizing times tables
Taking meaningful notes
Getting and staying organized
Focusing during auditory lectures
Creating outlines and written reports
This book is a celebration of the gifts of those who prefer
a visual-spatial learning style. The 21st century will
demand the skills set these students were born with:
multi-dimensional imagery, facility with computers,
and an innate ability to “think outside the box.”
It’s time to help them be successful in our left-hemispheric
classrooms!
"If You Could See the Way I Think" is like having a personal
tutor at
your child’s or student’s fingertips.
http://www.visualspatial.org/Product_Marketing/IYCS/if_you_could_see.htm
Just released ...
Nothin' But the Facts! A Visual-Spatial Strategy for the
Times Tables!
http://www.visualspatial.org/Product_Marketing/Mini%20Books/NBF/nbtf.htm
I Can't See It! A Visual-Spatial Approach to Language Arts
http://www.visualspatial.org/Product_Marketing/Mini%20Books/Language%20Arts/icsi.htm
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Upside-Down Brilliance: The Visual-Spatial Learner (Silverman)
What is a visual-spatial learner?
Visual-spatial learners think in pictures rather than in words.
They learn better visually than auditorally. They learn
all-at-once, and when the light bulb goes on,
the learning is permanent.
They do not learn from repetition and drill. They are
whole-part learners who need to see the big picture first
before they learn the details.
They are non-sequential, which means that they do not
learn in the step-by-step manner in which most
teachers teach. They arrive at correct solutions
without taking steps, so “show your work” may
be impossible for them.
http://www.visualspatial.org/
The Visual-Spatial Learner: An Introduction
Linda Kreger Silverman. Ph.D
http://www.visualspatial.org/Articles/intro.pdf
From Dr. Linda Silverman:
New!
* Why All Students Need Visual-Spatial Methods
* The VSL: An Introduction
* A Visualization Approach to Spelling
* Activities to Enhance Auditory Processing
* All About Time
* Are You a Creator?
* At-Risk Youth and the Creative Process
* Confessions of a Non-Visual-Spatial Learner
* Guidelines for Teaching VSLs
* How to Access the Right Hemisphere
* Power of Images
* Reading Readiness for Visual-Spatial Learners
(with Betty Maxwell, M.A.)
* Teaching Mathematics to Non-Sequential Learners
http://www.visualspatial.org/Articles/articles.htm
---------------------------------------------
A Whole New Mind (Pink)
SELECTED ARTICLES By Daniel H. Pink
http://www.danpink.com/pink.php
Changing World is Leaving SAT Behind (USA Today, 14 March 2005)
"What matters more today are abilities that the SAT ignores:
artistry, empathy, inventiveness, seeing the big picture and
other capabilities that are difficult to outsource or automate."
http://www.usatoday.com/printedition/news/20050314/opcom14.art.htm
What Kind of Genius Are You? (Wired, July 2006)
http://www.wired.com/wired/archive/14.07/genius.html
Revenge of the Right Brain (Wired, February 2005) **
Adaptation of A Whole New Mind **
Logical and precise, left-brain thinking gave us the
Information Age. Now comes the Conceptual Age - ruled by
artistry, empathy, and emotion.
http://www.wired.com/wired/archive/13.02/brain.html
Happiness is using the brain the right way
By Don Aucoin, Globe Staff | May 23, 2005
http://www.boston.
com/news/globe/living/articles/2005/05/23/happiness_is_using_the_brain_the_right_way/
Right brain thinkers to rule the world, author says (Toronto
Star, 8 June 2005) Now Archived U Toronto
http://www.news.utoronto.ca/inthenews/archive/2005_06_09.html#Experts%20Cited
http://www.danpink.com/
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Thinking Like Einstein (West)
--------------------------------------
Here is the GMU page where the out of date or incorrect
URL's are... http://krasnow.gmu.edu/twest/index.html
Here's the corrected URL's...
LD OnLine :: Dyslexic Talents and Nobel Prizes
http://www.ldonline.org/article/5851
The Abilities of Those with Reading Disabilities: Focusing
on the Talents of People with Dyslexia
By: Thomas G. West (2000)
http://www.ldonline.org/article/5867
LD OnLine :: Left Behind at the Very Beginning of the Race
http://www.ldonline.org/firstperson/7046
For Parents and Professionals
Recommended Books
Alphabetical by Title
https://www.ldonline.org/profbooks/c687?letter=I
Secrets of the Brain & Dyslexia: Interview with Thomas West
By Ken Adelman
http://www.washingtonian.com/articles/health/1790.html
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Teaching with the Brain in Mind, 2nd Edition
by Eric Jensen
Chapter 1. Meet Your Amazing Brain
Key Concepts
* Basic brain anatomy
* How the brain changes over time
* Cooperation and competition in the brain
* How the brain learns
You've heard for much of your life that the human brain is
amazing. It's true. That soft, squishy blob between your
ears—the blob that runs your life—is pretty amazing. Every
day in classrooms around the world, teachers are amazed by
what the human brain can do. Because exploring all the
facets of the brain is beyond the scope of this chapter,
we'll focus on three relevant and essential features:
* Adaptability. The brain changes constantly.
* Integration. Brain structures compete and cooperate.
* Sophistication. The brain is highly complex.
These themes help to establish the nature of the brain: it
is constantly working; it operates with a high level of
structural cooperation; and seemingly simple processes, like
learning to read, are actually highly complex. This dynamic
and versatile structure is unlike anything else on earth.
That may be why we are so attracted to the study of the
brain—it evokes both wonder and curiosity. At the simplest
level, the brain is an organ that we are all born with, and
we'll explore that concept first. But the brain is much more
than an anatomical structure; it is also an active
processing center, always at work.
Chapter 1 continues on the link provided...
http://www.ascd.org/portal/site/ascd/template.chapter/menuitem.b71d101a2f7c208cdeb3ffdb62108a0c/?
chapterMgmtId=2e9e7d63e6334010VgnVCM1000003d01a8c0RCRD
Copyright © 2005 by Association for Supervision and
Curriculum Development. All rights reserved. No part of this
publication—including the drawings, graphs, illustrations,
or chapters, except for brief quotations in critical reviews
or articles—may be reproduced or transmitted in any form or
by any means, electronic or mechanical, including photocopy,
recording, or any information storage and retrieval system,
without permission from ASCD.
In action........
Brain Based Teaching & Learning
By Amanda Post
This was a presentation of a class project for a grad course
in Brain Based Teaching & Learning. Find techniques that
were implemented and the results.
About the Project
Description of Setting
Goals
Techniques, Results, and the Brain
Did I Achieve my Goals?
http://www.atozteacherstuff.com/pages/1814.shtml
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How the Brain Learns (Sousa)
The Teacher's Personal Tour Guide to the Brain: David Sousa
Six years ago, educational consultant Dr. David Sousa found
a calling of sorts. A superintendent of New Providence
public schools in New Jersey and a former curriculum
director and high school science teacher, Sousa turned a
passing interest in brain research into a full-time job.
"I decided, 'Let's learn more about the learning process and
use that knowledge to change the way we teach," he says.
"It's been a wonderful ride since then."
Like those first images from space that inspired a fleet of
future astronauts, Sousa's imagination was sparked during
the late 1980s by pictures produced by highly sophisticated
brain imaging technologies, such as PET and MRI. These
machines allowed researchers, for the first time in the
history of neuroscience, to watch the living brain as it
performed tasks such as reading and listening to music.
Sousa believes educators can--and should--use this
burgeoning knowledge about how the brain works to inform
their teaching. His goal is to advise, coach, and cajole
them to do it.
Sousa is the author of How the Brain Learns: A Classroom
Teacher's Guide (National Association of Secondary School
Principals, 1995)and Learning Manual for How the Brain
Learns (Corwin Press, Inc., 1998), which complements the
first book. How the Brain Learns is a combination primer on
how neurons work, what kinds of information are processed in
each hemisphere, and how the hippocampus lays down memories.
But it is also a compendium of advice and tips on how
teachers can use this knowledge to make sure their students
learn more.
"The good news is that the more we discover about how the
brain learns, the more we can devise strategies that can
make the teaching/learning process more efficient,
effective, and enjoyable," writes Sousa. "The bad news is
that we cannot get this information to teachers fast enough."
The complete article can be found at the link below...
Please note: the conference pages contain archived content
and are offered for historical purposes only.
BrainConnection is no longer offering conferences.
http://www.brainconnection.com/gen/?main=conf/nov00/sousa-int
Dr. David A. Sousa Presented at The New Jersey Science
Convention* in 2004
Dr. David A. Sousa - Making Schools Brain Compatible
Come to the cutting edge! In this keynote, we will review
some of the fascinating new scientific research about how
the brain learns. It will include the effects of emotions on
learning, the controversy over the brain's "windows of
opportunity," what the brain of today's student expects in
school, the students' changing modality preferences, and how
daily body rhythms can affect teachers and student
performance. We will discuss how educators can use this
information to ensure that all students benefit from schools
and classrooms that are brain-compatible.
Dr. David A. Sousa is an international educational
consultant and author of "How the Brain Learns" (Second
Edition), "How the Special Needs Brain Learns," "How the
Gifted Brain Learns," and "The Leadership Brain" (all
published by Corwin Press). He has conducted workshops in
hundreds of school districts on brain research,
instructional skills, and science education at the Pre-K to
12 and university levels. He has made presentations at
national conventions of educational organizations and has
served as a consultant to regional and local school
districts across the U.S., Canada, Europe, and Asia.
Dr. Sousa has a bachelor's degree in chemistry from
Massachusetts State College at Bridgewater, a Master of Arts
in Teaching degree in science from Harvard University, and a
doctorate from Rutgers University. His teaching experience
covers all levels. He has taught junior and senior high
school science, served as a K-12 director of science, and as
Supervisor of Instruction for the West Orange, NJ, schools.
He then became superintendent of the New Providence, NJ,
public schools. He has been an adjunct professor of
education at Seton Hall University and a visiting lecturer
at Rutgers University.
Prior to his career in New Jersey, Dr. Sousa taught at the
American School of Paris, France, and served for five years
as a Foreign Service Officer and science advisor at the
U.S.A. diplomatic missions in Geneva and Vienna.
Dr. Sousa has edited science books and published dozens of
articles in leading journals on staff development, science
education, and educational research. His popular books for
educators – "How the Brain Learns," now in its second
edition, "How the Special Needs Brain Learns," and "How the
Gifted Brain Learns," explain the latest research on
learning and translate it into practical and effective
classroom strategies. His newest book, "The Leadership
Brain," suggests ways for educators to lead today's schools
more effectively.
In 1992, Dr. Sousa was president of the National Staff
Development Council. He has received numerous awards from
professional associations, school districts, educational
foundations, and Bridgewater State College (Distinguished
Alumni Award) for his commitment to research, staff
development, and science education. He is past president of
New Jersey Science Education Leadership Assn. and served on
the NJ Science Convention Steering Committee for 18 years.
Dr. Sousa has been interviewed by Matt Lauer on the NBC
Today Show and by National Public Radio about his work with
schools using brain research.
*The New Jersey Science Convention is co-sponsored by the
New Jersey Science Teachers Association and the New Jersey
Science Education Leadership Association and continues to be
the second largest annual convention for teachers in the
State of New Jersey.
The Convention is planned and carried out by the volunteer
work of science teachers, supervisors, and administrators
and is attracting over 2,600 professional educators, and
about 140 exhibitors and 300 workshops or seminars.
Read more about Dr. Sousa...
Understanding How the Human Brain Works is Essential to Good
Teaching and Learning
http://www.bridgew.edu/bridtoday/2004/feb/davidsousa.cfm
http://www.njsc-online.com/Archives/banqspeak04.htm
-----------------------------------
--
Let us think of education as the means of developing our
greatest abilities, because in each of us there is a private
hope and dream which, fulfilled, can be translated into
benefit for everyone and greater
strength for our nation.
-- John F. Kennedy (1917 - 1963)