If one of your students is struggling with dyslexia, this website provides some helpful information.
Dyslexia varies in severity. Two of my children are what can be called profoundly dyslexic. They are both very bright and creative but struggled way more than my other dyslexic kids with reading, writing and spelling. Two of my kids were moderately dyslexic. They struggled with reading but after time and with perseverance, were able to read and spell well by working with me at home. One of my kids was mildly dyslexic and though she was behind her peers for a time, is currently working at and above her grade level.
Individual strengths and weaknesses vary within each child. Learning styles and personality can have a major effect on how well a child responds to instruction. There came a time in one of our children’s life that we knew he was simply not progressing at an acceptable pace and that we needed help. He was already in 5th grade but still unable to read much of anything on his own. The first step to getting help is getting some kind of assessment of your child’s individual learning profile. What are their specific strengths? What are their areas of weakness? Learn more.
A story without people is not a story. I’m not sure what it is but it’s not a story. You can have a great plot and beautiful settings, but if your characters are not alive, you just have words on a page.
There are numerous tools available to help us create characters. Meyer-Briggs, Gary Chapman’s Five Love Languages, character interview forms, character description sheets, family history templates, etc. They all have some value in identifying your characters.
I believe your character doesn’t come alive until he or she is in the story, interacting with other characters, striving to achieve goals. This striving creates conflict. This conflict brings both your character and your story alive. Learn more.
1 Thessalonians 5:18
” … in everything give thanks; for this is the will of God in Christ Jesus for you.”
If you are looking for a chemistry curriculum, this one might interest you.
Conceptual Chemistry Alive! is the author-created companion website to Conceptual Chemistry, a textbook that focuses on the basic concepts of chemistry and how these concepts apply to our daily experiences.
Conceptual Chemistry Alive! features over 200 video lesson tutorials given by the author, John Suchocki. These video lessons are a “talking textbook.” They are an excellent resource for students who, in addition to reading the textbook, need to see and hear the concepts in action. Each video lesson averages only 7 minutes in length. For some videos, it may seem the author moves through the curriculum rather slowly. For others, you may be compelled to hit the rewind button repeatedly. Please skip and meander through these videos as you see fit so as to optimize your learning. Learn more.
Some of you might be interested in learning more about multi-sensory therapy for improving brain function.
iLs is a complementary approach to brain fitness which can be integrated into a broad variety of educational, therapeutic and self-improvement programs. In the same way we can train our bodies to become stronger and healthier, iLs trains the brain to process sensory, cognitive and emotional information more effectively. With better synaptic connectivity, we perform better. It’s about as simple as that.
We start with music and movement, and then gradually integrate language and cognitive processes. The exercises appear simple but become increasingly difficult as we add new layers for simultaneous processing. The program involves no computers or screens of any type. Someone once referred to iLs as “a boot camp for the brain.” We’d like to think of it more as play, and we all know we work hardest when we play! Learn more.
I’m going to ‘fess up to something: For years, I was a proud writer, and I don’t mean proud in a good way. I mean the kind of proud that says, “I’m right, I can do it, and I don’t need any help.”
You know… the same kind of pride 3-year-olds exhibit when they defiantly announce, “I do it myself,” and then proceed to put their shoes on the wrong feet, their shirts on backward, and their pants on inside out. That kind of “proud.” Read more.
ReadWriteThink is a website full of educational tips and lessons. They are free.