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Showing posts from April, 2012

100 Powerful Learning Specialist and Educational Therapy Materials

This week I wanted to tell you about my online store, Good Sensory Learning. I’m Dr. Erica Warren, and I established this site so I could share all the materials that I have created over the last 20+ years as a learning specialist and educational therapist. When I first began my private practice, Learning to Learn, I had great difficulty finding fun and multisensory materials for my students that were effective and engaging. So back in 2005, I made it my mission to design and distribute high-end, remedial products as well as memorable, motivating lessons that bring delight to learning. If you would like to try a free sampling of my activities , CLICK HERE . How Are the Products Organized at Good Sensory Learning? You can download my Free Printable Catalog or you can browse the site using the grey “search all products” bar in the top right of any page with keywords such as dyslexia, working memory, and executive functioning. What’s more, drop down menus in the red banner allow you t
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Exposing Students to the 12 Ways of Learning

Many know of the four common ways of learning: visual, auditory, tactile and kinesthetic. But did you know that students need to be exposed to even more ways of processing information too? Going multisensory is essential these days and presenting instruction that teaches to all 12 ways of processing, as described in the Eclectic Teaching Approach , can help prepare your students for a successful future of life long learning. The other 8 ways of learning include: 1) Sequential Learning: teach students how to order information alphabetically or numerically. Teach with timelines, successive instructions, outlines, and keep materials organized. 2) Simultaneous Learning: teach students how to categorize materials by similarity. Web information, define and discuss main ideas and details, and use flow charts and diagrams. 3) Verbal Learning: teach students how to process ideas aloud. Provide opportunities for students to process ideas verbally through one-on-one or g
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Executive Functioning: Helping Students with Planning Time Management and Organization

Executive functioning is a newly defined cognitive process that has gained recognition in schools over the past decade and accommodating students that struggle in this area is often neglected. Inappropriate labels such as “careless” and “lazy” are often placed on this population. Instead of compassion and strategies, they are often intimidated, harassed and mishandled with discipline and inconsistent methods that result in poor grades. For these students anger, frustration, poor motivation and feelings of learned helplessness are common. More and more students are being described with this label and students need to learn strategies for success.   Capable and intelligent learners can sabotage their grades by: losing materials forgetting to turn in assignments leaving things to the last minute miscalculating or underestimating the amount of time it will take to complete a task failing to record homework in an agenda or planner leaving needed materials at school leaving
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Strategies that Help Students to Organize Ideas, Build Paragraphs, and Implement Transitions in Their Writing

Organizing ideas and building paragraphs can be a taxing and complicated process for beginning writers. Writing requires multitasking. When some of these tasks are challenging, they can become overwhelming hurtles that trip up the flow of ideas and can stop the creative process in its tracks. For instance, if a student is still toiling with the formation of letters, the second they go to write down their fabulous ideas, their attention is swept away by the engulfing fine motor task. Likewise, those that tussle with spelling often lose their thoughts as they get diverted down a path of sounds and symbol associations. Still, others find that although they have great thoughts, it’s a tough and tedious workout to sequence the surge of scurrying words and ideas. For many students, they must develop some degree of automaticity before they can gracefully interlace the required tasks that are necessary to become a confident and savvy writer. So, what are some strategies tha
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