Open Letter to Mark E. Kelly
Dear Mark,
My thoughts and prayers are with you and Gabrielle. After learning some of what her surgeon had to say about her condition, I felt drawn to suggest a resource that helped me support my mother through brain surgery in 1995.
In April of 1995, my mother, now 96, underwent brain surgery for two subdural hematomas. These blood clots--caused by am old accident and a recent blow to the head--grew to the point that her brain was being compressed. She was on Coumadin and the surgeons had to wait until her blood could clot.
They shaved her head, pulled her scalp forward, and drilled four holes in her head--trepanning, surgery found in the skulls of cavemen. One hole allowed the air to come in and the other allowed the blood to flow out. They had to have two pairs of holes, one for each clot.
She almost died before they started surgery. Her body functions were starting to fail. The surgery was successful and she was alert and speaking well immediately after the surgery. Then her brain, which had been compressed, had to swell to return to normal size. It took several weeks to recover--which she did successfully. A book written by Glen Doman--in particular the Doman-Delacro Developmental Profile in the book--really helped me as I went through her recovery with her. The book is What to Do About Your Brain-Injured Child and is available from Amazon.com. (I ordered two updated and revised copies tonight so that I can send one to you.)
I will look for an older copy of the book so that I can scan the chart and email it to you immediately. (I found the chart and copyright restrictions keep me from sending you a copy. It will be better seen in the book so that you can have the context of the chart.)
The book more accurately described the stages of brain growth, healing, and repair than the neurosurgeons did who performed the successful surgery.
This information may help both you and Gabrielle to understand her healing process better.
God bless you both and all concerned with her healing process.
I am posting this email to my blog and sending you the link in care of Diane Sawyer at ABC News because I believe she can forward it to you. Let me know where to send your copy of Glen Doman's book.
Sincerely,
Joel Montgomery
Showing posts with label research. Show all posts
Showing posts with label research. Show all posts
Monday, January 10, 2011
Thursday, January 21, 2010
Kids and Electronics--more structure needed for learning
On January 20, 2010, ABC 7 Chicago broadcast the results of a study saying that kids are using electronics seven hours per day. In this study students who were "wired" for seven hours per day were not improving their grades. A few students had limits on use placed by their parents and their grades went up.
In 2007, NEA Today published an article, Don't Turn 'Em Off, Tune 'Em In! (2007, September). NEA Today, 26(1), 17. Retrieved July 28, 2009, from Research Library. (Document ID: 1360186081). In this article, the magazine encouraged schools to guide students in their use of electronics technology.
In my research, listening to digital audiobooks on iPods and MP3 players can improve academic performance and reading skills for students. What the current study indicates is that students need more structure around their use of the electronic technology available. It can enhance learning--when made a part of a structured approach integrating technology and learning. Without the structure, students "go for the fun" without "going for the learning."
In other research, I have found that learning takes place when we engage actively in learning activities. If the activities we engage in are not tied to learning, the learning potential and value may be lost.
In 2007, NEA Today published an article, Don't Turn 'Em Off, Tune 'Em In! (2007, September). NEA Today, 26(1), 17. Retrieved July 28, 2009, from Research Library. (Document ID: 1360186081). In this article, the magazine encouraged schools to guide students in their use of electronics technology.
In my research, listening to digital audiobooks on iPods and MP3 players can improve academic performance and reading skills for students. What the current study indicates is that students need more structure around their use of the electronic technology available. It can enhance learning--when made a part of a structured approach integrating technology and learning. Without the structure, students "go for the fun" without "going for the learning."
In other research, I have found that learning takes place when we engage actively in learning activities. If the activities we engage in are not tied to learning, the learning potential and value may be lost.
Monday, January 11, 2010
Human Computer Interface and Learning--New Working Paper
Human Computer Interface and Learning
Today I was asked for a publication I have completed on human computer interface (HCI) and learning. In looking at my research to date, I found that I didn't have one on that topic. Most of my education research focused on best practice, curriculum, and assessments. I have done a lot with Web2 and Wikispaces over the past year and just had never had the occasion to document what I had done.
After doing a little research on HCI, I created a new working paper today and have published it on my research page as the last article/working paper. It's pretty short and I may revise it before I send it on to the Education Resources Information Center for publication.
I'm attaching the figure from the working paper here to give you an idea of what the launching page for students looked like last year. You can visit it at http://drmontgomery.wikispaces.com.
(Click on the image below to make it larger.)
Today I was asked for a publication I have completed on human computer interface (HCI) and learning. In looking at my research to date, I found that I didn't have one on that topic. Most of my education research focused on best practice, curriculum, and assessments. I have done a lot with Web2 and Wikispaces over the past year and just had never had the occasion to document what I had done.
After doing a little research on HCI, I created a new working paper today and have published it on my research page as the last article/working paper. It's pretty short and I may revise it before I send it on to the Education Resources Information Center for publication.
I'm attaching the figure from the working paper here to give you an idea of what the launching page for students looked like last year. You can visit it at http://drmontgomery.wikispaces.com.
(Click on the image below to make it larger.)
Tuesday, December 29, 2009
(Reading) Resources for Parents
In a conversation with a parent today in the therapy pool at the Delnor Wellness Center, we spoke about ways to provide enriching experiences for her two children in terms of reading and building skills useful both in school and beyond. I have written about many of these ideas in earlier posts to this blog and wanted to revisit the topic--and to provide some new posts.
A very good way for students to build reading and writing skills is to listen to unabridged audiobooks of interest to them and to read along with an unabridged companion (printed) book. The best source of these books is the local public library--in my area the St. Charles Public Library probably has the best collection. If you do not have access to a public library (which I heartily encourage for everyone), you can go online to the World Public Library and access many downloadable digital books (for visual reading) and digital audio books. An individual annual membership to the World Public Library is only $8.95 per year.
Downloadable books can be saved on iPods and MP3 players. This gives the students access to books where they keep their music and gives them that much more opportunity to read or to listen to the books.
Amazon has the Kindle digital book reader
Kindle Wireless Reading Device (6" Display, U.S. Wireless)--that also supports audio. Sony has a book reader and a European company makes a third reader (at, perhaps, a more affordable price). While downloaded books can be read on computers--I read several textbooks that way while taking online courses from the University of Phoenix--portable book readers seem to be a much preferred way to go for digital books. (You may want to explore "tablet PCs"--including a new one that may be coming out from Apple soon--to see if that will give you the most value from your investment.) Follow this link for a review of the book readers.
I have been working with an extension of the audiobook and companion book concept to review my Spanish language skills. I listen to an unabridged audiobook in English while reading its unabridged companion book in Spanish, then I listen to the unabridged audiobook in Spanish after I have read the companion book. A modification that would also work is to do what I just said, then listen to the unabridged audiobook in Spanish and read the unabridged companion book in Spanish again. This would reinforce Spanish pronunciation of the words in the book.
To improve writing skills, adults and children need to read more. Research indicates that the best writers were first very good readers. (Visit the "Using Audiobooks" link on the page.). An easy and mostly painless way to start is to find a series of books by a favorite author. (For example, the Harry Potter series by J.K. Rowling. Visit http://drm-booklists.wikispaces.com/ and look at the tabs on the left for some suggestions.) Once the adults or children have listened to and read a few of the books in the series, they should be encouraged to create a sequel or another story using the same characters and language of their favorite author of the series. This way they have good role models for their writing and a good way to measure the quality of their writing against the work of they author they were inspired by.
These approaches can improve reading and comprehension by both children and adults and are especially valuable for second language learners. By involving multiple senses, these approaches can also help people overcome minor learning challenges that impact how they read or listen.
For those who are physically or visually challenged, the Library of Congress offers the National Library Service free for those who qualify. Qualification is a matter of certification by a doctor and then patrons receive free digital audiobooks and braile books in the mail. Visit my blog post about BARD for more details.
If you would like to see a presentation about using audiobooks to improve reading and academic performance, please follow this link to my website. (Go to the 2009 Presentation on "Using Audiobooks," then click on the link you want to use.)
If you are interested in working with me to help your children (or adults) to learn to read more, please visit my website contact page at http://www.joelmonty.net/contact/contact.htm.
A very good way for students to build reading and writing skills is to listen to unabridged audiobooks of interest to them and to read along with an unabridged companion (printed) book. The best source of these books is the local public library--in my area the St. Charles Public Library probably has the best collection. If you do not have access to a public library (which I heartily encourage for everyone), you can go online to the World Public Library and access many downloadable digital books (for visual reading) and digital audio books. An individual annual membership to the World Public Library is only $8.95 per year.
Downloadable books can be saved on iPods and MP3 players. This gives the students access to books where they keep their music and gives them that much more opportunity to read or to listen to the books.
Amazon has the Kindle digital book reader
Kindle Wireless Reading Device (6" Display, U.S. Wireless)--that also supports audio. Sony has a book reader and a European company makes a third reader (at, perhaps, a more affordable price). While downloaded books can be read on computers--I read several textbooks that way while taking online courses from the University of Phoenix--portable book readers seem to be a much preferred way to go for digital books. (You may want to explore "tablet PCs"--including a new one that may be coming out from Apple soon--to see if that will give you the most value from your investment.) Follow this link for a review of the book readers.I have been working with an extension of the audiobook and companion book concept to review my Spanish language skills. I listen to an unabridged audiobook in English while reading its unabridged companion book in Spanish, then I listen to the unabridged audiobook in Spanish after I have read the companion book. A modification that would also work is to do what I just said, then listen to the unabridged audiobook in Spanish and read the unabridged companion book in Spanish again. This would reinforce Spanish pronunciation of the words in the book.
To improve writing skills, adults and children need to read more. Research indicates that the best writers were first very good readers. (Visit the "Using Audiobooks" link on the page.). An easy and mostly painless way to start is to find a series of books by a favorite author. (For example, the Harry Potter series by J.K. Rowling. Visit http://drm-booklists.wikispaces.com/ and look at the tabs on the left for some suggestions.) Once the adults or children have listened to and read a few of the books in the series, they should be encouraged to create a sequel or another story using the same characters and language of their favorite author of the series. This way they have good role models for their writing and a good way to measure the quality of their writing against the work of they author they were inspired by.
These approaches can improve reading and comprehension by both children and adults and are especially valuable for second language learners. By involving multiple senses, these approaches can also help people overcome minor learning challenges that impact how they read or listen.
For those who are physically or visually challenged, the Library of Congress offers the National Library Service free for those who qualify. Qualification is a matter of certification by a doctor and then patrons receive free digital audiobooks and braile books in the mail. Visit my blog post about BARD for more details.
If you would like to see a presentation about using audiobooks to improve reading and academic performance, please follow this link to my website. (Go to the 2009 Presentation on "Using Audiobooks," then click on the link you want to use.)
If you are interested in working with me to help your children (or adults) to learn to read more, please visit my website contact page at http://www.joelmonty.net/contact/contact.htm.
Saturday, December 5, 2009
Exploring Noetic Sciences and Thought System Research
In the research for my dissertation (published in 1992) I reviewed a body of research on the thought system (see slide 3). The Institute of Noetic Sciences is exploring avenues of research I have been working with my entire life. It is amazing to me that much of what I have been exploring for so long is starting to come together quickly and that a work of fiction has pointed me toward other researchers engaged in similar pursuits.
The concept of developing patterns or habits of thought has been explored throughout time. We have more precise instruments to measure what people have "known" for years. As we re-think in the same patterns we actually cut pathways into our brains. When injury, an illness, or age interferes with brain function, we may lose access to that information. In families, we can lose the continuity of family history if we have not recorded (in audio or written form) the memory of the oldest members of our families. To some extent this is also true in terms of losing some of the memory of our times--if the books fade or are lost, if digital media becomes unstable or is destroyed, we are at risk of losing much of what we "know" as a species.
Our thought systems act as guides for our behavior and our future, as well as keeping a record of what we program into our bodies and behaviors. Noetic sciences--learning more about how this works--can lead us to creating more opportunities for upliftment and healing for everyone. That is something we can really appreciate as our population begins to enjoy an expanded lifespan.
The concept of developing patterns or habits of thought has been explored throughout time. We have more precise instruments to measure what people have "known" for years. As we re-think in the same patterns we actually cut pathways into our brains. When injury, an illness, or age interferes with brain function, we may lose access to that information. In families, we can lose the continuity of family history if we have not recorded (in audio or written form) the memory of the oldest members of our families. To some extent this is also true in terms of losing some of the memory of our times--if the books fade or are lost, if digital media becomes unstable or is destroyed, we are at risk of losing much of what we "know" as a species.
Our thought systems act as guides for our behavior and our future, as well as keeping a record of what we program into our bodies and behaviors. Noetic sciences--learning more about how this works--can lead us to creating more opportunities for upliftment and healing for everyone. That is something we can really appreciate as our population begins to enjoy an expanded lifespan.
Monday, November 2, 2009
Making Connections between Schools, Parents, and Students
Teachers are often challenged to make connections between schools, parents, and students. Many times parents regard their children and school work as unrelated to the "real world" of their day-to-day lives. The Library of Congress of the United States of America has suggested that students capture oral histories of their families.
Last year I had two projects that I introduced at the middle school (seventh and eighth grade) level that could be adapted up and down and is relevant to adults as well. These two projects were a Family Migration History project and a Footprints Project. You can find out more about these projects on my digital portfolio for education on YouTube. (Follow this link for the same video on Teacher Tube.) You can find the details for the projects on these websites: http://drmontgomery.wikispaces.com/ and http://drm-ms-resources.wikispaces.com/.
In the Family Migration Story we used the National Geographic Human Genome Project as our starting place for everyone's stories, then picked up personal family stories as far back as the parents could remember, talking about family members and reasons for moving from one place to another across the globe. Using a collaborative writing technique guided by the teacher students in each class created a series of questions which they translated from English to their native language. They asked their parents the questions and recorded the answers. They also gathered family pictures, souvenirs, and other family treasures to support their stories. (These are called primary source documents in historical research circles.) We made digital copies of these treasures and returned them immediately to their parents. Our goal was to have the students write a script from their answers and to digitally record their Family Migration Stories--accompanied by the digital photographs of their family treasures. Ideally they would make the recording in both English and in their native language. Our goal was to record their scripts onto DVDs which the parents could then play at home. Due to technological difficulties the audio in our recordings didn't work last year, though the rest of the project went well.
The Footprints project takes the end of the Family Migration Story and talks about what someone has done with their lives. Middle school students can talk about what they want to do with their lives and what kind of footprint they want to leave on the planet. Parents and teachers can talk about footprint stories from the point of view of what they have done with their lives and of the footprint they are leaving on the planet.
These are very engaging projects and are good for the beginning of a school year, though they could be a focus point for anytime during the year. Parents could come to the school to view multiple Family Migration Stories as part of a celebration of learning.
The key to integrating parents into the school life and the life of the students is to make the connections with the real world. Parents and students studying language together can be a help as well as parents becoming involved as subject matter experts about their own families.
Last year I had two projects that I introduced at the middle school (seventh and eighth grade) level that could be adapted up and down and is relevant to adults as well. These two projects were a Family Migration History project and a Footprints Project. You can find out more about these projects on my digital portfolio for education on YouTube. (Follow this link for the same video on Teacher Tube.) You can find the details for the projects on these websites: http://drmontgomery.wikispaces.com/ and http://drm-ms-resources.wikispaces.com/.
In the Family Migration Story we used the National Geographic Human Genome Project as our starting place for everyone's stories, then picked up personal family stories as far back as the parents could remember, talking about family members and reasons for moving from one place to another across the globe. Using a collaborative writing technique guided by the teacher students in each class created a series of questions which they translated from English to their native language. They asked their parents the questions and recorded the answers. They also gathered family pictures, souvenirs, and other family treasures to support their stories. (These are called primary source documents in historical research circles.) We made digital copies of these treasures and returned them immediately to their parents. Our goal was to have the students write a script from their answers and to digitally record their Family Migration Stories--accompanied by the digital photographs of their family treasures. Ideally they would make the recording in both English and in their native language. Our goal was to record their scripts onto DVDs which the parents could then play at home. Due to technological difficulties the audio in our recordings didn't work last year, though the rest of the project went well.
The Footprints project takes the end of the Family Migration Story and talks about what someone has done with their lives. Middle school students can talk about what they want to do with their lives and what kind of footprint they want to leave on the planet. Parents and teachers can talk about footprint stories from the point of view of what they have done with their lives and of the footprint they are leaving on the planet.
These are very engaging projects and are good for the beginning of a school year, though they could be a focus point for anytime during the year. Parents could come to the school to view multiple Family Migration Stories as part of a celebration of learning.
The key to integrating parents into the school life and the life of the students is to make the connections with the real world. Parents and students studying language together can be a help as well as parents becoming involved as subject matter experts about their own families.
Tuesday, August 11, 2009
iPods and MP3 players for Education
This post came as part of a LinkedIn dialog in the "Faculty Room" group. Go to the link to view the group and all of the dialogs.
"iPods as Reading Tools" by Linda Bomar, L. (2006, May-June). iPods as reading tools. Principal, NAESP.org, pp. 52-53
Don't Turn 'Em Off, Tune 'Em In! (2007, September). NEA Today, 26(1), 17. Retrieved July 28, 2009, from Research Library. (Document ID: 1360186081).
I work with technology with both adults and school children. A literacy coach worked with the school district I was in last year and actually got the students to use text messages to improve their writing skills--and to get them totally hooked into his class.
Students love to explore the technology and, at various ages, many love to find porn or anything off-task--true in school and at work. Let's look at a "begin with the end in mind" perspective. If students don't learn to use technology appropriately in school, what do you think they'll do on the job after they finish school?
In the schools I worked in most recently, we did not have enough computers for all students. I had a variety of tasks for students to do on computers (see http://drm-ms-resources.wikispaces.com/). The school had firewalls and monitoring programs so that, for the most part, students had access to what they needed to work on.
While iPods and MP3 players were not used in school, I had students who read at a 3rd grade level able to quote the lyrics of some favorite songs. At the end of the year I was working with eAudiobooks--downloadable books that they could have on their iPods or MP3 players next to their music. The next task is to get them to listen to the books.
Technology is a part of our lives--whether or not we actually own the technology. MP3 players are becoming more and more widespread at lower and lower cost. When we can use the technology as a learning tool, it becomes much more powerful--and even becomes perceived by students as more relevant to their lives.
We do need to educate students and parents about how to be "safe" using technology. (See my "Learning Passport" wiki site--a link on the site I referred to earlier.)
Some observers report that our students have dwindling attendion spans. Our key as educators is to create engaging activities that students want to focus their attention on--and then make the engagement something they value and want to continue. Technology can help--if educators take the time to find out how to use it as a support tool rather than a distraction.
"iPods as Reading Tools" by Linda Bomar, L. (2006, May-June). iPods as reading tools. Principal, NAESP.org, pp. 52-53
Don't Turn 'Em Off, Tune 'Em In! (2007, September). NEA Today, 26(1), 17. Retrieved July 28, 2009, from Research Library. (Document ID: 1360186081).
I work with technology with both adults and school children. A literacy coach worked with the school district I was in last year and actually got the students to use text messages to improve their writing skills--and to get them totally hooked into his class.
Students love to explore the technology and, at various ages, many love to find porn or anything off-task--true in school and at work. Let's look at a "begin with the end in mind" perspective. If students don't learn to use technology appropriately in school, what do you think they'll do on the job after they finish school?
In the schools I worked in most recently, we did not have enough computers for all students. I had a variety of tasks for students to do on computers (see http://drm-ms-resources.wikispaces.com/). The school had firewalls and monitoring programs so that, for the most part, students had access to what they needed to work on.
While iPods and MP3 players were not used in school, I had students who read at a 3rd grade level able to quote the lyrics of some favorite songs. At the end of the year I was working with eAudiobooks--downloadable books that they could have on their iPods or MP3 players next to their music. The next task is to get them to listen to the books.
Technology is a part of our lives--whether or not we actually own the technology. MP3 players are becoming more and more widespread at lower and lower cost. When we can use the technology as a learning tool, it becomes much more powerful--and even becomes perceived by students as more relevant to their lives.
We do need to educate students and parents about how to be "safe" using technology. (See my "Learning Passport" wiki site--a link on the site I referred to earlier.)
Some observers report that our students have dwindling attendion spans. Our key as educators is to create engaging activities that students want to focus their attention on--and then make the engagement something they value and want to continue. Technology can help--if educators take the time to find out how to use it as a support tool rather than a distraction.
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