Participant Workbook · © 2009 All Kinds of Minds TEACHING ALL KINDS OF MINDS Participant...

© 2009 All Kinds of Minds TEACH ING ALL K INDS OF M INDS

Participant Workbook:

Table of Contents:

DAY ONE ........................................................................................................................1-19

INTRODUCTION TO THE BELIEFS AND SCIENCE OF LEARNING ............................... 1

Construct Overview ........................................................................................7-10

Neurodevelopmental Profiles – A Personal Perspective........................................ 11

UNDERSTANDING IDEAS: LISTENING ...................................................................... 12

Day 1: Personal Insights and Next Steps ............................................................. 19

DAY TWO .....................................................................................................................20-72

PRACTICES IN EDUCATION ...................................................................................... 20

Practices in Education: Personal Insights and Next Steps ..................................... 25

UNDERSTANDING IDEAS: READING ........................................................................ 26

Understanding Ideas: Reading: Personal Insights and Next Steps ........................ 43

PRODUCING AND COMMUNICATING IDEAS: WRITING ......................................... 44

Student Writing Portfolios.............................................................................53-70

Lower grades ................................................................................... 53

Middle grades .................................................................................. 59

Upper grades ................................................................................... 65

Day 2: Personal Insights and Next Steps ............................................................. 72

DAY THREE.................................................................................................................73-115

PRODUCING AND COMMUNICATING IDEAS: ORAL .............................................. 73

Producing and Communicating Ideas: Oral: Personal Insights and Next Steps ..... 93

SELECT YOUR OWN ................................................................................................. 94

Select Your Own: Personal Insights and Next Steps .......................................... 112

PUTTING IT INTO PRACTICE................................................................................... 113

EXTRA NOTES PAGES ..............................................................................................116-122


Teaching All Kinds of Minds April 2009

Copyright 2009 ALL KINDS OF MINDS

All rights reserved. No part of these materials may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic,

mechanical, photocopying, microfilming, recording, or otherwise, without written permission from All Kinds of Minds.

All Kinds of Minds® and Schools Attuned

® are registered marks of All Kinds of Minds.

www.allkindsofminds.org

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INTRODUCTION TO THE BEL IEFS AND SCIENCE OF LEARNING


The Power and Possibilities PART 1 - INSTRUCTIONS: Individually, review the list of possibilities suggested in the multimedia presentation and printed below. Check one with which you agree or feel free to write in your own possibilities. Then, consider why this is a possibility for you. Did something happen to you personally that causes you to hold this possibility? Have you witnessed something in someone else’s life? How have you been responsible for making this possibility a reality for a student? Use the space below to make a few notes to yourself in preparation for your introduction.

• The possibility that all kids can learn, perform, and excel • The possibility that students want to succeed and are looking to you for the tools • The possibility that when we stop fixing problems and redouble our efforts to find

and leverage what’s right, students flourish • • • •

My possibility story: PART 2 - INSTRUCTIONS: Take turns sharing your chosen possibilities and possibility stories. Keep track of the possibilities held by your group in preparation for presenting 1 or 2 common possibilities with the large group.



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WHERE WE’RE HEADING What You’ll Learn After actively participating in this learning experience, you will be able to:

• Identify the major neurodevelopmental factors that affect academic themes

relevant to your teaching responsibilities

• Adapt your instructional approach based upon: o your own neurodevelopmental profile o neurodevelopmental demands of the task o strengths and weaknesses of students

• Communicate about neurodevelopmental strengths and weaknesses with students in understandable and respectful terms

• Apply strategies that leverage students’ neurodevelopmental strengths and interests and minimize and/or strengthen their weaknesses

• Use a common neurodevelopmental language that enhances collaboration with colleagues and students

Our Agenda at a Glance Day One

• Getting Started • Introduction to the Science of Learning • Understanding Ideas: Listening • Personal Insights, Next Steps and Session Close

Day Two

• Review of Wins • Practices in Education • Understanding Ideas: Reading • Producing and Communicating Ideas: Writing • Summary and Session Close

Day Three

• Interactive Review • Producing and Communicating Ideas: Oral • Select Your Own • Pulling it All Together

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Student Stories: Beliefs about Teaching All Kinds of Minds INSTRUCTIONS: Discuss each story below and determine what has gone wrong and how the situations have digressed to these less-than-positive points. Use the space provided to make notes and prepare to share your analysis with the large group. Rory’s quote: “I felt like an idiot. I just stood there and everyone knew I didn’t have the answer within the first 3 seconds. It felt like the whole class period. I couldn’t even come up with a wisecrack to ease the tension. I never want to go back to that class again.” A little background: The teacher has sensed that Rory just isn’t doing his assigned reading. She’s tried reading quizzes and while they gave many of the students kick starts, not Rory. So she finally decided that she’d try something new: asking a ‘question of the day’ about the previous night’s reading. And, who better to start with than Rory? Notes:



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Alana’s quote: “I’m no good at spelling. Mom knows it. My teacher knows it. I know it. And who cares? Everybody uses computers and ‘spell check’. But every Friday morning we have a stupid spelling test. And since my pencil doesn’t have spell check, I get lots of red checks.” A little background: The teacher has met with Alana and her parents on this issue. Alana’s father reports having struggled with spelling all of his life. While the teacher privately acknowledges that Alana has some terrific and creative thoughts, she also knows that her teacher next year will not tolerate such ‘creative’ spelling. As a result, the teacher is holding Alana’s feet to the fire and focusing on the words and patterns that are particularly problematic. If Alana can’t express herself clearly, her ideas will never see the light of day. Notes:

Tyrone’s quote: “What am I? A statue in the corner? They have these meetings to talk about me. Sometimes I’m not even invited. But when I am, they talk like I’m not even there. It’s like, ‘helloooooo, I’m right here in front of you!’ A little background: Tyrone has learning challenges that presented themselves as soon as he arrived at school. He’s been labeled with ADHD and an expressive language disorder as well as a range of fine motor issues. A team of specialists meets on a weekly basis to provide the support that’s needed to keep him in a regular classroom. A lot of people are applying their professional expertise to this difficult situation. The range of issues is so complex that the Student Support Team members believe that neither Tyrone nor his mother can truly understand them. Notes:

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Beliefs about Teaching All Kinds of Minds Every day teachers are confronted with the challenge of meeting the needs of ‘all kinds of minds.’ These five beliefs are guidelines about how children – and everyone – should be treated if they are to optimize learning and achieve their greatest promise. Inspire optimism in the face of learning challenges. All students need to gaze ahead with excitement and a positive outlook. All students deserve a hopeful vision of the future. The adult world accommodates, needs, and values all kinds of minds to fill all kinds of roles. Therefore, every child should be helped to see his or her special possibilities for a life that can be fulfilling and gratifying. The cultivation of childhood optimism and excitement about the future is both healthy and realistic. Discover and treasure unique learning profiles. Every person has a set of strengths and weaknesses that make up a learning profile. A student’s profile might serve him or her well at some ages and under certain circumstances, but not as well at other times or places. Teachers have daily access to information that acts as a window on learning and development. Seeking to understand and appreciate the differences that students bring to the classroom honors the individual and guides effective instructional decision-making. Eliminate humiliation, blaming and labeling of students. Students’ strengths and weaknesses vary widely. No one can be good at everything. Many students possess highly specialized minds and deserve to be recognized for their abilities rather than being declared defective for their shortcomings. We have to go beyond labels, which are too often simplistic, defeatist, and unhelpful for educational planning. Labels can also be self-fulfilling prophecies. The more specific we are in our descriptions of a student’s profile, the more effective we can be in helping him/her find success. Label behaviors rather than students. Leverage strengths and affinities. In the long run, strengths matter much more than weaknesses, so helping kids get better at what they are good at makes a lot of sense. Similarly, affinities, or passionate interests, can be used to motivate students and to make material more engaging. For example, reading



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about something that stirs excitement can enhance reading skills. Strengths and affinities form the foundation for life-long success. Empower students to find success. All students benefit from more deeply understanding their strengths and weaknesses, from having a picture of how their minds work, and from crafting plans for optimizing learning and performance. Strengths, weaknesses, and affinities should be illuminated for students. When teachers remove the mystery from learning, students are able to talk about and name the challenges they are working on. By learning about their learning, students develop the tools to contribute to their own success.

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Construct Overview

ATTENTION

HIGHER ORDER COGNITION



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LANGUAGE

MEMORY

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NEUROMOTOR FUNCTION

SOCIAL COGNITION



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SPATIAL ORDERING

TEMPORAL- SEQUENTIAL ORDERING

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Neurodevelopmental Profiles – A Personal Perspective Based upon the card-based assessment and your understanding of the constructs, what are some of your neurodevelopmental strengths? What are some of your neurodevelopmental weaknesses? How do your strengths and challenges influence your teaching styles and the instructional choices you make? What might that mean for students who share your strengths? What might that mean for students who do not share your strengths?

When you have completed answering these questions, place the three adhesive dots supplied by your facilitator on the chart beside the three neurodevelopmental constructs that might be your greatest strengths.


UNDERSTANDING IDEAS: L ISTENING

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WHERE WE’RE HEADING What You’ll Learn After actively participating in this module you will be able to:

• Identify how student responses to the demands of listening can be

misinterpreted

• Analyze the neurodevelopmental demands of listening-based tasks and activities in your classroom and the impact they can have on student performance

• Modify your instructional approach to ease the neurodevelopmental demands you have identified

• Evaluate the impact of the modifications you have selected

Our Agenda

• Module Introduction: Escalating Expectations

• Listening to Information

• Listening to Instructions

• Activity Analysis

• Debrief of Activity Analysis

• Summary and Module Close

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Listening to Information: Notes Page



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Listening to Instructions: Notes Page

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Next Day Application Activity Analysis: Listening

What do I want students to do?

What do I see happening? What are the neurodevelopmental challenges?

What can I change to support learning?

What will a “win” look like?

EXAMPLES

o Follow oral directions for an experiment

o Steps left out of experiment

o Active Working Memory

o Write directions on whiteboard

o Students can set up the experiment as intended and focus on the results

o Understand the role of public speaking in furthering the Civil Rights Movement by listening to recordings of speeches

o Students are unable to follow the narrative arc of a long speech

o Language: Receptive o Provide students with a written transcript of the speech while they listen

o Students are able to focus on the power of the speech because they will understand the words

Attention Mental Energy

Controls Processing Controls

Higher Order Cognition Conceptualization

Language-Receptive Language

Memory-Active Working Temporal-Sequential

Ordering


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Next Day Application Activity Analysis: ___________________________________________






Controls Processing Controls Production Controls

Higher Order Cognition Conceptualization Creative Thinking Applied Reasoning

Language Receptive Language Expressive Language

Memory Active Working

Memory Long-Term Memory

Consolidation Long-Term Memory

Access Neuromotor Functions

Fine Motor Function Graphomotor

Function Social Cognition Spatial Ordering Temporal-Sequential

Ordering

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Management by Profile Either intuitively or intentionally, effective educators follow a four-part process that leads to greater levels of satisfaction and success.

OBSERVATION

• What do I know about the requirements of the listening task?

• What have I observed about the students engaged in the listening task? ANALYSIS

• What do I know about the neurodevelopmental demands of the listening task?


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• What do the observations tell me about the neurodevelopmental strengths and weaknesses of the students?

MANAGEMENT

• What strategies can support the students in my class?

• How can I help the students better understand themselves as learners? MEASUREMENT

• What changed after the strategy was implemented?

• What did I learn about my instructional decision?

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Day 1: Personal Insights and Next Steps What are the most pressing challenges you face (based upon the charts of ideas created this morning and others that have occurred to you since)? What have you learned about yourself today? How has your thinking about listening changed? Which of the Management by Profile steps come most naturally to you? Which of the Management by Profile steps are less natural? What are the implications of these insights for you as an educator? What steps will you take when you return to your classroom? Action Step With Whom By When


PRACTICES IN EDUCATION

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• Explain a rubric for applying neurodevelopmental constructs to support student

learning on a day-to-day basis

• Describe neurodevelopmental strengths and weaknesses in observation-based terms

• Engage in productive neurodevelopmental conversations with students

Our Agenda

• Management by Profile

• Exploring Observable Phenomena

• The Value of Demystification

• Personal Insights and Next Steps

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On the Receiving End Your facilitator will be reading a series of statements. Use this page to journal your thoughts and reactions.



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Turning Labels into Observable Phenomena Observable phenomena emerge everyday- both in the classroom and at home. They are seen, heard, or directly experienced and are described in specific, label free terms-free from opinion or speculation. Observable phenomena are evidence that a neurodevelopmental strength or weakness may exist. Identify a student that you have known, or work with now who has demonstrated evidence of a neurodevelopmental weakness. Jot down a label that has been used to describe that student. Work with a partner to transform the label into observable phenomena. Label (e.g., careless):

Observable phenomena (e.g., misses little details, doesn’t catch mistakes):

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What’s Demystification? Demystification occurs in a series of conversations with students that remove the mystery surrounding learning challenges so that students can begin to understand, appreciate and manage the way their mind works best. What a teacher said… I think demystification is one of the missing links in education. We teach, hand out report cards, talk to parents but often kids don’t know what kind of learner they are. In demystification we tell children their strengths and we talk about some areas of weakness. Then we share with them ways to use their strengths to help them be a better student. It’s a way to help students help themselves. -5th grade teacher



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Straight Talk about Demystification

We want to help

students to know

more about how their

minds work so they

can play an active role

in creating their own

success.

We need all kinds of

minds in the world.

Different students

have different kinds of

minds, different ways

of learning, behaving

and making friends.

There is no one right

or wrong way to learn

something…only what

works best for each

student.

It’s important for

students to know how

their own minds work

best.

No two minds are the

same.

Scientists have been

finding out a great

deal about the way

students’ minds work.

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Practices in Education: Personal Insights and Next Steps What are the key insights you’ve gained from our discussion of observable phenomena? Demystification? What are the implications of these insights for you as an educator? What steps will you take when you return to your classroom? Action Step With Whom By When


UNDERSTANDING IDEAS: READING

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• Identify ways in which student reading performance is affected by neurodevelopmental strengths and weaknesses

• Explain how student responses to the demands of reading comprehension can be misinterpreted

• Describe how reading comprehension is affected by the type of reading structure and subject

• Identify the major neurodevelopmental demands of your own reading instructional strategies

• Adapt your approach to leverage students’ reading comprehension strengths and minimize students’ reading comprehension weaknesses

• Plan to evaluate the effectiveness of instructional adaptations on student reading comprehension success

Our Agenda

• Rachel Can’t Read

• The Demands of Reading: Unraveling the Mystery and Misconceptions

• Construct Reveal

• Enhancing Reading Success

• Demystification: Conversations that Lead to Success

• Summary and Module Close

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Rachel Can’t Read

English teacher:

“I don’t know what else to do with Rachel. She never turns in the literature reading

questions. Structured assignments rarely resemble what’s expected. She acts pretty

spaced out and confused when we do the simplest of things – like reading or

beginning a group discussion. I have to admit that although she would never

volunteer to start one of our round-tables, once she gets warmed up, she adds a lot

to the conversation. I think she’s one of those kids who’s got a lot of other

activities going, doesn’t do her homework, but is bright enough to slide by in most

classes.”

Friend:

“Everybody loves Rachel because she’s so nice. I don’t know why the teachers are

so hard on her. It makes her really nervous. Especially on tests. And they’re always

accusing her of not doing her homework. That’s not true. She studies harder than

anyone I know…including me.”

Public speaking teacher:

“I wish I had thirty students like Rachel in all of my speech classes. She’s brilliant

and incredibly persuasive, organized and consistently prepared for class. She’s got a

great vocabulary and can talk about almost any topic. She’s clearly going places.”

Parent:

“I don’t understand what’s going on with Rachel. She went from being a happy,

go-lucky 5th grader to being an emotional wreck. She lugs home a ton of books

every night, has a quick snack and closes herself up in her room, coming out only

for dinner. I don’t know what she’s doing up there…but it doesn’t appear to be

paying off in her grades or test scores. Last night she was in tears because she got

a D on a book report that she had worked on for three days straight. We’ve

noticed that Rachel works off of broad feeling and images. I can give you the

minute-by-minute itinerary of last summer’s vacation. She doesn’t remember any of

the specifics but can still describe the ocean so vividly. I guess she’s always been

light on the details.”



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Volleyball coach:

“Rachel is a real asset to the team. Terrific leader and one heck of an athlete. I can

show her something once and she’s got it forever. To the point where she can then

teach it to the other girls. I’m glad we’ll have her for three years.”

Math teacher:

“I have to admit that I’m puzzled. Rachel is very intuitive when it comes to math.

She gets the concepts hands-down. But when it comes to application – particularly

word problems – it all goes to pot. I’ve worked with her individually. She can read

– that’s not the problem. But, when it comes to knowing how to solve the

problem, she seems lost.”

Rachel:

“I can’t stand this anymore! There’s too much work. Too much reading. And I just

can’t get it all in my head. By the time I get to the end of a paragraph, I can’t

remember how it started. And I’m really NOT daydreaming. Teachers keep

accusing me of not doing my reading. I am…it’s just that I’m not as smart as

everyone else , I guess. Other people have no problem. They get it and make

brilliant points in class. Me? I can just tag on with a few additional thoughts. Why

do I even try?”

Notes:

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Sample Reading Passages READING PASSAGE 1 – Lower grades: Narrative The Tale of Peter Rabbit by Beatrix Potter Once upon a time there were four little Rabbits, and their names were --

Flopsy, Mopsy, Cottontail, and Peter.

They lived with their Mother in a sand-bank, underneath the root of a very big fir-tree.

'Now my dears,' said old Mrs. Rabbit one morning, 'you may go into the fields or down the lane, but don't go into Mr. McGregor's garden: your Father had an accident there; he was put in a pie by Mrs. McGregor.'



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READING PASSAGE 2 – Middle grades: Narrative The Wonderful Wizard of Oz, by L. Frank Baum Chapter 1: The Cyclone Dorothy lived in the midst of the great Kansas prairies, with Uncle Henry, who was a farmer, and Aunt Em, who was the farmer's wife. Their house was small, for the lumber to build it had to be carried by wagon many miles. There were four walls, a floor and a roof, which made one room; and this room contained a rusty looking cookstove, a cupboard for the dishes, a table, three or four chairs, and the beds. Uncle Henry and Aunt Em had a big bed in one corner, and Dorothy a little bed in another corner. There was no garret at all, and no cellar--except a small hole dug in the ground, called a cyclone cellar, where the family could go in case one of those great whirlwinds arose, mighty enough to crush any building in its path. It was reached by a trap door in the middle of the floor, from which a ladder led down into the small, dark hole.

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READING PASSAGE 3 – Upper grades: Narrative The Age of Innocence, by Edith Wharton Chapter III Mrs. Julius Beaufort, on the night of her annual ball, never failed to appear at the Opera; indeed, she always gave her ball on an Opera night in order to emphasise her complete superiority to household cares, and her possession of a staff of servants competent to organise every detail of the entertainment in her absence. The Beauforts' house was one of the few in New York that possessed a ball-room (it antedated even Mrs. Manson Mingott's and the Headly Chiverses'); and at a time when it was beginning to be thought "provincial" to put a "crash" over the drawing-room floor and move the furniture upstairs, the possession of a ball-room that was used for no other purpose, and left for three-hundred-and-sixty-four days of the year to shuttered darkness, with its gilt chairs stacked in a corner and its chandelier in a bag; this undoubted superiority was felt to compensate for whatever was regrettable in the Beaufort past. Mrs. Archer, who was fond of coining her social philosophy into axioms, had once said: "We all have our pet common people--" and though the phrase was a daring one, its truth was secretly admitted in many an exclusive bosom. But the Beauforts were not exactly common; some people said they were even worse. Mrs. Beaufort belonged indeed to one of America's most honoured families; she had been the lovely Regina Dallas (of the South Carolina branch), a penniless beauty introduced to New York society by her cousin, the imprudent Medora Manson, who was always doing the wrong thing from the right motive. When one was related to the Mansons and the Rushworths one had a "droit de cite" (as Mr. Sillerton Jackson, who had frequented the Tuileries, called it) in New York society; but did one not forfeit it in marrying Julius Beaufort?



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READING PASSAGE 4 – Middle/ Upper grades: Expository Reform

The United States enjoys a vast history of reform. In fact, reform is a component that is critical to the continued success of democracy. As different groups within the U.S. have struggled for their rights; to end business and political corruption; or to promote higher standards of safety; the United States has changed dramatically to meet these changing needs.

Reform occurs through a variety of different methods in the United States. Individual states may pass laws, the Federal government may pass national laws, amendments may be added to the Constitution, and the Supreme Court may interpret the Constitution differently over time.

Adding amendments to the Constitution has provided one avenue for reform:

Major Reform Amendments

13th (1865) Freed the slaves.

14th (1868) Defined citizenship and guaranteed equal protection.

15th (1870) Provided universal male suffrage (voting).

16th (1913) Granted Congress the power to tax income.

17th (1913) Provided for the direct election of U.S. Senators.

18th (1919) Prohibited making, selling, or transporting alcohol.

19th (1920) Provided female suffrage (voting).

24th (1964) Bans poll tax as a requirement for voting.

26th (1971) Set minimum voting age at 18.

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The Supreme Court has also provided reform through the use of judicial review:

Reform-Minded Supreme Court Cases

Munn v. Illinois (1876)

Upheld Granger state laws regulating railroad commerce.

Brown v. Board (1954)

Found that segregation of black children in the public school system was a violation of the equal protection clause of the Fourteenth Amendment.

Mapp v. Ohio (1961)

Upheld the Fourth Amendment guarantee against unreasonable search and seizure.

Baker v. Carr (1962)

Found that unequal legislative apportionment violated the equal protection clause of the Fourteenth Amendment.

Engel v. Vitale (1962)

Found that NYS school prayer violated guarantees of freedom of religion from the First Amendment.

Gideon v. Wainwright (1963)

Required that the accused be provided with an attorney by the government even if they cannot afford one.

Escobedo v. Illinois (1964)

Required that the accused be provided with an opportunity to meet with an attorney.

Miranda v. Arizona (1966)

Required that the accused be informed of their rights and that they understand them before being questioned.

U. of California Regents v. Bakke (1971)

Found that affirmative action was constitutional, but could not be used as the only criteria for college admissions.



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READING PASSAGE 5 – Lower/ Middle grades: Expository Symbols of Slavery

Slave owners kept control over slaves through a variety of means including separation of families, denial of education, through fear and through physical punishment. Slaves were property, bought and sold at the will of the owner. Society supported the slave owners and helped them keep these individuals enslaved. When those who were enslaved decided they could no longer live under such conditions, they relied on the assistance of strangers and a number of symbols, signals and sayings to aid them in their escape, and to help them avoid slave hunters and catchers. There continues to be much scholarly debate on how fugitives made their way to freedom, but there are some strategies that have been validated by historians. In this picture, there are items that represent symbols of slavery, and things that slaves used that helped them to freedom. Can you identify them?

Citation: http://www.safepassageohio.org/safepassage/symbols.asp

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READING PASSAGE 6 – Lower/ Middle grades: Math Mr. Bell’s Class This question refers to pieces N, P. and Q. In Mr. Bell’s classes, the students voted for their favorite shape for a symbol. Here are the results. Class 1 Class 2 Class 3

Shape N 9 14 11

Shape P 1 9 17

Shape Q 22 7 2

Using the information in the chart, Mr. Bell must select one of the shapes to be the symbol. Which one should he select and why? The shape Mr. Bell should select ______________ Explain:

Citation: http://nces.ed.gov/nationsreportcard/itmrls/startsearch.asp



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READING PASSAGE 7 – Middle/ Upper grades: Math Angela’s Greeting Cards

Mon. Tues. Wed. Thurs. Fri. Sat.

Number Sold, n 4 0 5 2 3 6

Profit, p $2.00 $0.00 $2.50 $1.00 $1.50 $3.00

Angela makes and sells special-occasion greeting cards. The table above shows the relationship between the number of cards sold and her profit. Based on the data in the table, which of the following equations shows how the number of cards sold and profit (in dollars) are related?

A) p = 2n B) p = 0.5n C) p = n - 2 D) p = 6 - n E) p = n + 1

Citation: http://nces.ed.gov/nationsreportcard/itmrls/startsearch.asp


UNDERSTANDING IDEAS: READING 37

Next Day Application Activity Analysis: Tyrone





Read and summarize key points of a reading passage or chapter.

Does not complete parts of homework assignments that requires reading and summarization or copies statements from passages verbatim. When expected to do this in class puts head down, yawns or makes comments like, “Do we have to do this now?” Does seem to understand important ideas.











Ordering

Provide guide questions to review before/ during reading assignments. Provide a model for highlighting/ underlining key words/ phrases.

Student can provide accurate concise summary of passages read w/o exhibiting signs of distress



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Next Day Application Activity Analysis - Reading: ___________________________________________















Ordering

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Next Day Application: A Conversation Roadmap- Tyrone Steps Key Questions to Ask Key Points to Cover 1. Explain the purpose of the conversation. Tips and reminders:

• Focus on the student’s success.

• Affirm the student’s uniqueness.

• Explain that you’ll work together as a team.

• Stress that you want and value his/her input.

• Personalize by sharing some of own strengths and weaknesses.

What would make this a good conversation for you? Have you ever thought about how your mind works? Tell me more…

-no two students’ minds are same -need all kinds of minds in adult world -want to help him learn more about how his mind works best so can have most success possible -mention my own difficulty with memory

2. Clarify strengths and affinities. Tips and reminders:

• Begin with a notable, authentic strength.

• Give evidence. • Show enthusiasm for

what the student likes to do.

What are your favorite things to do when you are not in school? Out of all the things that you do each day in school, what are you best at? What are your favorites?

-can count on him to help other students during small group work -telling David not to give up when doing math problems -noticed that you talk about music every chance you get

3. Discuss challenges. Tips and reminders:

• Label the observable phenomena not the student.

• Stick to one or two challenges.

• Listen actively. • Let the student do

most of the talking.

Out of all the things you do each day in school, what gives you the most trouble? What’s hard about our reading assignments? What’s going on for you?

-notice that puts head down, yawns when we read and summarize in class -makes comments ”Do we have to do this now?” -copy the sentences directly from the book -leave that part of the homework blank

4. Discuss strategies. Tips and reminders:

• Explain relevant part(s) of the ND framework in simple,

What do you think we could do to make this a little better for you? What do you do when things

-explain attention using dashboard image -show examples of guide questions to use before and



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age appropriate terms.

• Encourage and applaud the student’s ideas.

• Build on as many of the student’s ideas as possible.

get hard for you? Of the things we’ve talked about, what do you want to try?

during reading -practice how to highlight/underline key words/phrases -discuss taking breaks

5. Summarize and check for understanding. Tips and reminders:

• Summarize orally and/or visually depending on needs of the student.

• Look for cues to do this throughout the conversation.

• Review who will do what and when.

• Agree on how you’ll know if things are working.

• Plan for follow-up

What are you going to do? How can we tell if things are working better for you?

-set up schedule of checkpoints

How might this student respond during this conversation? May get frustrated, be slow to respond or go silent May get antsy and lose focus How might you best handle his/her responses? Pause long enough to let him answer Reassure him frequently Sit side by side rather than across from him Have a few shorter conversations vs. one longer one What beliefs will be particularly important to demonstrate with this student? Inspire optimism in the face of learning challenges. Empower students to find success.

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Next Day Application: A Conversation Roadmap Steps Key Questions to Ask Key Points to Cover 1. Explain the purpose of the conversation. Tips and reminders:





• Personalize by sharing some of your own strengths and weaknesses.











• Explain relevant part(s) of the ND framework in simple, age appropriate terms.



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• Encourage and applaud the student’s ideas.







• Plan for follow-up.

How might this student respond during this conversation? How might you best handle his/her responses? What beliefs will be particularly important to demonstrate with this student?

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Understanding Ideas: Reading: Personal Insights and Next Steps What are the key insights you’ve gained from participating in this module? What are the implications of these insights for you as an educator? What steps will you take when you return to your classroom? Action Step With Whom By When


PRODUCING AND COMMUNICATING IDEAS: WRITING

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• Identify ways in which your students’ abilities and performance are affected by their neurodevelopment strengths and weaknesses relative to writing/media generation

• Explain how student responses to the demands of writing/media generation can be misinterpreted

• Identify the major neurodevelopmental demands of your own instructional strategies

• Describe the unique role that higher order cognition plays in generating ideas

• List the range of media through which students can express the ideas they’ve produced

• Adapt your instruction and work with students to leverage their writing/media generation strengths and minimize their writing/media generation weaknesses

• Collaboratively evaluate the effectiveness of instructional adaptations on student success relative to writing/media

Our Agenda

• Introduction: The Demands and Expectations

• It’s a Breeze

• Construct Search and Reveal

• What’s Up?

• Summary and Session Close

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Johnny’s Gotta Write – Commentary from the Workplace

“One out of five people who apply to jobs with my company get rejected because their writing skills are so bad.”

David Teten, CEO

“Electronic communication calls for high levels of writing skills and the ability to communicate precisely. Writing style must be concise and direct, and assiduous editing is required to achieve this.”

Source: Journal of Employment Counseling

Publication Date: 01-MAR-05 Author: Stevens, Betsy

“One-third of employees at blue-chip companies can't write well, and businesses spend up to $3.1 billion annually on remedial training to improve their workers' writing skills.”

National Commission on Writing, Writing: A Ticket to Work…or a Ticket Out. A Survey of Business Leaders

“The writing styles used with today’s technology are not appropriate for formal business communication. Email, text- and instant messaging have dumbed down many employees’ writing. Missing punctuation and capitalization, smiley faces and verbal short cuts r not ok with customers. And this is not an LOL matter!”

Call center manager

“You don't have people in one place working together anymore, so being able to write concisely and directively for people will become a more valued skill.”

http://www.careerbuilder.com/Article/CB-415-?ArticleID=415&cbRecursionCnt=1&cbsid=3639bcee43be4

1d9b011c644637d81fe-287681602-J1-5



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It’s a Breeze! Activity Introduction

• You’ve read the quotes that express concern about writing ability in the workplace. We’re going to take that a bit further and explore a high school assignment inspired by real world tasks.

• Let’s set the stage. Students were asked to create the first draft of a patent abstract for a brand new kitchen gadget. The abstracts were to include:

o Clear and concise language describing HOW a device works o Precise and accurate description of WHY it works (the underlying science

concepts) o Any safety concerns to address WHEN it works

Instructions:

• Your task is two-fold. • To the best of your ability, determine what the student is trying to express: what

this new product is, what it is supposed to do, and how it works. • Then, make some notes to yourself about what writing issues or weaknesses are

making it difficult for you to understand the message. • Space is provided at the bottom of the page. • You’ll have 3 minutes to complete this task.

What is this new product? What is it designed to do? What makes it hard to understand the message written?

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Patent Application Abstract A As the inventor named below, I hereby declare that I truthfully believe that I am the original, first, and only inventor of the invention entitled: Name of Invention______________________________________ Description Drawing or photograph

Declaration

“I do not know and do not believe that the invention named above was ever known or used in the United States before I invented it. “I do not know and do not believe that the invention was ever patented or described in any publication or other media before I invented it. “I do not know or believe that the invention was in public use or on sale in the United States.”

Name of inventor Signature of inventor



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Patent Application Abstract B As the inventor named below, I hereby declare that I truthfully believe that I am the original, first, and only inventor of the invention entitled: Name of Invention_______Cheese Breezer_______________________________ Description Drawing or photograph The machine is used in home kitchens, as the relatively small size prohibits commercial uses. The machine works by placing up to five blocks of cheese (can’t be too big.), which may be different flavors, into a tunnel-like thing. Other ingredients, like salsa or spices, could be added at the same time. The “shred coils” turn the cheese into mushy stuff when you push a button. After about 2½ minutes, cheese comes out the other end and is ready for eating. For safety, batteries need to be secure. The machine generates a great deal of heat, but this is not a safety concern because heat can’t really do any damage if it comes from the Cheese Breezer.

Drawing on file with patent office due to patent pending on Shred Coils

Declaration



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Patent Application Abstract C As the inventor named below, I hereby declare that I truthfully believe that I am the original, first, and only inventor of the invention entitled: Name of Invention_______Cheese Breezer_______________________________ Description Drawing or photograph Apparatus for use in, or utilized by domestic (versus commercial) kitchens. Mechanism consists of intake orifice, multiple proprietary “shred coils” (patent pending), dairy product sluiceway, power button and exit aperture. Dairy products, up to 5 blocks not to be larger than 16cm by 12cm by 5cm or exceeding 85gm, (blocks may be in shapes other than rectangular and blocks may or may not be of similar or dissimilar types of product) are inserted into the intake orifice. Ingredients other than dairy products may be inserted simultaneously. Depress button for power and place apparatus above receptacle. Products proceed through the dairy sluice way, liquefying by shred coils en route to the exit aperture. Increasing surface area through shredding of product speeds melting process. Transit time is 2 minutes, 23 seconds. May vary by product placed within. Important. Ensure batteries are securely seated in the closed battery holder (see figure 2).WARNING. Apparatus discharges heat energy in the form of convection and conduction.

Drawing on file with patent office due to patent pending on Shred Coils

Declaration





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It’s Your Turn Instructions:

• Complete the assignment with the letter that relates to the patent application you reviewed.

• Use the space at the bottom of the page. • You’ll have 3 minutes.

Assignment A: Design the outside of the box that will hold the Cheese Breezer. Assignment B: Create the jingle or pithy slogan that will be used in all Cheese Breezer advertising. Assignment C: Write the text of print advertising (newspaper, magazine and web) that will help to sell the Cheese Breezer.

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Writing: What’s Involved? Instructions:

• Review the classroom reference guide to familiarize yourself with the neurodevelopmental constructs and functions.

• In the first table note the strong and weak constructs and functions of the author of the patent abstract you reviewed.

• In the second table note the constructs and functions in demand on you as you performed the marketing task you were asked to do.

PATENT ABSTRACT ANALYSIS

MARKETING TASK ANALYSIS

Observable Phenomena What are the related neurodevelopmental constructs or functions?

Application A: • poor legibility • good understanding •

Application B: • well-constructed

sentences • weak understanding •

Application C: • poorly-constructed

sentences • good understanding •

Subskills of Marketing Task What are the related neurodevelopmental constructs or functions?

• • •



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Portfolio Analysis INSTRUCTIONS

• As a group you will review the materials in your student portfolio. • Portfolios can be found starting on the following pages: Lower grades page 53,

Middle grades page 59, and Upper grades page 65. • Identify what you see in the samples – the observable phenomena – that is

evidence of writing strength and weakness. Remember that identifying strengths is as important as revealing the weaknesses.

• Note the observable phenomena in the first column. And, for easy identification, mark the strengths with a plus sign and the weaknesses with a minus sign.

• Referring to all of the resource materials available to you, gain consensus on the constructs and functions that relate to each strength and weakness. Capture that in the second column.

• Then, determine what more you need to know or learn about this student and his/her performance. The third column is where you’ll make note of this.

What do I see/what observable phenomena are evident in the writing samples? (Mark strengths with + and weaknesses with - )

Which neurodevelopmental constructs and functions might be involved?

What else do you need to know/learn about this student and his/her performance?

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Student Writing Portfolios Background Information for Writing Portfolio Samples:

Lower grades

• Student is a 3rd grade male • All work was done during class time • Student reads on grade level • Actively participates in class discussions

• Creative Writing Assignment o Assignment was to write a paragraph that “paints a word picture” of a

winter day o Student wrote a previous draft o Sample represents a final draft

• Expository Writing Assignment o Teacher had recently read a book to students about the rainforests o Assignment was to write three sentences that described why the rainforests

are important to the world o No drafts were written

• Short Answer Assignment o Students were asked to answer the question based on class discussion of

the world’s longest rivers



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Background Information for Writing Portfolio Samples: Middle grades

• Student is a 7th grade female • All work was done during class time • Student reads on grade level • Actively participates in class discussions

• Creative Writing Assignment o Assignment was to write the opening paragraph of a novel that would

capture the reader’s attention o One class period was devoted to this task o Student wrote a previous draft o The drawing was not part of the assignment

• Expository Writing Assignment o First draft of social studies report o Assignment was to describe important aspects of Inca culture o One class period was devoted to this task o Student’s computer skills are comparable with other students on grade level

• Short Answer Assignment o Answer culled from short answer social studies test on U.S. Government o Timed test: 10 questions in 20 minutes



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MIDDLE expository assignment The Incas It is really hard to farm in mountins because of steep slops. One of the amazing things about Incas was how they farmed in mountains. They crops like corn, tomatoes, peanuts, peppers, and cotton. The cut into the slopes to make terraces where they could farm. One of first to us irrigation. They worshiped the sun and moon gods. They had 12 monts with a festival each month. Cut holes in peoples heads when they got a head injury. Most of them died. Some of the forts roads and aquiducks that they built are still stand today. They didn’t write anything down used colored knotted cords to record stuff. Mostly they just passed things down by talking about it.



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Background Information for Writing Portfolio Samples: Upper grades

• Student is a 10th grade male • All work was done during class time • Student reads on grade level • Actively participates in class discussions

• Creative Writing Assignment o Assignment was to write haikus with a five-seven-five syllable pattern and

choose one to submit o One class period was devoted to this task o Student only produced one finished haiku

• Expository Writing Assignment o English class, part of four week unit on American poetry o Students did work in class over several class periods during 2nd quarter of the

year o Assignment was to analyze a poem, developing a central question about the

poet’s intent o Excerpt is from final draft o Student’s computer skills are comparable with other students on grade level

• Short Answer Assignment o Answer culled from short answer social studies test on US Government o Drawing was not part of assignment o One class period devoted to task



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UPPER GRADE expository assignment excerpt from report on “Mending Wall,” by Robert Frost In the open lines of the poem “Mending Wall,” Robert Frost alludes to some mysterious force that continuously damages the stone fence he shares with neighbor: “Something there is that doesn't love a wall, That sends the frozen-ground-swell under it, And spills the upper boulders in the sun,” Although he also describes how hunters damage the well when looking for rabbit holes, this force as invisible since no one has seen or heard the wholes being made. So the force seems to be an aspect of nature that doesn’t like the idea of walls separating individual. But contradicting this idea is the fact that the wall itself comes from nature. The stones come from the earth and are gathered up to build the fence. So does nature promote or disapprove of people being detached? Perhaps Frost wants readers to figure that out for themselves.



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A Step Further INSTRUCTIONS 1. Develop a tentative hypothesis about what is going on with your student 2. Identify a construct for your initial point of attack for problem solving 3. Select one or two strategies to support learning Tentative Hypothesis Construct Possible Strategies 1. 2.


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TEACH ING ALL K INDS OF M INDS © 2009 All Kinds of Minds

Day 2: Personal Insights and Next Steps

What have you learned about yourself today? How has your thinking about reading changed? How has your thinking about writing changed? What is most important for you to remember about observable phenomena and demystification? What are the implications of these insights for you as an educator? What steps will you take when you return to your classroom? Action Step With Whom By When

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PRODUCING AND COMMUNICATING IDEAS: ORAL



• Analyze ways the neurodevelopmental demands of presenting ideas orally and interacting with others can impact student performance

• Explain how student responses to the demands of oral expression and interactions can be misinterpreted

• Describe how individual neurodevelopmental strengths and weaknesses can impact the dynamics of collaborative learning

• Use the neurodevelopmental framework to provide alternative assignments and more accurately assess what students know

• Apply a process for addressing social cognition issues

Our Agenda

• Easy for You to Say

• Standing in the Students’ Shoes

• Finding a Better Fit

• Construct Reinforcement

• Visualize This: A Closer Look at Social Cognition

• Looking for Answers

• Module Summary and Close



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It’s Easy for You to Say: Video Background

MARCELLA

Marcella is a second grader in Mrs. Larsen’s class. The class has been given the assignment of giving an oral book report on a book of choice by a favorite author. The report is to include a brief overview and a description of two favorite characters. Students were also required to create a visual aid of their choosing to support their oral report. Marcella has chosen to create a poster in cartoon style to support her report.

Student: That’s why Diary of a Worm is one of my favorite books. It made me laugh a lot. Who would think that a worm would go to school and on a vacation?! Mrs. Larsen (the teacher): (insert student name), you did an excellent job. I particularly liked how you brought in your own worms to show us. Mrs. Larsen: Marcella, you are next. Everyone, let’s listen carefully as Marcella tells us about one of her favorite books. Mrs. Larsen: Marcella, are you ready? Marcella: Can Colby go next? Mrs. Larsen: Well, it is your turn. I can see you made a poster. It looks like you’re all set. Why don’t you take your turn as we had planned? Marcella: Uh, OK, I guess so Mrs. Larsen. Marcella: The book I picked is, um, uh, You Can’t Eat Your, um (longish painful pause) Chicken Pox, Amber Brown. The uh, you know, person who wrote it (struggling to find the word “author”) is Paula, uh, “somebody”. She’s done a lot of books about Amber and I’ve read lots of them. Mrs. Larsen: You seem a little nervous, Marcella. Take a moment to get your thoughts together. I’m sure you have lots of important things to tell us. Marcella: OK….well (pause). The book is about a girl named Amber Brown. Like in Amber Brown is not a Crayon. She gets to go on a trip to London on her summer, um, um (pause) when she doesn’t have to go to school, with her aunt. She gets the, you know, um, (pause) chicken pox while she is there but she still has lots of fun. Amber is my most favorite person in the book. My second favorite person is Amber’s Aunt Pam. She’s like my Aunt Jessica. I like Amber best because she does a lot of fun things and she’s brave. When they get to um, uh the place they were going, they go to a park. Amber puts um, you know stuff on her arms and the um things, um (pause) I mean birds land on her. Amber doesn’t even get scared.

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Mrs. Larsen: I want the whispering to stop please. We need to be polite and listen to Marcella. Go ahead Marcella. Marcella: I picked her Aunt Pam as my other um, you know person because she’s a lot of fun too. When Amber is sick, they have races in the um, uh, the things that go up and down. Amber gets stuck… Marcella: Teacher, I didn’t really read it. Can I please have more time? I don’t want to do this. Mrs. Larsen: Marcella, why don’t you take your seat and we can talk about it later.

Notes:



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It’s Easy for You to Say: Video Background, continued ALBERT

Mrs. Parente’s sixth grade class has just completed a series of hands on experiments to learn about Newton’s three laws. Albert, one of the students in her class was actively engaged in the experiments and often took a leadership role in sticking to scientific procedure. The teacher is facilitating a class discussion to check student understanding. Students are involved in a dialogue about inertia. Albert is a well liked, sometimes frustrating, and enthusiastic discussion participant.

Mrs. Parente: Who will tell us what inertia means? Albert: Mrs. P. you told us it was an object in motion stays in motion and an object at rest will stay at rest. Mrs. Parente: That’s what Newton’s law tells us. What are some examples of inertia that you’ve seen? Albert: You know when an object stays in motion. Student 1: A baseball won’t go anywhere until somebody throws it or hits it with a bat. Mrs. Parente: If the ball was hit really hard, would it go on forever? Use Newton’s law to answer. Albert: Of course not, nobody could hit a ball that hard. Student 2: That’s not the point Albert. Either the ball would hit something, or gravity would slow it down and it would drop. Albert: Hank Aaron could hit hard. Did you know he hit 755 home runs without steroids or anything? He hit 24 or more home runs every year from 1955-1973. They used to call him Hammerin’ Hank and…. Mrs. Parente: Let’s look at another example. Mrs. Parente: Why do car companies put seat belts in cars? Use Newton’s law to explain. Albert: They keep people safe. And you have to wear them. It’s against the law not to. My brother got a ticket for not wearing his and did he get in a lot of trouble. He was… Mrs. Parente: Thanks Albert. They do keep people safe and we are required by law to wear them. Let’s hear what some of the other students think. Student 3: Look what happened when the toy car went down the ramp. The car hit the brick and the marble kept going. The brick stopped the car, but the marble didn’t have a force to stop it.

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Student 1: Yeah, so it’s like when a car hits a telephone pole, the people inside keep going unless there is a force to stop them. The seatbelt is… Albert: Yeah, I know. I said in the beginning seat belts keep you safe. We always wear them, except my brother like I said. What does that have to do with a baseball, though? Student 2: C’mon Albert. You can’t be serious. We’re done with the baseball part. And you’re being Bert the Blurter again. Student 3: Yeah, Bert. Let somebody else talk.

Notes:



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It’s Easy for You to Say: Video Background, continued COLIN

A high school United States History class is involved in a debate about the U.S. Constitution. The topic centers on the first amendment and whether the actions of the paparazzi fall under freedom of the press or are considered harassment. Each student has 3 minutes of uninterrupted time to explain his or her position and has been given the topic and preparation as a homework assignment a week in advance. After each student has given their position they must then think on their feet and give their rebuttal. Audience members have been given a rubric by which to evaluate their fellow student’s performance, including the organization and effectiveness of the remarks as well as confidence in delivery. Sonja is arguing that paparazzi behavior crosses the line into harassment. Colin is arguing in favor of paparazzi rights under the first amendment.

Sonja: Paparazzi equals harassment! The case is clear. The United States Supreme Court has continuously ruled that the right to personal privacy and autonomy is outwardly implied by the “zones of privacy” and within other constitutional guarantees. Under U.S. law, the right of privacy is defined by Black’s Law Dictionary as the right of a person and the person’s property to be free from unwarranted public scrutiny or exposure. The First Amendment may protect the actual publication of the paparazzi material; but the extremes to which the paparazzi go are far beyond what’s acceptable by law—putting celebrities and others in danger. California courts have recently developed a law forbidding press from infringing upon personal activities. Therefore, when paparazzi take photographs in the hills of Hollywood or the streets of LA, they are outwardly breaking the law. Teacher: Thank you Sonja. Colin, you’re up. Let’s hear how the paparazzi are protected by the first amendment. Colin: The First Amendment of the United States of America’s Constitution states “Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.” In accordance to this amendment, members of the paparazzi have every right as citizens of the United States to publish any material that they wish. Because of the First Amendment, the United States Government cannot even prevent publications revealing information putting the nation at risk, never mind celebrities’ lives.

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Celebrities continually accuse paparazzi of intruding on their privacy; however, in becoming a celebrity they have become a public figure and thus narrowed the limits of their private rights. In a lot of cases paparazzi are just doing their jobs and actually helping celebrities. It has been said that celebrities make personal deals with certain members of the paparazzi—giving them exclusive access into their lives and in exchange receive some of the profit from the publication. The truth of the matter is, paparazzi have every right by law to publish whatever they wish. The paparazzi would not exist if there was not a high demand for them. Paparazzi are protected by the Constitution. If we are going to question paparazzi for encroaching on privacy laws, the people buying the publications should be in question as well. Teacher: Colin, your rebuttal. Colin: Celebrities who make a big deal out of this start out with big press conferences…. I mean…like when….there’s a whole crowd and…and… Colin: …they get even more publicity then…but then they complain when…Oh forget it. This is unfair. Why do we have to be put on the spot like this? Sonja: Just relax Colin. You can do it. Colin: Don’t tell me to relax, Sonja. Teacher: Hey, you two. Sonja: Now you’re over reacting. Colin: Over reacting?! How would you know? Everything is so easy for you!

Notes:



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More Notes:

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Standing in the Student’s Shoes DISCUSSION GUIDE 1. Based on the information provided, what were the neurodevelopmental demands of

the task(s) required of this student? 2. Based on the video background information provided and the video clip what

constructs and/or functions may be strengths or weaknesses for this student?

Observable Phenomena Constructs and Functions

3. Elect a team member to go to the posted chart and “stand in the student’s shoes”, fold

down the chart and read the student perspective out loud to the group. 4. Discuss your initial analysis in question 2. What would you affirm, add or change to

incorporate the student’s perspective? 5. What else would you want to explore with this student? Be prepared to present a brief summary (2 minutes at the most) highlighting:

• Your analysis based on questions 2 and 4 • Insights you gained from “standing in your student’s shoes”?



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Finding a Better Fit DISCUSSION GUIDE What aspect of student understanding was the original assignment or task intended to assess? Create three alternative tasks or assignments that would yield the same data while magnifying student strengths rather than weaknesses. Consider assignments at the individual, group of students, or whole class level. Use the Next Day Application: Changing it Up with Different Forms of Expression to prompt your thinking.

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Visualize This: A Closer Look at Social Cognition

Questions More Effective at Learning and Working with Others

Less Effective at Learning and Working with Others

What do you see the student doing?

What is he or she saying? In what tone of voice?

Imagine the faces of the other students. How are they responding to this student?

What are the other students saying? Doing?



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Stand in My Shoes Activity Guide STEP ONE Count off by 1s and 2s within your small group. STEP TWO If you are:

• Upper grade #1- Read “Promises, Promises Side One” p. 85 • Upper grade #2- Read “Promises. Promises Side Two” p. 86 • Middle grade #1- Read “What’s So Funny? Side One” p. 87 • Middle grade #2- Read “What’s So Funny? Side Two” p. 88 • Lower grade #1- Read “The Snake Charmer Side One” p. 89 • Lower grade #2- Read “The Snake Charmer Side Two” p. 90

STEP THREE

• Working individually, summarize your student’s perspective on the worksheet on p. 91.

• If you are a #1, write your student’s perspective next to the pair of “Side One” shoe prints.

• If you are a #2, write your student’s perspective next to the pair of “Side Two” shoe prints.

STEP FOUR

• When everyone in your group has completed the worksheet on p. 91, discuss and compare the perspectives of the two students.

STEP FIVE

• Using the worksheet on p. 92, discuss and note what a “win” will look like for the students and the teacher if the situation were to improve at the top of the page.

STEP SIX

• Discuss and list, on the lines provided possible next steps to move the situation from the current state to the “win” you described.

• Include actions the teacher might take individually or collaboratively with one or more students in the group.

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Stand in My Shoes SCENARIO 1: Upper Grades, Civics and Economics Promises, Promises SIDE ONE The Project: Students are members of a team that has been hired to help plan a new community in their region of the United States. They will decide what types of energy sources and building measures will work best to run its homes and transportation. They consider the resources and limitations of the specific geographic location. Energy decisions must be based on knowledge of the geology, ecology, and climate of the area. Team will design and build a model of their new community and make a presentation to the class. Team members are assigned different aspects of the research that will inform the design. The completed project will count for 20% of their final grade and points are taken off if the project is not presented on the assigned day. One student, Alicia, after assuring everyone else that she was interested in and knowledgeable of alternative fuel sources, took on the task of researching the best form of mass transportation. Curtis is another member of the team. Neurodevelopmental demands of this project: Higher Order Cognition, Temporal Sequential Ordering, Attention, Language, Social Cognition What the teacher has noticed:

• Alicia has missed 2 out of 3 interim project plan due dates. • The transportation plan she submitted was 2 days late. • The plan draft was poorly organized and rambling. • The draft did however show evidence of strong creative thinking capacity, including

several clever and imaginative ideas and potential solutions. Standing in Alicia’s Shoes: Alicia’s Perspective I can’t wait until this project is over. Nobody on the team is talking to me. Everybody’s so obsessed with these deadlines. Sure, I turned in the draft plan late, but without my ideas they’d be nowhere. I told them it was done, but that I kept forgetting it at home. I don’t think they believed me. Curtis just won’t let it go. He’s constantly bugging me about being on time. He must think I’m stupid or something. Summarize Alicia’s perspective of the situation on the worksheet on p. 91 next to the “Side One” pair of shoe prints.



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SCENARIO 1: Upper Grades, Civics and Economics Promises, Promises SIDE TWO The Project: Students are members of a team that has been hired to help plan a new community in their region of the United States. They will decide what types of energy sources and building measures will work best to run its homes and transportation. They consider the resources and limitations of the specific geographic location. Energy decisions must be based on knowledge of the geology, ecology, and climate of the area. Team will design and build a model of their new community and make a presentation to the class. Team members are assigned different aspects of the research that will inform the design. The completed project will count for 20% of their final grade and points are taken off if the project is not presented on the assigned day. One student, Alicia, after assuring everyone else that she was interested in and knowledgeable of alternative fuel sources, took on the task of researching the best form of mass transportation. Curtis is another member of the team. Neurodevelopmental demands of this project: Higher Order Cognition, Temporal Sequential Ordering, Attention, Language, Social Cognition What the teacher has noticed:

• Alicia has missed 2 out of 3 interim project plan due dates. • The transportation plan she submitted was 2 days late. • The plan draft was poorly organized and rambling. • The draft did however show evidence of strong creative thinking capacity, including

several clever and imaginative ideas and potential solutions. Standing in Curtis’ Shoes: Curtis’ Perspective I hate these team projects. I always seem to get stuck with somebody who doesn’t carry their load…like Alicia. She just doesn’t seem to get it. Points get taken off the final grade if we’re late. I need an “A” in this class if I’m going to have half a chance to get that scholarship. I’ve tried begging and even threatened to get the whole team to complain to the teacher. Alicia doesn’t care about anything but herself and her “creative” ideas. I live in the real world. Summarize Curtis’ perspective of the situation on the worksheet on p. 91 next to the “Side Two” pair of shoe prints.

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SCENARIO 2: Middle Grades, Language Arts What’s So Funny? SIDE ONE The Project: After choosing which of the assigned novels was their favorite, teams of students are asked to film and edit a movie trailer for their choice. Using a digital camera and video editing software, they are to write the script, film the action, add appropriate “trailer” effects and music, and post it online at YouTube for viewing during a class presentation. One team’s book choice was “The Giver”, a sober and dystopian vision of a not-too-distant future. The team planned a trailer that is dark and somewhat scary with somber classical music and delivered their initial trailer concept presentation with tremendous enthusiasm. Neurodevelopmental demands of this project: Higher Order Cognition, Temporal Sequential Ordering, Attention, Language, Social Cognition What the teacher has noticed:

• Bart, one team member spends much of the in class work time telling jokes. • The initial high degree of enthusiastic collaboration has been replaced with

bickering, particularly between Bart and Carla. • Bart made inappropriate comments during the class presentation of the team’s

initial trailer concept. Standing in Bart’s Shoes: Bart’s Perspective I got out voted when it came to the book we picked. The book and everyone else is way too serious and this class is way too boring. I could do the film editing in my sleep if they’d let me, but Carla’s got to be in charge of everything. I’ve got to do something to make the time pass, so I tell jokes. No big deal. I really got them laughing when I swapped the classical music with the rap song. Summarize Bart’s perspective of the situation on the worksheet on p. 91 next to the “Side One” pair of shoe prints.



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SCENARIO 2: Middle Grades, Language Arts What’s So Funny? SIDE TWO The Project After choosing which of the assigned novels was their favorite, teams of students are asked to film and edit a movie trailer for their choice. Using a digital camera and video editing software, they are to write the script, film the action, add appropriate “trailer” effects and music, and post it online at YouTube for viewing during a class presentation. One team’s book choice was “The Giver,” a sober and dystopian vision of a not-too-distant future. The team planned a trailer that was dark and somewhat scary and delivered their initial trailer concept presentation with great enthusiasm. Neurodevelopmental demands of this project: Higher Order Cognition, Temporal Sequential Ordering, Attention, Language, Social Cognition What the teacher has noticed:

• Bart, one team member spends much of the in class work time telling jokes. • The initial high degree of enthusiastic collaboration has been replaced with

bickering, particularly between Bart and Carla. • Bart made inappropriate comments during the class presentation of the team’s

initial trailer concept. Standing in Carla’s Shoes: Carla’s Perspective I can’t believe Bart actually thinks he’s funny! His jokes are stupid and just get in the way of filming. He’s wasting my time. It gets me mad and I have no problem letting him know it. The other day he swapped the classical music mp3 for an x-rated rap song. He could have gotten us all suspended. Summarize Carla’s perspective of the situation on the worksheet on p. 91 next to the “Side Two” pair of shoe prints.

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SCENARIO 3: Lower Grades, Science The Snake Charmer SIDE ONE The Project In a first grade class, students were given a choice of a type of animal on which to do a group presentation. Choices included birds, fish, insects, reptiles and others. Students were to write a report and create a model of their animal type to display in the library for all of the students to see. In the reptile group, progress was slow. One student, Jordan is passionately interested in snakes and impressively knowledgeable about them. The other students in the group, however, decide to make a model of another reptile, a turtle. Neurodevelopmental demands of this project: Higher Order Cognition, Attention, Spatial Ordering, Language, and Social Cognition What the teacher has noticed:

• Jordan, one team member spends more time talking when the team works together than anyone else.

• She speaks for extended periods of time about intricate details of snake life and reproduction, exhibiting subject matter expertise and vocabulary well beyond her grade level.

• Jordan argues with team members when they offer ideas that are different from her own.

• Emily, another team member has cried during these tense interactions. Standing in Jordan’s Shoes: Jordan’s Perspective I love snakes. They’re much more interesting than turtles. Did you know that all snakes are carnivorous? The body size of a snake has a major influence on its eating habits because they must swallow their prey whole. Pythons might start out feeding on lizards or mice and end up eating deer or even people. Much more interesting than worms, bugs and leafy greens. Summarize Jordan’s perspective of the situation on the worksheet on p. 91 next to the “Side One” pair of shoe prints.



90

SCENARIO 3: Lower Grades, Science The Snake Charmer SIDE TWO The Project In a first grade class, students were given a choice of a type of animal on which to do a group presentation. Choices included birds, fish, insects, reptiles and others. Students were to write a report and create a model of their animal type to display in the library for all of the students to see. In the reptile group, progress was slow. One student, Jordan is passionately interested in snakes and impressively knowledgeable about them. The other students in the group however decide to make a model of another reptile, a turtle. Neurodevelopmental demands of this project: Higher Order Cognition, Attention, Spatial Ordering, Language, Social Cognition What the teacher has noticed:

• Jordan, one team member spends more time talking when the team works together than anyone else.

• She speaks for extended periods of time about intricate details of snake life and reproduction, exhibiting subject matter expertise and vocabulary well beyond her grade level.

• Jordan argues with team members when they offer ideas that are different from her own.

• Emily, another team member has cried during these tense interactions. Standing in Emily’s Shoes: Emily’s Perspective Jordan is so mean. She doesn’t listen and she is always talking. I can hardly understand her and she hurts my feelings. Snakes scare me but my friend Ben has a pet turtle. His name is Oscar. Summarize Emily’s perspective of the situation on p. 91 next to the “Side Two” pair of shoe prints.

91



Side One:

Side Two:

Worksheet: STAND IN MY SHOES



92

Worksheet:

WHAT WILL A “WIN” LOOK LIKE?

NEXT STEPS

93



Producing and Communicating Ideas: Oral: Personal Insights and Next Steps What are the key insights you’ve gained from our focus on standing in the students’ shoes? What are the implications of these insights for you as an educator? As you reflect on actions you will take, consider:

• A current assignment or task you use to assess the level of student understanding. What menu of choices could you add to give students the opportunity to magnify their neurodevelopmental strengths rather than their weaknesses?

• Students who would benefit from developing strengths in social cognition and your

role in supporting them to do so. What steps will you take when you return to your classroom? Action Step With Whom By When


SELECT YOUR OWN

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• Integrate and apply what you have learned in the workshop so far.

• Identify observable phenomena by reviewing a portfolio of student related materials and information

• Link observations to neurodevelopmental constructs, functions and associated strengths and weaknesses

• Develop relevant strategies to build student success

• Develop a demystification discussion outline

• Create and implement an evaluation plan

Our Agenda

• Introduction and Set Up

• Learning Segment One

• Learning Segment Two

• Reflection and Module Close

95

SELECT YOUR OWN


Select Your Own Learning Guide and Resources

• After you select your topic and before you open your portfolio, identify the sub-

skills involved in the topic you have selected.

Sub-skills:

• Review the materials provided in the student portfolio. • Using your Classroom Reference Guides as well as your own experience and

insights, complete your choice of the following steps. Blank copies of the following Next Day Applications are included for your use: Activity Analysis Worksheet, A Conversation Roadmap, Evaluation Plan. Feel free to move to another Select Your Own Topic when you are ready.

• Identify observable phenomena. • Determine possible neurodevelopmental strengths and weaknesses. • Develop strategies to create more success for the student.

• Create a conversation outline.

• Draft an evaluation plan.

SELECT YOUR OWN

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PORTFOLIO ONE Activity Analysis: ___________________________________________















Ordering

97


SELECT YOUR OWN

PORTFOLIO ONE A Conversation Roadmap Steps Key Questions to Ask Key Points to Cover 1. Explain the purpose of the conversation. Tips and reminders:
















• Explain relevant part(s) of the ND framework in simple, age appropriate


SELECT YOUR OWN

98

terms. • Encourage and

applaud the student’s ideas.










SELECT YOUR OWN 99

PORTFOLIO ONE

Actual Outcome: Observable Phenomena

Evidence

Next Steps

Continue, no modifications

Continue, with modifications

Modifications

Implement new strategy

Next Check in Date

Win

Success Criteria •

•

•

Strategy

Timeline

ND Demands of Strategy

DECIDE COMPARE


SELECT YOUR OWN

100

PORTFOLIO TWO Activity Analysis: ___________________________________________















Ordering

101


SELECT YOUR OWN

PORTFOLIO TWO A Conversation Roadmap Steps Key Questions to Ask Key Points to Cover 1. Explain the purpose of the conversation. Tips and reminders:


















SELECT YOUR OWN

102












SELECT YOUR OWN 103

PORTFOLIO TWO


Evidence

Next Steps



Modifications


Next Check in Date

Win


•

•

Strategy

Timeline


DECIDE COMPARE


SELECT YOUR OWN

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PORTFOLIO THREE Activity Analysis: ___________________________________________















Ordering

105


SELECT YOUR OWN

PORTFOLIO THREE A Conversation Roadmap Steps Key Questions to Ask Key Points to Cover 1. Explain the purpose of the conversation. Tips and reminders:


















SELECT YOUR OWN

106











SELECT YOUR OWN


107

PORTFOLIO THREE

Win


•

•

Next Steps



Modifications


Next Check in Date

Strategy

Timeline



Evidence

DECIDE COMPARE


SELECT YOUR OWN

108

PORTFOLIO FOUR Activity Analysis: ___________________________________________















Ordering

109


SELECT YOUR OWN

PORTFOLIO FOUR A Conversation Roadmap Steps Key Questions to Ask Key Points to Cover 1. Explain the purpose of the conversation. Tips and reminders:


















SELECT YOUR OWN

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SELECT YOUR OWN


111

PORTFOLIO FOUR

Win


•

•

Next Steps



Modifications


Next Check in Date

Strategy

Timeline



Evidence

DECIDE COMPARE

SELECT YOUR OWN

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Select Your Own: Personal Insights and Next Steps What additional insights about the neurodevelopmental framework have you gained from your work with the student portfolios? What parts of the Management by Profile rubric did you have the most confidence in applying? What materials and resources were/ will be most useful to you? What have you learned about the unique way you learn? What steps will you take when you return to your classroom as a result of the insights you have gained? Action Step With Whom By When

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PUTTING THE PIECES TOGETHER



• Continue to discover ways to put what you have learned into practice

• Translate your consolidated action plan into success for your students

Our Agenda

• Cumulative Learning Review

• Open House and Individual Commitments

• Additional Resources and Close

Following the course, you will receive an e-mail invitation from All Kinds of Minds to submit feedback on your learning experience. Your input is very important. All Kinds of Minds and its affiliated delivery sites will use your feedback to inform and improve the design and delivery of the Teaching All Kinds of Minds course. We hope that you take the opportunity to complete this survey. Any questions about the survey can be directed to: [email protected].


PUTTING THE PIECES TOGETHER 114

Day 3: Putting It into Practice

STEP 1: Review the notes you’ve made to yourself throughout this workshop including:

Page 11 (Day One - Introduction to the Beliefs and Science of Learning) – Neurodevelopmental Profiles – A Personal Perspective

Personal Insights and Next Steps pages of this workbook

Additional notes you’ve captured during the workshop STEP 2: Visit the Open Houses, review the ideas highlighted, and note important ones for you to remember here.

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PUTTING THE PIECES TOGETHER


STEP 3: Develop your personal consolidated action plan. Action steps might include learning more about specific constructs, applying the Management by Profile process to specific students, experimenting with the Next Day Applications and Strategies shared during the workshop in general or in relationship to specific student situations you face. Action Step With Whom By When

STEP 4:


EXTRA NOTES 116

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Extra Notes Pages:

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