© 2008 All Kinds of Minds. All Kinds of Minds is a registered mark of All Kinds of Minds. WELCOME...

© 2008 All Kinds of Minds. All Kinds of Minds is a registered mark of All Kinds of Minds.

WELCOME TO…


AGENDA: DAY ONE

• Getting to Know You• Introduction to the Beliefs and

Science of Learning module• Lunch• Understanding Ideas: Listening

module• Practices in Education module• Session Summary and Close


Getting to Know You – Part 1 3 min

• Check a possibility with which you agree or write one in.

• Prepare to share a story that explains why you hold that possibility.


Getting to Know You – Part 2 15 min

• Form groups of 6-8.• Take turns sharing the possibilities

with which you agree or wrote in.• Share the stories that explain why

you hold those possibilities.• Keep track of common possibilities.


Preliminaries

• Program Objectives• Agenda• Ground Rules• Materials and Resources


Introduction to the Beliefs and Science of Learning


Student Stories: Beliefs about Teaching All Kinds of Minds

• Review the three stories.• Discuss each case and identify

what seems to have gone wrong.• Don’t propose solutions yet.• Use the space provided for notes.• Prepare to share your analysis

with the large group.


A Quick Game of Cards 10 min

Objective: To create a ‘hand’ of 5 cards that best describe you.

• Review as many cards as possible.

• Trade with colleagues.• Take from piles around the room.• Discard unnecessary cards.


Construct Overview


Understanding the Constructs

Attention

Social Cognition

Higher Order Cognition

Language

Memory

Neuromotor Functions

Spatial Ordering

Temporal-Sequential OrderingAdvance to next activity

Day 1: 19

Day 1: 23

Day 2: 42

Day 3: 64Day 2: 54


Temporal-Sequential Ordering

Understanding, retaining and using the order of steps, events or other sequences

Back to PP-10 (Understanding

the Constructs)

Examples:

>Following a series of directions to complete a project

>Understanding the steps necessary in a math problem


Spatial Ordering

Interpretation and use of relationships within and between spatial patterns

Examples:

>Understanding ideas like fractions without using language

>Organizing materials in an effective wayBack to PP-10 (Understanding

the Constructs)


Neuromotor Functions

Effectively controlling the muscles of the body, big and small

Examples:

>Playing a game like baseball or soccer

>Using a writing implement successfullyBack to PP-10 (Understanding

the Constructs)


Attention

Getting and staying focused while listening and watching

Examples:

>Tuning out distractions in order to concentrate on assignment

>Working efficiently to meet a deadlineBack to PP-10 (Understanding

the Constructs)


Social Cognition

Thinking that facilitates the making and keeping of friends

Examples:

>Choosing the best topic of conversation depending on group make-up

>Using appropriate humorBack to PP-10 (Understanding

the Constructs)


Memory

Holding onto to new thoughts and connecting them to past thoughts through storage and recall

Examples:

>Retaining the beginning of a story while reading the end

>Incorporating new information to what is already knownBack to PP-10 (Understanding

the Constructs)


Examples:

>Creating a graphic that illustrates a science concept

>Coming up with good and bad examples of a concept

Higher Order Cognition

Inter-related processes that accomplish complex thinking & address sophisticated mental challenges


the Constructs)


Examples:

>Determining meaning of a word from its context

>Using rich vocabulary to describe a concept

Language

Communicating and understanding ideas and thoughts


the Constructs)


Understanding Ideas: Listening


Listening Opportunities

• Estimate % of student day spent listening.

• Write range on top of chart.• Brainstorm list of listening

tasks/activities students are expected to perform on typical school day.


Listening to Information


Construct Overview


Listening to Instructions


Activity Analysis: Listening

What do I want students to do?

What do I see happening?

What are the neurodevelopmental challenges?

What can I change tosupport learning?

What will a “win” look like?

EXAMPLES

Follow oral directions for an experiment

Steps left out of experiment

Active Working Memory

Write directions on whiteboard

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

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

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

Language: Receptive

Provide students with a written transcript of the speech while they listen

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

Attention Mental Energy Controls Processing ControlsHigher Order Cognition ConceptualizationLanguage-Receptive LanguageMemory-Active WorkingTemporal-Sequential Ordering


Management by Profile

• Observation• Analysis• Management• Measurement


Welcome to Day Two


AGENDA: DAY TWO• Review of Wins and Successes• Practices in Education module• Understanding Ideas: Reading

module• Lunch• Producing and Communicating

Ideas: Writing module• Session Summary and Close


Review of Wins and Successes


Practices in Education


On the Receiving End


Observable Phenomena Observable phenomena are:• Behaviors that emerge everyday-

both in the classroom and at home.• What you and others have seen,

heard or directly experienced described in specific label free terms-free from opinion or speculation.

• Observable phenomena are evidence that a neurodevelopmental strength or weakness may exist.


Turning Labels into Observable Phenomena

• You’re unmotivated. You’re capable of so much more than you’re delivering.


Making Tracks


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


Understanding Ideas: Reading


Sub-skills and the Peanut Butter and Jelly Sandwich


Some Group Collaboration 10 min

• Review other notes posted on same chart.• Discuss listed sub-skills, constructs and

functions.• Make sure you understand each other’s

thinking.• Summarize and share 1 area of

agreement and 1 area of disagreement• Select a spokesperson to share your

group’s summary


Construct Overview


Activity Analysis: Reading


Brain writing for Strategies• Pass worksheet to left and

receive new one.• Write strategy ideas on notes

and place them on the worksheet.

• Return worksheet to owner.• Sort and select ideas.



• Observation• Analysis• Managemen

t• Measuremen

t


Next Day Application: A Conversation Roadmap


Collaborating on the Roadmap

• Identify the section selected and why.

• Develop key questions to ask and key points to cover.

• Rehearse key points to cover.


Producing and Communicating Ideas:Writing/Media


Express It! 5 min.

• Brainstorm the many ways you expect students to produce and communicate ideas.

• Consider the frequency or time spent on each.

• Create a visual representation that summarizes your thoughts.


Producing and Communicating Ideas

• Writing and Media

• Oral Presentations and Interactions


It’s a Breeze! 5 min.

• Review your assigned paragraph.• To the best of your ability, determine

what the new product is/ what it does/ how it works.

• Identify what writing issues or weaknesses inhibit your ability to understand the message.


It’s Your Turn


It’s a Cheese BreezerThis piece of equipment is designed for home use in the preparation of sauces, dips, soups, etc. It operates by using innovatively designed “shred coils” which simultaneously shred, churn, and heat the cheese. The shredding action significantly increases the surface area of the cheese, thus speeding heating and melting. There is the added feature of being able to add other ingredients, such as salsa or spices, during the process via a side attachment. Up to five one-pound blocks of cheese can be processed at one time in a little under 3 minutes.


Construct Overview


Portfolio Analysis

• Review the materials in the portfolio.

• Identify the observable phenomena.

• Gain consensus on the constructs and functions.

• Determine what more you need to know/learn.


A Step Further

• Develop a hypothesis about what is going on with your student.

• Identify a construct for your initial point of attack for problem solving.

• Select one or two strategies to support learning.


Welcome to Day Three


AGENDA: DAY THREE

• Review Round Up• Producing and Communicating Ideas:

Oral module• Select Your Own module• Lunch• Select Your Own module, continued• Putting the Pieces Together module


Team Assignments

• Team Indigo: Introduction to the Science of Learning

• Team Scarlet: Understanding Ideas: Listening

• Team Aqua: Practices in Education• Team Violet: Understanding Ideas:

Reading

Each team will develop review questions as follows:


Getting Ready for the Round Up

• Develop three review questions for your assigned module.

• Write your questions on the index card along with the answers.

• Appoint a “team representative” to present your questions for the other teams to answer.

• To “buzz in” the team leader will call out the team color.


The Review Round Up• Team will present their first question.• The first team to “buzz in” will have the

chance to answer.– 5 points for correct answer.– If incorrect, another team may “buzz in” to earn 5

points.– If the question “stumps” the group, the asking

team will earn 5 points.• We’ll repeat the process for the remaining

questions.• Our admiration and a hearty round of

applause to the winners.


Producing and Communicating Ideas:Oral


Standing in the Student’s Shoes


Construct Overview


Consider this…

An instructional strategy may not

lead to understanding and

assessment may not reveal

understanding.


Finding a Better Fit


Visualize This


Stand in My Shoes Activity Guide

• Individually, read your side of the assigned scenario.

• Summarize your student’s perspective on the worksheet provided.

• As a group, discuss and compare student perspectives.

• Discuss what a win will look like for the teacher and the students.

• Discuss and list next steps that will get you to the win you described.


Select Your Own Menu

• Getting Along with Others• Reading Decoding• Thinking with Numbers• Getting Organized and Good

Work Habits


Portfolio Process• List the sub-skills for the topic you

selected.• Identify observable phenomena.• Determine possible

neurodevelopmental strengths and weaknesses.

• Develop strategies.• Create a conversation outline.• Draft an evaluation plan.


Putting the Pieces Together


Open House 20 min

For your assigned academic theme:

• Review the charts, printed materials, notes and discussions

• Identify the big ideas – and important smaller ideas

• Create 1 or more visuals summarizing ideas to remember

• Prepare your ‘room’ for Open House


Putting It Into Practice

1. Review your notes.2. Visit Open Houses and note

important ideas.3. Create your consolidated

action plan.

© 2008 All Kinds of Minds. All Kinds of Minds is a registered mark of All Kinds of Minds. WELCOME...

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Transcript of © 2008 All Kinds of Minds. All Kinds of Minds is a registered mark of All Kinds of Minds. WELCOME...