Creative Brain Multiple Intelligence Classroom...

SAMPLE LESSON PLANS

SAMPLE LESSON PLANS 1

Creative Brain Multiple Intelligence Classroom -k/12

Table of Contents: Sample Lesson Plans

1# Visual, Auditory, Thinking Kinesthetic modalities-k/12; pg 2

2# Anger is often a result of Fear. – 6/12; pg. 2

3# Guided Geometry Stations – k/12; pg.4

4# Base Camp Math – 8/12; pg.12

5# MI-Subject Matter –k/12; pg.13

6# Health – 6/12 pg. 18

7# Probability Math – 6/12 Grade; pg.19

8# We are all in this world together – k/12; pg. 27 9# The Relevance of Mathematics – 6/12; pg. 29 10# Synergy Quotient Profiles pg 30 http://www.synergypals.com 11 # Self-Esteem/ Character Education – 9/’12; pg.31 12# Algebra /Geometry Probability-9/12; pg. 32 13# Multiple Intelligence Curriculum 6/8; pg. 37 14# The Tough Kid Tool Box -chronic behavior problems. –k/12; pg 41 15# Cultural/Global Awareness-9/12; pg 43 16# Signature Story Assignment- k/12; pg 54 17# Explorations – Koala Harmony- Team-Smart pg. 55 18# The Early American Colonists – 3/8; pg. 57 19#: Synergy Movie Project - Grade 9/12; pg. 59 20# Collection: Quiz, Songs, Stories -Grade k-6 pg. 62 21# Social Studies - Lewis and Clark Expedition-k/6 pg. 73

http://www.synergypals.com/

SAMPLE LESSON PLANS


1# Visual, Auditory, Thinking/Analytical or Kinesthetic modalities · A Lecture used · K-Role-playing emphasized · A-Student talk encouraged · V-Bulletin boards decorated · V-Filmstrips ands movies shown · A-Audio tapes played · K-Activities requiring manipulation utilized · V-materials neatly organized · VK-Written Work Stressed A-Reading aloud expected · T-Charts, Graphs, Statistics, Computer, maps, systems · K Student-made projects and models assigned · V-Posters and signs displayed VK- Chalkboards heavily used AV-Math flash cards-examples and answer read aloud V-Daily work schedule listed on board V-Desks face teacher K-Learning aids three-dimensional and manipulative

Introduction Synergy is everywhere and according to Einstein, synergy is ―the friendly universe within and without.‖ We are all happy in our own comfort zone but it is synergy learning and practice that allows us, as individuals to feel good within ourselves as well as outside of our personal comfort zone. Synergy allows us to experience a well-rounded balance wheel and thus maintain some harmony in our lives. It also allows individuals to accept differences in people which are crucial in this day and age where we live in a society of cultural, economic and spiritual diversity. If harmony is to exist we must learn to appreciate and accept all of these differences. Certainly, as an educator, I realize that I must be in tune with the various traits and styles and consequently need to plan my instruction and interactions with students and family members if I am to accommodate all traits and styles. We will all then become more effective educators and communicators, making connections both educationally and personally. Educators must be very good role models as we spend so much time with students. We need to show tolerance and awareness for the differences and difficulties our students face. Being aware of multiple intelligences and designing an appropriate set of learning stations is vital for improvement, making changes and moving forward. Indeed, learning stations enable differentiation of instruction. Learning Stations Topic: Community Building Learning Styles: Think Look, Feel and Talk. Overall Aim: Students will define and build an appreciation for the meaning of community. Students will achieve this aim thorough a variety of learning stations that reflect the opportunity for discussion and learning.

SAMPLE LESSON PLANS


―Front Loading‖ of information is vitally important if students are to be on the right track for building knowledge and comprehension. A selection of stimuli is necessary to attract all students and learning styles to help elicit and create ideas. Warm-up and Discussion. I will brainstorm with the whole class and ask them ―What is the meaning of a ―Community?‖ I will show a video about what makes up a community. Students will receive a short article along with illustrations about building a community. It is imperative that teachers include different stimuli in order to accommodate the various multiple intelligences found in a typical classroom. As educators, we want all our students involved from the beginning – all those Chimps, Owls, Lions and Koalas! Multiple Intelligence Enrichment Centers These centers are vital to every classroom because they offer a way of holding the interest of the students. The centers enable students to become responsible for their own learning as well as collaboration with others. 1. Personal Work Center (Intrapersonal Intelligence) Students explore the present area of study through research, reflection, or individual Projects. 2. Working Together Center (Interpersonal Intelligence) Students develop cooperative skills as they solve problems, answer questions, and create Learning games, brainstorm ideas, concept webs and collaboration. 3. Music Center (Musical Intelligence) Students compose and sing songs about the subject matter, select an appropriate Modern song, and learn in rhythmical ways. 4. Art Center (Spatial Intelligence) Students explore a subject area using diverse art media, manipulatives, puzzles, charts And pictures. 5. Building Center (Kinesthetic Intelligence) Students build models, dramatize events, role play and dance. 6. Reading Center (Verbal/Linguistic Intelligence) Students read, write, and learn in many traditional modes. They analyze and organize Information in written form. 7. Math & Science Center (Logical/Mathematical Intelligence) Students work with math manipulatives, mathematical concepts, science experiments, Deductive reasoning and problem solving. Additional Individual Projects. Students are always invited to make project suggestions and adaptations in order to accommodate the needs and interests of all learners. Research methods include but not limited to: Internet Word Processing Books Articles

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Magazines Library Interviews Role Play Cooperation and collaboration is an essential tool for learning. Students will choose the Multiple Intelligence Enrichment Center of their choice. Students will identify the center with which they most identify, to increase their learning potential. Students can work individually, in a pair or a group of three. Having the opportunity to discuss, deliberate, and discover each other’s thoughts help the process to grow and flower. Students will be encouraged to brainstorm, discuss and create. The theme of Community will be presented through the Gallery Walk. The Gallery Walk is a fantastic opportunity for students to present their findings to the class and visitors. The Gallery Walk may include a variety of presentations. This is vital if educators want students to be involved in enrichment activities while incorporating and appreciating all multiple intelligence learning. The presentation format will be decided by the student(s). These days, students are so technologically aware, which aids creativity. The students should feel a sense of ownership and eagerness as they decide which of the learning stations they will pursue. Designing and presenting information about the meaning of ―Community‖ means the students have the opportunity to take hold of that ownership. Each student learns in a different way, that is what makes teaching so interesting, challenging and certainly fulfilling. Teachers need to make learning opportunities available for everyone and acknowledge that all learning styles are important. All students count, and are an important part of the learning process. Student created-display. This is such an important part of the learning process. This is an opportunity for all activities to be displayed and should reflect all the different learning styles of auditory, kinesthetic, tactile and visual. All these learning styles can be found in every learning community. The display also offers a student the chance to become a teacher, while explaining their work and exhibiting pride over their accomplishments. Self-Reflection Paper. How do you feel and what do you think? What I found most interesting What I enjoyed the most What I would like to do more research on The realization that…… This was helpful because….. Who did the most work? Was it you or equal contribution? Thoughts and observations from the Gallery Walk What was fantastic? What was mediocre? Why I would use a certain directive the next time What did you learn? Do you know what a ―community‖ is? Who makes up a ―community‖? Everybody plays an important role. Reflection is crucial to the learning process. We are all important – Think, Look, Talk and Feel - and the realization of how they make a good fit for our thinking on anything we want and are interested in doing. What does focus have to do with it? Brain based thinking components:

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Interpersonal, Visual-Spatial-Logical-Mathematical, Bodily-Kinesthetic, Verbal-Linguistic, Intrapersonal, Musical, and Spiritual. Read and critique four additional Multiple Intelligence Sources 1. Kagan, Spencer & Miguel, Multiple Intelligences. This book describes eight different intelligences that are helpful in the classroom Setting. The authors outline the educational implications, attractions to, skills and Preferences, end states and models of each of the intelligences. There are Activities provided to help assess, develop, and elaborate the different intelligences. Multiple Intelligences is an easy to use handbook for teaching all eight intelligences. 2. Robbins, Anthony, Unlimited Power, Simon & Schuster, 2006. This is a powerful strategy of pacing which is vital for successful teaching. To Accommodate all types of learners, which we find in every learning environment, This strategy is an addition for moving students forward. 3. Campbell, Bruce, the Multiple Intelligence Hand book, 1994. Campbell uses Howard Gardner’s Theory of Multiple Intelligence to provide lesson Plans and activities to meet the needs of all students. Campbell describes the seven Identified intelligences and offers ideas on how to prepare for the MI classroom. Campbell provides both assessments and lesson plans for several different content Areas. This is a great source for teachers wanting to provide meaningful and Valuable instruction to all students, of all multiple intelligence, of all ages. In other Words to all our students to show them that we care. 4. Speece et al. (Palincsar & Brown,) Reciprocal Teaching 1984. This is very good reading to help student’s increase and gain mastery in Comprehension. The four comprehension strategies – clarifying, predicting, Questioning and summarizing – are vital for student learning. It also points out That the selection of interesting and challenging texts encourage students’ active Participation and so accept more responsibility for their comprehension.

2# Anger is often a result of Fear.

Grade 6/12

Discovering the sources of Anger and Fear allow us to approach life in a synergistic manner

that can infuse our lives with energy and abundance.

Presentation Topic-Including current issues:

Breaking down stereotypes and racism through role-playing in the context of a unit on the

scientific basis of race. Synergy tools: The ―I Remember‖ Presentation in written form and team

role-play of the written scenarios’.

Adapting your exercises and revising material:

―I Remember‖ written activity.

Think of an incident that has happened to you that you remember clearly that bore the

connotation of race. It may be an event that was significantly important in your life, or it may be

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something that has remained with you vividly. Describe it to your audience in a way that lends

itself to visual description-make your listeners see and feel the experience with you. Your story

should clearly convey the feeling or importance the incident had for you. Use the following

guidelines as an aid in recalling the incident.

Who was involved?

What took place?

How did you feel about the incident?

How have your feelings changed?

How do you think the other person/people felt?

Role-Play activity

In groups of 3-4, students will read each others stories and pick one to reenact as a role-play for

the class. After the role-play activity the whole-class will engage in a discussion of the scenario.

Evaluate an existing curriculum unit for presentation:

Existing unit- Kennewick Man, ―Who owns these Bones?‖

Unit Goals: Understand patterns of migration in early hominid people, understand the role of

geographic isolation in the formation of different physical characteristics used as a basis of racial

classification, understand the role of ―tool-kit’ formation and advancement in the advancement of

early Clovis people and the capacity for migration, consider the context of the guiding question,

―Who owns these bones‖ in light of the above goals with respect to the scientific understanding of

race.

Read and Critique four additional sources:

Motivation, Philip Whitily, Capstone Pub., 2002

Great book about motivating individuals and teams. Covers the key areas of motivation, from the

development of academic theories and celebrated workplace experiments to the contemporary

dilemmas. Examples and lessons from some of the world's most successful motivators.

Team-Smart SQ, Ardys Reverman, Synergy Pals Int'l, 2001

The gospel of synergy….. what more needs be said.

Multiple Intelligence, Howard Gardner, Simon &; Schuster, 1993

Goes hand in hand with Synergy Pals. Opening up to the reality that our students express

different modalities of learning is the first step toward effective teaching/understanding of our

students.

Climbing Mount Improbable, Richard Dawkins, Norton and Company, 1996

The most readable and engaging book on evolutionary biology I’ve ever read.

3# Guided Geometry Stations: The Guided Geometry Stations below are designed for a two to three week rotations. They align with the district, state, and national standards. Learning center activities will be provided using

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the Multiple Intelligences format to enrich learning. I allowed two to three weeks so I could be flexible with the time line. This way I could monitor and adjust the time that students spent on each learning center. If I found that students were having trouble in a particular area, I could slow down, and give them more time.

Articles

Read five articles of interest on how math is used in every day life. The articles can be from a magazine, newspaper, or trade newsletter. Write a short summary of each to share. Draw an illustration to represent the article. Be sure to include what you learned or found to be interesting. Brainstorm with your synergy group jobs, and how each job applies to geometry in math. Each person in your group should then pick a job and right a short paragraph on how geometry concepts are use in this job.

Making Geometric Shapes with Construction Paper What is the name of your shapes? What are the characteristics of each shape? Are there some examples of how each shape is used in architecture? What are some examples of buildings using these shapes?

Personal Work Center- (Intrapersonal Intelligence) Students learn through research, projects, and presenting concepts to the group in math.

Working Together Center – (Interpersonal Intelligence) students develop cooperative learning skills as they solve problems, answer questions, create math learning games,

brainstorm ideas and discuss that day’s topic collaboratively.

Art Center- (Spatial Intelligence) Students learn math concepts by using media, manipulative, puzzles, charts, and pictures.

Building Center- (Kinesthetic Intelligence) students build models of buildings using geometric shapes and formulas for any geometry that is involved in ways related to the

content of how math relates to every day jobs in building.

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Reading Center- (Verbal/Linguistic Intelligence) students read, write, and learn in many traditional modes. They analyze and change verbal phrases into algebraic expression or

transform formulas that apply to the verbal phrases.

Math & Science Center- (Logical/Mathematical Intelligence) Students work with math games, problem solving and deductive reasoning that apply to different science experiments and

problem solving situations.

Reflection: How do you feel and what do you think?

1. The work center I enjoyed the most was ________________________________

because…_____________________________________________________________________________________________________________________________________________________________________________________________

2. The work center I found to be most of a challenge was _____________________

because…_________________________________________________________ ____________________________________________________________________________________________________________________________________

3. The next time I visit the library, I will check out a book on the math genre of

__________________________________________________________________because…_________________________________________________________ ____________________________________________________________________________________________________________________________________

4. I would like to share_______________________ with ____________

because…__________________________________________________________________________________________________________________________

5. The math work center I learned the most from was ________________

because…_________________________________________________________ ____________________________________________________________________________________________________________________________________

Information below to be mounted and laminated Additional Individual Projects: Student may make project suggestions and adaptations as needed to fit the needs and interests of all learners.

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Research information about different mathematicians, and their contributions to math and science

Use different kinds of media in making geometric shapes in architecture or real life situations

Draw something meaningful that illustrates your research project.

Type a report on one of your favorite math genres.

Create a word search or crossword math puzzle

Create a board game using different math concepts Lesson Plan Review: My math students have completed the above learning centers. They seemed to enjoy the concepts of learning math by using learning stations instead of the traditional methods. It took me longer than I anticipated. I had to monitor and adjust my timeline to make sure that students understood the content. One of my conflicts in teaching math is the fact that there is so much pressure to increase the test scores with the NCLB mandate. We must cover the content or the school does not make AYP. For me this creates a conflict on what and how I teach it just does not seem that there is enough time to cover content and integrate learning centers. As educators we all need to be mindful of a balance between lecture and activity. One of the things I have been doing more of is using Power Point to teach math. The kids love this. It is not just a dull lecture anymore. There is color, and meaning in the examples produced by the technology. However, to reach all learners, you need to have a balance between direct instruction, and exploratory instruction. Leaning centers help to create this balance. It is my belief as an educator that the standardized testing process is creating an imbalance between direct instruction and

exploratory instruction. Hopefully the trend will swing the other direction. Guided Multiple Intelligence Learning Stations. The Guided Reading Stations below are designed for a two week rotation. They align with the district content standards. Enrichment activities will be provided using the Multiple Intelligences format. Magazines- Read several magazine articles of interest. Write a short summary of each to share. Draw a picture to represent the article. Be sure to include what you learned or found to be interesting. Extra for fun: Write and illustrate your own magazine article. Tall Tales- Read three or more tall tales. After you read, answer the following questions:

1. What makes a tall tale a tall tale? 2. What are the characters like? 3. What do tall tales explain? 4. How are the plots similar in tall

tales? Extra for fun: Write and illustrate your own tall tale.

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Fables- Enjoy reading both old and modern day fables. After you have read at least three, choose two and make a Venn-Diagram of how they are alike and different.

Extra for fun: Write and illustrate your own fable with a moral or lesson at the end. ABC Books- ABC books have been written about so many topics-from plants and animals to automobiles and aircraft. Enjoy at least three different ABC books. Write down some facts that you learn from each one. Extra for fun: Create an ABC book about something you are interested in. Locating Information- What is the name of your product? Who makes the product? How many servings does your product have? What is the main ingredient of your product? How many grams of fat are in your product? How many grams of sugar are in your product? What vitamin has the most in your product? How do you prepare your product? Would you eat your product? Why or why not? What looks appealing on the product box? Is there a ―special‖ or something ―new‖ they are offering? Explain. Multiple Intelligence Enrichment Centers- designed directly from information and ideas gathered from Bruce Campbell but adapted to meet the current third grade content standards at Hillsboro School District 1J dealing with exploring types of genre--magazines, tall tales, fables, ABC books, product labels.

1. Personal Work Center- (Intrapersonal Intelligence) students explore the present area of study through research, reflection, or individual projects.

2. Working Together Center – (Interpersonal Intelligence) students develop cooperative learning skills as they solve problems, answer questions, create learning games, brainstorm ideas and discuss that day’s topic collaboratively.

3. Music Center- (Musical Intelligence) students compose and sign songs about the subject matter, make their own instruments, and learn in rhythmical ways.

4. Art Center- (Spatial Intelligence) students explore a subject area using diverse art media, manipulatives, puzzles, charts, and pictures.

5. Building Center- (Kinesthetic Intelligence) students build models; dramatize events, and dance, all in ways related to the content of that day’s subject matter.

6. Reading Center- (Verbal/Linguistic Intelligence) students read, write, and learn in many traditional modes. They analyze and organize information in written form.

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7. Math & Science Center- (Logical/Mathematical Intelligence) students work with math games, manipulatives, mathematical concepts, science experiments, deductive reasoning, and problem solving.

Reflection: The genre I found most interesting was ____________________ because… The genre I enjoyed most was ___________________ because… The next time I visit the library, I will check out a book in the genre of …____________ I would like to share______________ with ______________ because… I genre I learned the most about was _______________ because… Additional Individual Projects: Student may make project suggestions and adaptations as needed to fit the needs and interests of all learners.

Find information about the writing of different genres of books. Write a summary to share with your group.

Using playdoh, clay, shaving cream or other media, create something symbolic from a genre you found meaningful in some way.

Paint something meaningful to you from one of the genres on a sheet of art paper and display.

Using a word processing program, write a personal reflection from one of the enjoyed genres.

Create a word search or crossword puzzle using information from one of the genres enjoyed.

Create a board game illustrating the elements of one of the genres.

Using a recorder, recite aloud the lyrics from a meaningful part of genre. Below are station cards ready to be mounted and laminated. The cards will then be placed into tubs with coordinating reading material already checked out from the library. These tubs will be easy to rotate among groups and all materials will be available within the tubs. Ranger Rick and Highlights Magazines

Magazines Read several magazine articles of interest. Write a short summary of each to share. Draw a picture to represent the article. Be sure to include what you learned or found to be interesting. Extra for fun: Write and illustrate your own magazine article.

Tall Tales Read three or more tall tales. After you read, answer the following questions:

1. What makes a tall tale a tall tale? 2. What are the characters like? 3. What do tall tales explain? 4. How are the plots similar in tall tales?

Extra for fun: Write and illustrate your own tall tale.

Fables Enjoy reading both old and modern day fables. After you have read at least three, choose two and make a Venn-Diagram of how they are alike and different. Extra for fun: Write and illustrate your own fable with a moral or lesson at the end.

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ABC Books ABC books have been written about so many topics-from plants and animals to automobiles and aircraft. Enjoy at least three different ABC books. Write down some facts that you learn from each one. Extra for fun: Create an ABC book about something you are interested in.

Laminating file folders containing product boxes and labels will be included in the tub for Locating Information.

Locating Information What is the name of your product? Who makes the product? How many servings does your product have? What is the main ingredient of your product? How many grams of fat are in your product? How many grams of sugar are in your product? What vitamin has the most in your product? How do you prepare your product? Would you eat your product? Why or why not? What looks appealing on the product box? Is there a ―special‖ or something ―new‖ they are offering? Explain.

Personal Work Center- (Intrapersonal Intelligence) students explore the present area of study through research, reflection, or individual projects.

Working Together Center – (Interpersonal Intelligence) students develop cooperative learning skills as they solve problems, answer questions, create learning games, brainstorm

ideas and discuss that day’s topic collaboratively.

Music Center- (Musical Intelligence) students compose and sign songs about the subject matter, make their own instruments, and learn in rhythmical ways.

Art Center- (Spatial Intelligence) students explore a subject area using diverse art media, manipulatives, puzzles, charts, and pictures.

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Building Center- (Kinesthetic Intelligence) students build models; dramatize events, and dance, all in ways related to the content of that day’s subject matter.

Reading Center- (Verbal/Linguistic Intelligence) students read, write, and learn in many traditional modes. They analyze and organize information in written form.

Math & Science Center- (Logical/Mathematical Intelligence) students work with math games, manipulatives, mathematical concepts, science experiments, deductive reasoning, and

problem solving.

Reflection: How do you feel and what do you think?

6. The genre I found most interesting was __________________________________

because…_____________________________________________________________________________________________________________________________________________________________________________________________

7. The genre I enjoyed most was

_________________________________________ because…_____________________________________________________________________________________________________________________________________________________________________________________________

8. The next time I visit the library, I will check out a book in the genre of

_________________________________________________________________ because…____________________________________________________________________________________________________________________________________________________________________________________________

9. I would like to

share_______________________with______________________ because…____________________________________________________________________________________________________________________________________________________________________________________________

10. I genre I learned the most about was ___________________________________

because…_____________________________________________________________________________________________________________________________________________________________________________________________

Information below to be mounted and laminated

SAMPLE LESSON PLANS


Additional Individual Projects: Student may make project suggestions and adaptations as needed to fit the needs and interests of all learners.

Research information about the writing of different genres of books. Write a summary to share with your group.

Using Playdoh, clay, shaving cream or other media, create something symbolic from a genre you found meaningful in some way.

Paint something meaningful to you from one of the genres on a sheet of art paper and display.

Using a word processing program, write a personal reflection from one of the enjoyed genres.

Create a word search or crossword puzzle using information from one of the genres enjoyed.

Create a board game illustrating the elements of one of the genres.

Using a recorder, recite aloud the lyrics from a meaningful part of genre. Students will be required to experience the genres of magazines, tall tales, fables, and ABC books. After rotating through the stations, students will be able to explore the genres even further by using the Multiple Intelligence stations designed after Bruce Campbell. They will expand their learning and choose from areas of interest. Lesson Plan Review: My students have successfully completed the above stations and learning centers. To my amazement, the results were astonishing! When given the choices of Campbell’s stations, students did not necessarily choose the one I thought they would. In fact, many used their free time to complete more than one of the stations. They had fun and they learned in ways I never would have thought of providing! This was a very ―non-traditional‖ concept for me. Projects took off in new directions, strengths were identified and weaknesses were not apparent. All students were successful within the experience and it was as if there were no real boundaries on their learning. In fact, students were learning so much and were ―on task‖ so I decided to give them additional days in which to finish their genre studies. In addition, student work samples provided many opportunities for assessment and initially it was my fear that they would not. I will definitely design more units around this conceptual idea!

#4 Math Base Camp Grade 6/12 Synergy Profiles-Activity used from materials from class packet. Day One The first thing I did was to pre-teach before we took the synergy test to profile each student. The students were very interested as we talked and read about the learning styles of chimps, owls, lions, and koalas. We talked about traits, and I gave them examples of traits for each classification. Before I gave the test, I took a poll as to what learning style

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each student thought their test would indicate they were. After the poll, I had each student write a short paragraph as to why they felt they were a chimp, lion, owl, or a koala. I did this so I could compare and contrast their predictions with their actual profile, and analyze the differences in their predictions and their profile. It was very interesting as we talked about their paragraph, predictions, and profile. Day Two I gave the profile survey, and had the students color in their charts. I modeled this, and I found that about half of the students were very aware of their traits and were right on with their predictions. These were students who generally get good grades and are very task oriented. I found that about 20 to 30 percent were right for some, but not all of their traits. Part of these students are average to below average students, and most have a problem with task completion, and low test scores. The others in my class were not even close in their evaluation of themselves, and these are the students who really have a difficult time with task completion and test scores. Day Three we then assigned students to read about the traits of each synergy learning style. While they were silently reading I conference with each student to talk about their paragraph and the profile. I talked to them about why they were right on or why their prediction was different. I then shared mine with the class, and placed names on the poster to give students and myself a visual reference of their learning styles. That is the Lion in me. The students then wrote another paragraph as a self-reflection of the activity. Student Profile Results: Chimp 4.5 Lion 10 Owl 7 Koala 6.5 I then profiled my Wife of 12 years. She was a definite Owl/Koala. She is very organized and a loving person.

#5 Create and include an MI activity plan for subject-matter and grade taught Einstein said that synergy is ―the friendly universe within and without‖ Synergy learning and practice allows people to feel good within themselves and outside of their comfort zone. It allows individuals to have a well-rounded balance wheel, and to keep harmony in their lives. It also allows individuals to accept differences in people. We live in a society of cultural, economic, and spiritual diversity. For they’re to be harmony we must learn to accept all of these differences. As an educator we must be in tune with these traits, and plan our instruction and interactions with students and their parents to accommodate these traits and styles. If we do this, we will be more effective educators and communicators. Many of our students come from dysfunctional situations. The very things we as educators take for granted as basic essentials are missing from their day to day lives. Many students come to school without breakfast, hygiene, and a good bye send off from a parent. Many have only one parent. Some of these students are in survival mode, and the safest place there is on a day to day basis is when they are in school. As educators we must be in tune with the personality traits of these students and find a way to connect with them educationally, but also personally. Evaluate an existing curriculum unit for MI skill building integration We must also be good role models and show tolerance and awareness of the differences and difficulties these students have. If we do this we can show these students that are very dysfunctional that there is a way out of their situation, and that way is education. By profiling we can make learning more affective, and dysfunction will be less of an issue.

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Demonstrate effective MI motivation and group process skills Multiple Intelligence Activity Target Group and Subject 8th Grade Math 28 Students: Students will be placed in-groups of 4. I will try to place at least one of the learning styles in each group if I can, but will not be able to in all seven groups given the number of students with the different traits. These are block classes with 76 minute periods every other day Lesson: Learning Measures of Central Tendencies Learning Styles: Think, Look, Feel, and Talk A Teachers Guide to Multiple Intelligences. Dr. Elizabeth Rhoades Offutt Frames of Mind, Howard Gardner’s, Interpersonal, Visual-Spatial-Logical -Mathematical-Bodily-Kinesthetic, Verbal-Linguistic, Intrapersonal, Musical, Spiritual we will discuss these ways to experience thinking. Lesson Objectives: 1. Students will be able to gather data. 2. Students will be able to find the mean, median, and mode of there gathered data 3. Students will be able to display their data in a table and on a graph. 4. Students will be able to work out percentages in their data. Materials: 1. Dice 2. Overhead Examples Graphs and Line Plots 3. Graph Paper 4. Colored Pencils 5. Calculator 4# Instruct the teaching activities in the unit MI-subject matter Day One: Warm-up and Discussion, 20 Minutes: Average, ordering a set of data from largest too smallest. Set: Today we are going to break up into groups 7 Groups. We will try to place at least one learning style in each group, but that will not be possible in all groups. You will be working in these same groups until the activity is finished. Each individual will have their own finished project. Now I will break students into groups. Guided Practice: Model rolling of dice and how to collect data. This will tie in with the warm-up. Students will roll 4 dice 50 times and record the sum of the 4 dice. Independent Practice: Have students finish the activity while wandering from group to group to monitor. Each student should record the data on their own personal sheet. Closure: A review of how to collect data having each group stand up and each Talk about Chimp (auditory- verbal-linguistic) learner explain the progress that their group has made, and model their progress on the overhead. Day Two: Warm-up Averaging copy notes and procedures on mean median, and mode. Copy set of data to be used in teacher model. Set: Explain average/mean, mode, median

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Guided Practice: Model mean, median and mode for students. Pass out graph paper and model how to make tables of data, line plot and graph of data. Independent Practice: Students will complete collecting data, ordering it from smallest too largest, and determine, mean, median, and mode. Teacher will monitor progress. Closure: Monitor and adjust schedule of activity depending on the progress of students. This will be done again by group spokesman, Talk about Chimp. Day Three: Warm-up Copy Data Table, Line Plot, and Graph from the examples on the overhead. Guided Practice: Model of how to transfer data to table, line plot, and graph. All will be done on graph paper. Independent Practice: Completion of Graphs and discussion in the group as to process of the completion of activity. Teacher will monitor and model when needed. Closure: Talk about Chimp again will give a report on status of group’s progress. Day Four: No Warm-up for Day 4. Guided Practice: Teacher will model what the finished product will look like when handed in. This will be done by a series of overheads. Independent Practice: Students will complete projects. Closure: Clean up and product will be due the first 30 minutes of class next period. Day Five: Students will be instructed to again break into groups, and complete activity. After 30 minutes, projects will be collected and students will be given the rest of the period to right a self-reflection. Reflection must be at least one page long and include the following Think, Look, talk, Feel and how they make a good fit for our thinking on any thing we want and are interested in doing. What does focus have to do with it? Brain based thinking components: Interpersonal, Visual-Spatial-Logical -Mathematical-Bodily-Kinesthetic, Verbal-Linguistic, Intrapersonal, Musical, Spiritual We will discuss these ways to experience thinking. 1. List 3 occupations that you could use these skills in, and explain why these skills are used in these occupations. 2. Explain the easiest part of this project for you and why. 3. Explain the most difficult part of this project and why. 4. Explain your least favorite part of this project 5. Explain your favorite part of this project. 6. If you were to do a similar project, how would you do a better job? 7. Explain what activities you did in the project were geared for your traits, and list all activities that went with the other traits in the profile. Use the activity poster to refer to our different interests in activities. 8. Predict how it would affect your data if you rolled the four dice 10 more times. Teaching the whole MIND way presents examples of how many teachers and schools across the world are reaching out to make a difference with students using best practices. This class is not just for teachers but will be useful for people across the nation.

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1) SQ-Mind at a Glance Profile: http://www.synergypals.com You may copy quiz and profiles for class use. Show and talk through profiles. Describe your presentation to the class. 2) Discussion: A Universe of Thinking Styles discussing lesson plan presented to the class, using all activities and modalities, look, talk, feel, and think 3) Engaging the Students. working with student feedback, focusing on the vital behaviors/motivations that actually generate satisfaction create learning stations. Work Sample-paragraph from students describing working revisions/Develop product and/or portfolio/ Write and turn in assigned paragraph of student response's to? What? Where? How? Why? When? Who -questions to identify and clarify perceptual diversity 4) Teacher preparation and outcomes for students/dialogue/discussion to answer meta questions ?What ?Where ?How ?Why ?When ?Who/Write paragraph describing result. 5) Optional Counseling/Parent Education-Brain Dominance Interview -? What? Where? How? Why? When? Who Developmentally appropriate rationale/provide assistance facilitating a session. 6) Optional Develop a NLP spelling strategy plan for an individual or a group 7) Participation in class learning stations: think look talk feel? What? Where? How? Why? When? Who/ Write paragraph. 8) The Problem - to discuss with your class. ? What? Where? How? Why? When? Who /Write paragraph. Selected readings from the material assigned-bibliography attached or other material you select of interest to you. Topic Outline of the class: Main Points to Discuss with your students.

Lesson #1 First Things First: Class Profile Write and turn in assigned paragraphs or you may assign students to do these tasks. Some will prefer oral or pictorial some response. Notice what works for engaging their interest. This is not meant to be busy work, some may pantomime their response. Describe your presentation students briefly. Explore and Experiment with the Introduction to SQ Synergy Learning SQ-Mind at a Glance Profile: www.synergypals.com SQ Self Quiz You may copy quiz and profiles for class use. Show and talk through profiles. Example: "I Have a tool for working with people and creating the power that is needed to create this magic. I have it keep it simple and I have to keep it fun. Well when you're up to your ears in alligators at school and you need to get the team focused and motivated just think about a visit to the zoo. The information age has produced a new breed of student. One who is self-confident, knowledgeable and able to make many decisions quickly?"

Lesson 2# How Do We Start? Recognition and Reasoning Teacher Preparation/Practice Activity: Introduction to learning stations in class: Examines the following concepts: thinking inside the box-convergent, deductive reasoning. Thinkabout Owl -Look about Lion, Thinking outside the box-divergent Talk about Chimp -Feel about Koala pattern recognition, inductive reasoning



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Example: create think, look. talk and feel learning stations engaging your target students to create them. www.synergypals.com SQ Self Quiz as a reference.

Lesson 3# Engaging the Students. Write and turn in assigned paragraph. Teacher Preparation/Practice Activity Create Think, Look, Talk Feel Unit of your subject area. Samples in Unit handout. Meta Questions: What? Where? How? Why? When? Who Team-smart SQ coaching will be determined by how well you match your students deeply valued needs with your class and service. Brain research has shown a positive incentive to motivation knows what works for all types. Everybody buys their personal motives. Empower your own personal expectations, abilities, and contributions by knowing how to turn around the four biggest causes of satisfaction problems-order- freedom-harmony- understanding High Probability Motivations -- winning coach -- winning team What are the issues? Why teamwork? What is perceptual diversity? Who is technology and the brain creating? Where is motivations/innovation? Turn Conflict into Cooperation. Teaches strategies for learning how to learn, and for critical and creative thinking, including complex problem solving; examines from a psychological standpoint why cultures and people think the way they do. How/Where does gene-jumping work past, present, and future? We stand on the shoulders of past contributions. How do we do better in the present and future? Lesson #4 Brain Based Instruction: Sense-sational. -Think Look, Talk, Feel Write paragraph. Use the sample unit as guide to create your own explanation or use one of the samples and implement that unit with the class. In today's changing world, parents and teachers are discovering that success requires more skill than their traditional classroom training provides. They are anxious to prepare students for the information age, knowing how to make a change for the better. Brain research tells us how to make you child's learning take off. Lesson # 5 93 % of communication is non-verbal- NLP Operating Systems and Scenario "the meaning of the communication is the response it elicits." Write and turn in assigned paragraph. Optional Spelling Lesson using eye movements in handout. (read Unlimited Power by Anthony Robbins) Examines the following concepts: Organizing information from the outside in. Eyes are the external part of brain cells to gather information. Why we are a visual society? We take in 90% of our information with the eyes.

Lesson # 6 Power of Persuasion and Influence: Write paragraph. Discuss K/12 age appropriate media, dogma, innovation, creativity, synthesis of major fields of study. Discusses how people are persuaded, ways of avoiding being persuaded, and the persuasive activities of the mass media. Examines the concepts of agenda setting, and fallacies of relevance. The synergies of the imagination and information age are a synthesis of major fields of study. In this class the use of the term perceptual/diversity will be used to denote a merging of a range of major fields of study;


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talk about-mythology, Thinkabout-ecology, look about-physics and feel about-psychology. For our purposes we will be looking at perceptual diversity as it pertains to the power to foster change. That is ultimately what leadership is all about. We stand on the shoulders of those who have contributed before us.

Lesson # 7 Anniversary of 9-11 Write paragraph. What the Future Holds: Preparedness v s Predictability: We can only prepare we cannot predict the future with certainty. The hero within each of us. Our best security lies in our thinking and understanding how to manage our emotions. Examine the concepts of higher order thinking skills, social projection, false consensus effect, group think, and mental overload. Review techniques for alleviating overload: external representation, controlled generalization, setting priorities, delegation, and use of outside resources.

Lesson 8 The Problem - Write paragraph. Receiving a high-quality learning experience is as important to students as the quality of the products they learn. Everyone talks about education service. Satisfied students are the keys to the long-term success of any business or organization. Yet, despite all the talk about student satisfaction, most of us still frequently receive terrible service. S.Q. redefines how we are smart.

Lesson 9 The Solution - Explore the worlds of temperament teamwork. Write paragraph about your project. Describe Results. Sample: Great Teamwork is the way we all learn best. We create far greater results working together. We interact and adapt when we know what we are good at and how we fit in. We make the best use of all parts of ourselves, teaching us to deal with others who may be equally talented in different ways. This model for change shows us how cooperation gives everyone more success. When organizations remove barriers to communication and decision making, the result is satisfied customers. Leaders can inspire teachers to deliver on their organization's promises by working with student feedback, focusing on the vital behaviors that actually generate satisfaction, and serving as role models for dealing with people in difficult situations.

Lesson #10 The Challenge Ahead Write paragraph. Consider how unexamined paradigms can affect ability to think creatively. Discusses the nature of critical thinking and the psychology of critical thinking; approaches to critical thinking in higher education (argument skills, cognitive processes, and intellectual development); methods of improving thinking. Rationale for students to examine how certain basic culture and personality paradigms determine one's assumptions about such concepts as value, intelligence, gender roles, personality, luck, and health; they look at examples from science, business, literature, and psychology that illustrate how scientific inquiry reveals new paradigms.

Lesson #11 The Program - Critical Thinking Instruction. Write paragraph. When dealing with difficult people, skills and techniques give far greater results with student's instruction are uncovered and defined. Learn how a deeper knowledge of temperament teamwork can identify remedies for the major causes of poor student learning. A person's modality strength is often reflected in his/her every day behavior. This information shares proven and practical steps that teachers and front-line people can use to actually build student satisfaction. These behaviors are discussed so you will be fairly accurate in accessing modality strengths. The secret to getting more cooperation is to know yourself and to know your students, who are different successfully service the student.

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Lesson # 12 Today's student is multidimensional and today it is the global student who is demanding these changes. Write paragraph. How did we get this way? Information. Lot's of it. Many of you are runners. To me fitness is a way of life. The Information Age is over and the Thinking Age has begun. Learning is part of staying alive, part of staying healthy and being able to enjoy life as much as possible. This is the notion that will be increasingly important as we move into the millennium. I'm talking about the notion of well being. The idea that being and feeling healthy as an individual and as a community adds productivity and joy to life. In the future, successful leaders and organizations will be more embracing; more holistic and more tuned into an individual's over all well being. It's not impossible…it's fun.

Lesson # 13 SQ Synergy Learning is a team structured environment when people in any organization are working at their maximum creative level? If we don't teach students to learn in their own way today, they won't be able to use their natural talents tomorrow, creating new team-creating forms. Leaders can inspire teachers to deliver on their organization's promises by working with student feedback, focusing on the vital behaviors that actually generate satisfaction, and serving as role models for dealing with people in difficult situations. S.Q. redefines how we are smart. In order for the business/education structure today to be effective, there are several presuppositions about human nature that must be considered generally true: · The facts are in; it's not for children only. The more you put into a learning brain, the more we get out of it all our lives. What's Your S.Q.? It's not your IQ. It's not your E.Q. It's not even a number. But Synergy intelligence may be the best predictor of success in life, redefining many ways to be smart. · People will always do what is in their perceived individual or social self interest. Therefore, all behaviors have positive intent within a person's belief system. If we carefully recruit those persons who wish to work toward an agreed-upon purpose, we may work in an atmosphere of trust and cooperation. · For a high level of productive synergy to exist, leadership is necessary at all levels in an organization. Leadership involves doing things for people that encourage the alignment of each person's individual self-interest to organizational purpose. · Modifications in work structures and management procedures will naturally evolve when using purpose as challenge mechanism to evaluate behaviors. · The most synergistic organizational structure provides maximum feedback, encourages competition, and facilitates cooperation. The focus of synergy quotient perceptual framing defines the ability to interpret experiences giving us an instant snapshot of intra-personal skills to use the knowing parts of the brain to explain destructive behavior. · When ruled by the most primitive part of the brain, kids are hijacked by their impulses and are unable to reason. Teach them to use the knowing parts of the brain to direct the feeling parts to cope with the frustrations of life. Emotion is central to human action and yet we seldom pay attention to it, devoting ourselves instead to learn about the cognitive content of behavior.

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A diverse SQ-team structure is one that gains competitive advantage by teaching strategies for learning how to learn; for critical and creative thinking, including complex problem solving; examine from a psychological standpoint why people think the way they do. Nature and nature helps you identify the strengths and weaknesses in your thinking, avoid common errors in thinking, and develop higher-order thinking skills for your personal and professional development. 6# Health – Grade 6/12 TIME: 2.5 class periods Movie 100 minutes or 1.5 class periods Actual assignment 80 minutes or 1 class period GROUP SIZE: 30 students SUBJECT: Self-Esteem/ Character Education SUMMARY: Students will watch the movie "Rudy" and be assigned a one to two page paper in which they discuss certain aspects of character. In addition, they will identify 5 of the 20 character traits that are identified by Centennial School District's "Character Education Plan." They are to identify scenes in the movie where Rudy demonstrates the trait i.e. strong work ethic, integrity, caring, honesty, etc. OBJECTIVE: To gain a basic understanding of what quality character is all about by analyzing the movie, writing about results, and discussing in class. LEARNING STYLES: Today's lesson is designed to engage auditory processes for all students. Talk about chimps. Students will list five character traits that Rudy exhibits. Students will then get into a group of three others who have identified at least two similar traits. Brainstorming is synergistic. Integrity, Enthusiasm, Strong work ethic, & other traits will be discussed as it relates to character/mental health. ACTIVITY: 1. Students create top 5 character list after watching movie. 2. Students with similar traits will team up and note why they listed these similar traits. 3. Groups share results. Synergy at its finest. The feel about Koalas will love the results. Strong work ethic findings gets them emotional and motivates them to strongly discuss ideas. The look about lions will see the excitement within their classmates. The talk about chimps will jump at the opportunity to engage in discussion because they are excited to share the experience. The think about owls will analyze all of Rudy's traits and relate the learning to themselves.

7 # Math Probability 5-LESSON PLANS Grade Level: 6-12 Lesson One: Sums Game Sources Used: Visual Mathematics Course II (Published by The Math Learning Center) Lesson Objective(s): · Students will create displays of data.

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· Students will compute experimental and theoretical probabilities. Learning Styles: Think, Look, Feel and Talk styles. Anticipatory Set: Many of you wrote down games on your mind maps about probability. Well, today we are going to play a game and then we are going to take a look at the results of the game to discover some hidden information. Sequence of Events/Activities/Procedures: · (Before Anticipatory Set is given) Warm-up problems - 7 minutes "Private Think Time" and 3 minutes discussing problems with table-mates. (10 minutes) · Pass out mind maps and have students share their thoughts with their table. Have them write down ideas that they learn from their partners on their own sheets. (5 minutes) · (Anticipatory Set) Introduce "Sums Game" by putting transparency with rules on the overhead. Explain that each turn involves drawing two markers out of the bag and adding the numbers on the markers together and marking the score card with the sum. Replace the markers into the sack after each turn. Ask the students for suggestions as to how to keep the draw random. (i.e.-shaking the sack in between each turn, making sure not to look in the sack when you draw markers, etc.) Demonstrate a couple of turns, marking the sum on the score card. (Have students mark their score with an "X" so that the score card will end up looking like a bar graph.) Explain that the winner of the game is the first to person to obtain each different sum (1-8) at least once or 6 of any one sum. Ask for any questions or clarifications. Have students pair up. (Most tables have 4 students so they can pair up at their own table. For the tables with 3 students, one student will have to pair up with a student from another table of 3. There may be one group of 3 students.) Hand out sacks and score cards to each pair and have them play a game and record their score on the score card provided. (15 minutes) · After all the pairs have played the game, have the students hang their score card up on a designated wall with all of the other score cards so that all the students can view them. Ask the students to make observations about the score cards and have them share them with the class. If it not suggested by the students, explain to the students that the information on the score cards is called "experimental data" and the tallies on the score cards tell the "frequency" of each sum in their experiments. Have the students record these terms and their meanings in their class notes. Next, have the students use the experimental data to decide the most likely sum and the least likely sum to be drawn for a turn and share their thoughts with the class. (The students' guesses may vary based on whether they look at their score card or if they look at the experimental data for the entire class due to the sample size.) Explain the definition of "experimental probability" or "relative frequency" and have the students record this in their class notes. (Experimental probability is the number of times a sum is drawn compared to the total number of draws made, expressed as a fraction, percentage or decimal. For example, if the sum of 4 was drawn and the total number of draws made was 12, then the experimental probability or relative frequency of 4 would be 4/12, 0.33, or 33 %.) Use one of the pair's score card to show how to calculate experimental probability of two or three sums in all three forms. Have the students calculate the experimental probability for their own score card. (20 minutes) · Tell students that with their partner, they may now take out the contents of the sack and follow the directions on the overhead. Write the following on the overhead: "Theoretically, on any draw from the sack, what sum is most likely to occur? Least likely? Make an organized chart showing all the possible sums and how each can occur. Then make a bar graph/histogram showing the sums." Pass out a plain piece of poster paper and a piece of grid paper to each pair explaining that the grid paper will be used for a bar graph and to use one square for each increment on the grid paper so it will be uniform with the others and easy to read. (35 minutes) Closure: I will let the students know we will be discussing in the next class period the charts and

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graphs that they created today. The last 5 minutes of class will be used to pick up the materials used during the class, pick up charts and graphs created by the students and prepare the room for dismissal. Materials/Resources: 14 sacks containing 8 markers of the same color. The markers should be marked with the following (one on each marker): A-1, B-1, C-2, D-2, E-3, F-3, G-4, H-4. Tacks for hanging up score cards. Poster paper, grid paper, and marking pens for making charts and graphs. Assessment: The graphs and charts will let me know that the students understand the possible combination of sums. The discussions will allow me to assess if the class as a whole understands experimental probability and the calculation of theoretical probability. (Although the term "theoretical probability" will not be introduced until Lesson Two, using the calculations completed during this lesson.) Activities for early finishers: The early finishers can help with clean up and giving additional help to any pairs that may need it. Notes: · Have sacks and markers prepared before class begins. · Have a student(s) hand out markers and poster paper. · If necessary during classroom discussion, remind the students that they must raise their hand and be called on before sharing. Math Probability Grade Level: 6-12 Lesson Two: Even-Odd Game Sources Used: Visual Mathematics Course II (Published by The Math Learning Center) Lesson Objective(s): · Students will determine if bar graphs depicting hypothetical experimental data results of the "Sum Game" are "likely" or "unlikely" based on the theoretical probabilities of the game. · Students will determine whether a game involving random selection is fair or unfair and write a convincing mathematical argument supporting their conclusion. Learning Styles: Think, Look, Feel and Talk styles. Anticipatory Set: Today we are going to take a look at and discuss the graphs and charts that you created yesterday. Then we are going to play a new game and you are going to decide if it is a fair game or not. Sequence of Events/Activities/Procedures: · (Before Anticipatory Set is given) Warm-up problems - 5 minutes "Private Think Time" and 3 minutes discussing problems with table-mates. Write solutions on the overhead and have students demonstrate their solutions for any problems that are requested. (Problems will only be worked if none of the requestors' table-mates have the correct solution. If they have the solution, then they can share the answer after class.) (20 minutes) · (Anticipatory Set) Have students' charts and graphs from the previous day hanging up on the wall together so they may be viewed by all of the students. Have the class discuss the question from the previous day (See Lesson One) based on their graphs and charts. After the discussion, explain to the class that their charts and graphs show the "theoretical probability" for each sum. Explain what theoretical probability is and how it is calculated. Write the definition on the overhead (Theoretical probability is the number of ways a sum can be formed divided by the total

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number of ways all the sums can be formed. Theoretical probability can be expressed as a fraction, percentage or decimal. For example, for the sums game, since 1 out of the 28 possible sums is 2, the theoretical probability of drawing a sum of 2 is 1/28. The theoretical probability would be written as P (2) = 1/28 = .29 = 29 %.) Go through the example of calculating the theoretical probability of the sum of 2 and have the students record the definition and the method of calculation in their notes. Use the overhead with the chart on it and as a class fill in the theoretical probability for the remaining sums. Next, have the students calculate how many of each sum they would expect to get if they drew 100 times. Repeat for 90 times and 1000 times. (10 minutes) · Show overhead with several bar graphs showing hypothetical experimental probabilities for the sums game. Have the students discuss whether each set of experimental probabilities is "likely", "somewhat likely", or "not likely" based on the theoretical probability of the game. (5 minutes) · Introduce "Even-Odd Game" by putting transparency with rules on the overhead (making sure to keep "The Task" portion of the overhead covered). Explain that each turn involves drawing two markers out of the bag and adding the numbers on the markers together. Replace the markers into the sack after each turn. Player 1 wins a point if the sum is even and Player 2 wins a point if the sum is odd. Remind the students of their ideas as to how to keep the draw random. (i.e.-shaking the sack in between each turn, making sure not to look in the sack when you draw markers, etc.) Demonstrate a couple of turns and explain that there is no score card for this game. They will keep track of the score on their own paper. Explain that the winner of the game is the first to person to obtain 5 points. Tell the students that they are to play one game. Ask for any questions or clarifications. Have students pair up. (Most tables have 4 students so they can pair up at their own table. For the tables with 3 students, one student will have to pair up with a student from another table of 3. There may be one group of 3 students.) Hand out sacks to each pair and have them play one game. (10 minutes) · After all the pairs have played one game, reveal "The Task" portion of the overhead instructions. The task is to determine whether the game is fair or unfair. The students, in their pairs, are to write a convincing mathematical argument to support their decision. If they feel the game is unfair, they are to tell how it could be revised to be fair. Have the pairs write their arguments on poster paper. Note: Some of the pairs may base their argument on the theoretical probability calculated at the beginning of the class as those probabilities would apply to this game as well. Other pairs may continue to play the game and base their argument on experimental data and probability. Collect the arguments from each pair so that they may be discussed during the next class period. (35 minutes) Closure: I will let the students know we will be discussing their arguments the next class period and then they will be playing a different game and they will have another opportunity to construct an argument as to whether it is fair or not. The last 5 minutes of class will be used to pick up the materials used during the class and prepare the room for dismissal. Materials/Resources: 14 sacks containing 8 markers of the same color. The markers should be marked with the following (one on each marker): A-1, B-1, C-2, D-2, E-3, F-3, G-4, H-4. Tacks for hanging up charts and graphs. Poster paper and markers for writing their arguments. Assessment: The students' arguments will let me know that the students understand the theoretical probability. The discussions will allow me to assess if the class as a whole understands experimental probability and the calculation of theoretical probability. Activities for early finishers: The early finishers can help with clean up and giving additional help to any pairs that may need it.

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Notes: · Have sacks prepared before class begins. · Have students help pass out the poster paper and pens. · If necessary during classroom discussion, remind the students that they must raise their hand and be called on before sharing. Math Probability Grade Level: 6-12 Lesson Three: Products Game Sources Used: Visual Mathematics Course II (Published by The Math Learning Center) Lesson Objective(s): · Students will determine whether a game involving random selection is fair or unfair and write a convincing mathematical argument supporting their conclusion. Learning Styles: Think, Look, Feel and Talk styles. Anticipatory Set: Today we are going to discuss your arguments that you constructed during the last class. Then, you are going to play a new game and you are again going to decide if it is a fair game or not. Sequence of Events/Activities/Procedures: · (Before Anticipatory Set is given) Warm-up problems - "Private Think Time" (10 minutes) · Using the transparency that shows the hypothetical experimental probabilities for the Sums Game, demonstrate "smoothing out" the histogram. This is simply drawing a rough outline over the shape of the histogram. Explain to the students that this is another method for deciding if the results are likely or unlikely by comparing the general shape of the theoretical probability histogram to the shape of the experimental probability histograms. (5 minutes) · (Anticipatory Set) Hand back each pairs' argument. Have a class discussion where students share their arguments with the rest of the class. (15 minutes) · Introduce how to make the game fair by adjusting the points awarded. For example: If Player 1 has ¾ of the probability and Player 2 has ¼. P1 ¾ x 1=3 P2 ¼ x 3=3 So you could give 1 point to Player 1 and 3 points to Player 2, then the game would be fair for both players. In the case of the "Odd/Even Game", the following would work: P2 16/28 = 4/7 x 3 = 12 (Player 2 would receive 3 points) P1 12/28 = 3/7 x 4 = 12 (Player 1 would receive 4 points) (5 minutes) · Introduce the "Products Game" by putting transparency with rules on the overhead and pass out a copy to each pair. Explain that each turn involves drawing two markers out of the bag and multiplying the numbers on the markers together. Replace the markers into the sack after each turn. Player 1 wins a point if the product is less than or equal to 4 and Player 2 wins a point if the product is greater than 4. Demonstrate a couple of turns and explain that there is no score card for this game. They will keep track of the score on their own paper. Explain that the winner of the game is the first to person to obtain 5 points. Tell the students that they are to play one game. Ask for any questions or clarifications. Have students pair up. (Most tables have 4 students so they can pair up at their own table. For the tables with 3 students, one student will have to pair up with a student from another table of 3. There may be one group of 3 students.) Hand out sacks to each pair and have them play one game. (10 minutes) · After all the pairs have played one game, explain that they are again to determine whether the game is fair or unfair. The students, in their pairs, are to write a convincing mathematical

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argument to support their decision. If they feel the game is unfair, they are to tell how it could be revised to be fair. Have the pairs write their arguments on poster paper. Note: Some of the pairs may base their argument on the theoretical probability. (They will need to recalculate the theoretical probability if they use it for their argument as it will change for this game.) Other pairs may continue to play the game and base their argument on experimental data and probability. However, through class discussions, they will begin to see that a convincing mathematical argument that is based on theoretical probability is more reliable than one based on experimental probability due to a small sample size. (This may have to be brought up if it is not brought up by the students during the discussion.) Have a class discussion where students share their arguments with the class. (45 minutes) Closure: I will let the students know we will be playing a different game during the next class and they will have another opportunity to construct an argument as to whether it is fair or not. The last 5 minutes of class will be used to pick up the materials used during the class and prepare the room for dismissal. Materials/Resources: 14 sacks containing 8 markers of the same color. The markers should be marked with the following (one on each marker): A-1, B-1, C-2, D-2, E-3, F-3, G-4, H-4. Tacks for hanging up charts and graphs. Poster paper and markers for writing their arguments. Assessment: The students' arguments will let me know that the students understand the theoretical probability. The discussions will allow me to assess if the class as a whole understands experimental probability and the calculation of theoretical probability. Activities for early finishers: The early finishers can help with clean up and giving additional help to any pairs that may need it. Notes: · Have sacks prepared before class begins. · Have students help pass out the poster paper and pens. · If necessary during classroom discussion, remind the students that they must raise their hand and be called on before sharing. Math Probability Grade Level: 6-12 Lesson Four: 20 Points Game Sources Used: Visual Mathematics Course II (Published by The Math Learning Center) Lesson Objective(s): · Students will make a prediction as to the fairness of a game involving random selection prior to playing. · Students will determine whether a game involving random selection is fair or unfair and write a convincing mathematical argument supporting their conclusion. Learning Styles: Think, Look, Feel and Talk styles. Anticipatory Set: Today we are going to discuss the game from yesterday. Following that, you will be playing a new game and you are again going to decide if it is a fair game or not. Sequence of Events/Activities/Procedures: · (Before Anticipatory Set is given) Warm-up problems - "Private Think Time" (10 minutes) · (Anticipatory Set) Hand back each pairs' argument for the "Products Game". Have a class

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discussion where students share their arguments with the rest of the class. (15 minutes) · Introduce the "20 Points Game" by putting transparency with rules on the overhead and pass out a copy to each pair. Explain that each turn involves shaking and flipping three markers (1 green, 1 red, and 1 blue all marked with an "An" on one side and a "B" on the other) together and recording the color and letter showing on each marker. Player 1 wins a point if the green marker shows an "A" or the red and blue markers both show and "A" or all three markers show an "A'. Player 2 wins a point for all other situations. Demonstrate a couple of turns and explain that there is no score card for this game. They will keep track of the score on their own paper. Explain that the winner of the game is the first player to obtain 5 points. Tell the students that they are to play one game. Have each pair discuss the game and make a prediction as to whether the game is fair or unfair before they play the game. Ask for any questions or clarifications. Have students pair up. (Most tables have 4 students so they can pair up at their own table. For the tables with 3 students, one student will have to pair up with a student from another table of 3. There may be one group of 3 students.) Hand out the markers each pair and have them play one game. (10 minutes) · After all the pairs have played one game, explain that they are again to determine whether the game is fair or unfair. The students, in their pairs, are to write a convincing mathematical argument to support their decision. If they feel the game is unfair, they are to tell how it could be revised to be fair. Have the pairs write their arguments on poster paper. Note: Some of the pairs may base their argument on the theoretical probability. (They will need to recalculate the theoretical probability if they use it for their argument as it will change for this game.) Other pairs may continue to play the game and base their argument on experimental data and probability. However, through class discussions, they will begin to see that a convincing mathematical argument that is based on theoretical probability is probably more reliable than one based on experimental probability due to a small sample size. (This may have to be brought up if it is not brought up by the students during the discussion.) Have a class discussion where students share their arguments with the class. Include in the discussion how the students' final assessment of the fairness compared to their initial prediction. (45 minutes) Closure: The last 5 minutes of class will be used to pick up the materials used during the class and prepare the room for dismissal. Materials/Resources: 14 sets of 3 markers (1 green, 1 red and 1 blue). The markers should be marked with an "An" on one side and a "B" on the other. Poster paper and markers for writing their arguments. Assessment: The students' arguments will let me know that the students understand the theoretical probability. The discussions will allow me to assess if the class as a whole understands experimental probability and the calculation of theoretical probability. Activities for early finishers: The early finishers can help with clean up and giving additional help to any pairs that may need it. Notes: · Have markers prepared before class begins. · Have students help pass out the poster paper and pens. · If necessary during classroom discussion, remind the students that they must raise their hand and be called on before sharing.

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Let’s detail a system for finding out people's unique talents and using those strengths to make successful learners grow.

"Having really strong natural talents means you have other talents that you rarely use and may have difficulty understanding, especially in other people."

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First, build on what you're already good at. Then change the way you reward and promote students. And last, but by no means least, have a multiple intelligence system in place that ensures you're actually recognizing efforts for everything you teach and how students learn, a

challenge in any classroom. The real eye-opener with teachers is the goal of identifying inner strengths which are predictable and enduring. The core of the Synergy program is an analysis of people's personalities that sheds light on why they approach tasks the way they do. Teachers who scored high on traits like "analytical" and "deliberative," meaning they like to get all the facts before taking action. A co-teacher, by contrast, is an "activator," a type who likes to leap first and make changes later. Multiple intelligence systems, "really gives you a framework for understanding how people behave. Its like, 'Oh, that person's not a jerk, he's an activator.' "Instead of constantly clashing with a co-teacher, s/he now brings her in on decisions only after he's sure he has the facts right and he's ready to have her take the ball and run with it.‖ I was skeptical of all this at first," he says, "but it has eliminated an incredible amount of stress and strain."

8# We are all in this world together

Learning to take better care of each other. How can you apply your strengths for maximum success at work and play? I had this concern when I started using the brain friendly synergy curriculum. Then I reviewed the research and found where all students work through all cognitive systems. Stopping after the first station isn't an option. The stations are the content required for

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the unit. The process allows for flexibility and discovering strengths. The stations can be assignments, activities, and/or labs that have the students use the information learned in the any station. The first station is assignments where the student applies the information making evaluations, predictions, etc. As students are doing the work in the stations (which aren't options) they are progressing through the levels of Bloom's Taxonomy.

This class will help teachers across the nation see how schools are is helping students learn under the No Child Left Behind legislation. The many varieties of teaching throughout any state will be explored by way of case studies, video tape, reports and internet usage.

.Technology should be used whenever possible. Computer programs make wonderful assignment options especially for the limited English proficiency student because concepts are graphically represented. If you are fortunate enough to have internet access in your room make sure to include research as an assignment option.

To save time with oral reports and presentations, a video camera may be set up in a storeroom or quiet area so that the students can record their presentations for your later viewing. This is especially helpful with students who are reluctant to speak before a large group.

The discovery was the result was a tie between a Think-about Owl and Feel-about Koala. I recognized much of my own teaching style in the descriptions of both. From the Think-about Owl, I try to establish structure and routine. I strive to be consistent, firm and fair because I really believe that a trusting relationship with all of my students is the foundation for being able to teach all my students. The Think-about Activities were right up my alley: fact-based research, step-by-step instruction and investigative topics. As for the Feel-about Koala, I do try to infuse an element of randomness in my teaching. Too much routine and structure will drive an 8th grader mad! I encourage discussions and interaction. I also recognize the need for more kinesthetic learning and have plans to incorporate more of that in my many years of teaching to come. This all ties in well with the differentiation learning team that I just recently finished at my school. The focus was on how to reach students through their multiple intelligences. The gist of it was to make sure that we are reaching students through a variety of modalities. Basically I recognize many of the traits of the Owl and Koala in my own teaching and there’s still a lot of room to expand my teaching style to incorporate other learning styles (Lion and Chimp). SQ-Synergy Learning utilizes instruction to the concept of multiple intelligence as it pertains to brain-based learning in the classroom. A critical thinking classroom utilizes "team learning" and "quality implementation" based on a commitment to "personal mastery." Explore the worlds of temperament teamwork, which may be equally talented in different ways. This model for change shows us how cooperation gives everyone more success. Heterogeneous Teamwork is the way we all learn best. When we know what we are good at and how we fit in, we make the best use of all parts of ourselves to create far greater results. What to expect: Your class may be made up of a series of expert presentations, lectures, slides, videos, games, music, readings from texts, handouts, role playing, quests, class discussions, exercises, quiz, surveys, evaluations, unit assignments and create a final evaluation/examination for your own use with students. How will the academic performance of your students be evaluated? The sequence of classroom activities will be developed to demonstrate the use of auditory, visual, analytical and kinesthetic student involvement and cognitive application of subject matter. Examples of class activity based on course content: team concepts--lessons plans--expressed in drawings and words from visualizations, song writings and CD’s, identify mobiles from personal,

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cultural, mythical, and spiritual concepts; computer programs developed for NLP tm skills, video, DVD’s of meta-model evaluations, books developed from Naptime, etc. This concept of instruction enables participants to progress at their own rate and offers considerably more flexibility in the learning concept to motivate all intelligence's, helping to realize the educational goals of your school.

9# The Relevance of Mathematics Grade: 6-12 Subject: Math - What is math? Is learning math important to you? Why? Time: Several blocks of time that allows extensive internet research. Materials: SQ-profile surveys, internet access and a computer for each student.

1. Get students opinions.

Divide students into groups based on SQ profiles.

Direct groups to discuss:

What is math? Is learning math important to you? Why?

Ask each group to share an opinion that they feel best represents the opinion of their group. If there is no consensus, allow/encourage each willing member to share their thought. List these opinions on the board as verbatim as possible.

2. Set up conflict:

I believe that most people understand/associate math only as it applies to arithmetic. Although arithmetic fundamentals are useful, mathematics is much more than addition, subtraction, multiplication and division. Mathematics is a method of thought – a study of patterns. It is the thought process used by human beings in an endeavor to understand our world, to model the wonders created by nature and explore the concepts that were once tangible only to our imaginations (i.e. combustion engine, computer, rocket engine –space exploration). It is the language that lets us predict the once thought unpredictable. It is the gavel of truth for science. In the future, you or the person next to you may be the scientist or engineer who develops the long sought cure, a more efficient and environmentally responsible engine. The study of mathematics and our imaginations make is possible to create a better future. ―Imagination is more important than knowledge.‖ – Albert Einstein On a less philosophical note, growing/spending your money is the most practical application for mathematics (annuities for retirement, mortgages and loans). The mathematics of finance involves functions that you will learn about in Pre-calculus. The mathematics that you learn before Pre-calculus provides a framework for understanding the abstract concepts involved. ). This knowledge lends itself to helping make you a smarter investor/consumer. Learning mathematics is exercise for the abstract processors of your brain. When you exercise your muscles, you train your body to perform at higher levels. There are proven health benefits to regular exercise. Learning mathematics (exercising your brain) is analogous to exercising your muscles. Have students list at least one goal that involves money. (I want to own a $300,000 house by the time I am 30; I want to retire when I am 40: I want to buy a BMW when

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I graduate from high school) Now have students create a plan for how they will accomplish their goals. How much money will I need? Herein lays the conflict, without an understanding of the math of finance or the knowledge of the tools and resources available, the student will not be able to plan accordingly; Thereby forfeiting the realization of their financial goal. Failure to plan, plan for failure; poor people hope poor strategies

3. Solution:

Don’t learn the math and forget about financial goals.

Abdicate your responsibility for your own financial future to someone else that you will have to trust. ( this is what the general public usually does with their retirement savings plans but it doesn’t work very well for buying luxury items that require a spur of the moment decision making ability)

Learn the mathematics of finance and all other math that you can so that you alone can make decisions regarding your financial future.

How does learning mathematics fit the balance wheel of your life’s purpose? Education, Exercise for the mind, Spiritual –understanding math may enhance your self image…

4. Disappointments /Expectations (Demons & Angels)

The most common disappointment in the endeavor of learning mathematics is that it does not come easy for everyone. This is because the journey involves developing/stimulating a part of your brain that processes abstract logic. It is not easy and at times can be very confusing. This feeling of disequilibrium happens when our brain is trying to assimilate our past understanding with our new information. It is a natural part of the learning process. Negative self-talk also has an adverse affect on learning and eventually leads to a self-fulfilling prophecy. If we feed our mind with negative demeaning images our spirits will eventually absorb those thoughts and we will realize the unhealthy outcomes. You can do anything that you set your mind to do. Positive thoughts will produce positive results if we are willing to invest the time and energy into our goals. Our angels are our hopes and dreams of how we can have better lives. By setting goals and finding and using our resources we can make these dreams a realization. This idea (problem solving) transcends every aspect of our lives. (My Pre-calc students are always amazed by the following personal story.) Understanding math was not easy for me either. The fundamental aspects of algebraic manipulation were easy for me to grasp but it wasn’t until my sophomore year of college that I became a ―mathematician‖. I remember sitting in my dorm room on a cold February evening agonizing over geometry and vector calculus. The disequilibrium was so overwhelming that I wanted to forget it altogether. I could have easily given up at this point and changed my major to something more comfortable. I overcame the negative self-talk, I persisted and I transformed the way that I thought. Many AHA moments brought me to the realization that I could do this stuff. Eventually I found myself helping my college classmates understand and process the abstract concepts that we were learning. I had experienced this intrinsic reward of helping others in high school as well. When I again found myself with this great

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reward opportunity it solidified my goal of becoming a high school math teacher. It is the intrinsic reward generated by helping others achieve the ―AHA!‖ moment that compels me to continue my journey as an educator.

5. AHA!- Why is it important? Mathematics is crucially important in understanding personal finance situations. Have students search online for other peoples’ opinions regarding the importance of mathematics. Ask students to find a career that interests them and find the mathematics that are involved in that job.

10# Synergy Quotient Profiles

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1# Synergy Quotient Profile http://www.synergypals.com My growth rings came out a very strong red on the Feel about Koala. When reading the profile, it hit me right on the head how correct this is. I also am a quiet, friendly, and helpful person and a lot of stress is created in my own head due to a new environment. I have tried very hard in the last 4 months to express my concepts about the subject and time to my students. Something that has forced me, or, helped me along the way are my teenage kids. One of them being a talk about Chimp and another one is Think about owl. Working with them gives me the idea of the nature of my teenage students in my classrooms. My husband ended up being a Look about Lion with a touch of Koala. Opposites attract? Or opposites make us stronger and more understanding? He has always been toward the perfection and cannot express his opinions or feelings without criticizing others. I am more feeling oriented and this combined with my tendency to hold things in which used to cause problems earlier but no more now. After profiling my daughter, son and some of their friends, I found that most of the students who took the profiles agreed with their results. A few of them were surprised to see that they are very having equal numbers of rings of more than one character. They said that they now recognize the differences. It seems like they will have better working groups now. 2# Synergy Quotient Profile http://www.synergypals.com When I completed my SQ profile I had an equal number of rings for both Thinkabout Owl and Feel about Koala. I was not surprised by the Thinkabout Owl. I am a very analytical person who prefers order. The trait that stood out the most to me as I read about the Thinkabout Owl was the preference for step-by-step instructions and clear expectations. When I think back on my M.A.T. program, I definitely can see the Thinkabout Owl analytical traits. I was very frustrated because my advisor and the program were very vague at times with their expectations. As a teacher, I have to learn to deal with frustrations because teaching is not a perfect science. Even though the daily uncertainty frustrates me, it is also forcing me to be more flexible and creative. I definitely prefer my classroom to have routine and order. The Feel about Koala surprised me at first, however the more that I read about it, the more it made sense. The urge for harmony and peacefulness fits with the need for order for the Thinkabout Owl. I also feel that I am a nurturing person which fits with the Feel about Koala. I feel a stronger connection with the Thinkabout Owl, but I also feel that the Feel about Koala my emotions, helps keep me balanced. My husband turned out to be a Look about Lion. He is definitely a "big picture" thinker. He is constantly looking at long-term house projects and goals. His personality matches his teaching style of exploration with the students and finding and using innovative ways to teach. He strives to make learning fun and exciting. Although our personality types clash a bit, we both recognize our differences. We continually work to understand and honor one another's styles. 3# Synergy Quotient Profile http://www.synergypals.com When I first glanced at the descriptions of the synergy pals on the back of the poster, I knew right away that I was a Think-about Owl. I saw characteristics for the other animals that described me at certain times as well. I then took the quiz to determine my profile. As I expected, Think-about Owl was the strongest, but only by 1 growth ring. Look-about Lion was my second strongest area which did not surprise me too much. Closely behind was Feel-about Koala, of which I do identify with some traits. My weakest area was Talk-about Chimp, which would surprise my husband and friends who think I talk a lot. (I only talk to them after a whole day of thinking and planning it out. My talking is more of direction giving and stating what I have decided, rather than talking to process!) 4# Synergy Quotient Profile http://www.synergypals.com





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It is funny how life changes and cycles. Over the last several months, I see more and more Talk about Chimp coming out in my personality; this was my weakest trait on my original SQ profile. Stressful situations seem to draw out this part of my personality. I have had rough school year, especially with supervision Principals at two of the charter schools I manage. As stressful situations (such as expulsions, lawsuits and personnel turnover) arose, I found myself needing to discuss options, alternatives and action plans with Board Members and colleagues. However even after all the talking; I was still uneasy about my decisions. All of a sudden, I needed everyone’s opinion and approval, which is the Feel-about Koala. Ultimately, the stress culminated with my resignation as Executive Director and the starting of my own educational consulting business. I believe that I am most comfortable in my role as a Think-about Owl and I am trying to find a way to use this strength to make my own way and avoid the unpleasant situations. The ability to reflect on these situations and my actions through the SQ philosophy has helped me to understand the dynamics, my needs within the situations and finally, determine a personal course of action. The business plan which I have developed is Think about Owl and Look about Lion taking center stage once again and I feel at peace! 5# Synergy Quotient Profile http://www.synergypals.com It is very interesting because when I completed my SQ profile, three of the four synergy types were equal. Talk-about chimp had two more rings than the others, but the remaining three were all equal. I thought to myself, "Am I doing the assignment wrong?" "Maybe I messed up?" But, I figured I would take a break for a minute, get some orange juice, and think about it. And of course, as is always the case, my findings started to make sense after I gave myself some time to relax and think about them. My mind reels back to the past few years of my life and the places I have gone and the changes that were so hard for me to make. The statement in the forward of "Team-smart" hit it on the mark: "If we... become too polarized by our own personality type, we lose the freedom to choose to act differently." Such a powerful statement, such a simple yet helpful idea, and it is shocking that it has taken me so long to figure this out. Growing up in a home with fairly domineering parents, and a "model" older brother, I often felt that I had to "live up" to my brother, to be like him, etc. It is only in the past year or so that I realized what an impact this had on me. Some of the pressure came from my parents, surely, but I put a lot of pressure on myself. Inherently, I believe I am a Feel-about Koala, but somewhere in the avenues of my youth, I adopted a kind of Talk-about Chimp personality which has suited me at times (and hurt me in others) and taken the reins of my demeanor for the most part. While this personality type has had its benefits, I've always felt that perhaps I was acting this type of personality out as a sort of compensation for the worry and fear that my inner, Feel-about Koala personality was trying to hide. This is obviously unfortunate that it has taken so long to figure out, but I suppose it is fool-hardy to look back with sighs because I have only figured it out now. It takes time, and I feel blessed that now, for the most part, I am becoming more balanced and letting the fears, anger, and worries come through because they are part of me, they are the truth, and it prevents me from becoming too polarized. That is where much strife has occurred in my life, and it is a joy to know that if I focus on letting my truth blow through me, most things will indeed be well. As an educator, I have had the tremendous opportunity to teach in many different countries. This has forced me to become more creative, patient, and intuitive. And interestingly enough, teaching is one of the few realms in which I feel I am balanced, not trying to compensate for fears or worries by adopting some other persona. When I lived in Turkey, I had to adjust most everything about my teaching style, including humor, body language, facial expressions. All these things had greatly different meanings and it was amazing to see how I could indeed be myself while honoring the culture of such a different place. I feel balanced in front of a classroom. I am not afraid to share failures, disappointments, excitements with my students. I believe (and hope!) this makes


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me more real as a teacher. I suppose I display all four SQ Profiles in different times, based on student needs. Does this make me false, as if I can constantly change my personality like the wind? No, but I believe in letting my intuition guide me; I feel I know what most of my students need as far as communication, and while some moments I may be a Talk-about Chimp, in others I may be a Look-about Lion. And, I've finally realized that it is okay to let these various profiles come through. Fighting them would be futile. And I then wonder why it has taken me so long to figure out why everyone used to rave about "Let it Be" by the Beatles. Now I think I got it. 6# Synergy Quotient Profile http://www.synergypals.com When I began studying the Synergy Pals Learning Stations, I assumed I would be a Feel-about Koala. I am an extremely sensitive person who values teamwork and cooperation. I also am someone who is a hands-on learner and needs answers to my questions in order for me to understand and grasp certain concepts. After taking the quiz, I learned that I am indeed a Feel-about Koala! This should make sense because I am married to my opposite (a Look-about Lion)! Think-about Owl and Talk-about Chimp were my next two strongest areas. I do tend to review things over and over…and over again, stick to the rules and fulfill responsibilities as a Think-about Owl. As a Talk-about Chimp, I also enjoy talking (especially to adults after teaching kids all day), singing to my children and reading aloud to whoever will listen. Finally, my weakest area was that of the Look-about Lion. Even though I appreciate neatness and enjoy math, this was definitely not my area! How fascinating that it described my husband perfectly! It really does go to show that opposites attract! Overall, I felt it was very interesting to see that I do fit into the category of the Feel-about Koala quite nicely as it was my strongest area, but also that there was a little of me in all of the Learning Pals Stations! 7# Synergy Quotient Profile http://www.synergypals.com When I completed my SQ profile I had an equal number of rings for both Thinkabout Owl and Feel about Koala. I was not surprised by the Thinkabout Owl. I am a very analytical person who prefers order. The trait that stood out the most to me as I read about the Thinkabout Owl was the preference for step-by-step instructions and clear expectations. When I think back on my M.A.T. program, I definitely can see the Thinkabout Owl traits. I was very frustrated because my advisor and the program were very vague at times with their expectations. As a teacher, I have to learn to deal with frustrations because teaching is not a perfect science. Even though the daily uncertainty frustrates me, it is also forcing me to be more flexible and creative. I definitely prefer my classroom to have routine and order. The Feel about Koala surprised me at first, however the more that I read about it, the more it made sense. The urge for harmony and peacefulness fits with the need for order for the Thinkabout Owl. I also feel that I am a nurturing person which fits with the Feel about Koala. I feel a stronger connection with the Thinkabout Owl, but I also feel that the Feel about Koala helps keep me balanced. My husband turned out to be a Look about Lion. He is definitely a "big picture" thinker. He is constantly looking at long-term house projects and goals. His personality matches his teaching style of exploration with the students and finding and using innovative ways to teach. He strives to make learning fun and exciting. Although our personality types clash a bit, we both recognize our differences. We continually work to understand and honor one another's styles.

11#: Self-Esteem/ Character Education Grade level: High School 9-12 TIME: 3 class periods Movie 90 minutes or 2 class periods Actual assignment 47 minutes or 1 class period



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GROUP SIZE: 18 students SUMMARY: Students will watch the movie "Bend it Like Beckham" and be assigned a one to two page paper in which they discuss certain aspects of character. In addition, they will identify 5 of the 20 character traits that are identified by ―Character Education Plan." They are to identify scenes in the movie where the heroines demonstrate the trait i.e. strong work ethic, integrity, caring, honesty, etc. OBJECTIVE: To gain a basic understanding of what quality character is all about by analyzing the movie, writing about results, and discussing in class. LEARNING STYLES: Relevance, rigor and relationship are Today's lesson and is designed to engage auditory processes for all students. Talk about chimps. Students will list five character traits that "Bend it Like Beckham" exhibits. Students will then get into a group of three others who have identified at least two similar traits. Brainstorming is synergistic. Integrity, Enthusiasm, Strong work ethic, & other traits will be discussed as it relates to character/mental health, math. ACTIVITY: 1. Students create top 5 character list after watching movie. 2. Students with similar traits will team up and note why they listed these similar traits. 3. Groups share results. The Synergy at its finest. The feel about Koalas will love the results. Strong work ethic findings get them emotional and motivate them to strongly discuss ideas. The look about lions will see the excitement within their classmates. The talk about chimps will jump at the opportunity to engage in discussion because they are excited to share the experience. The think about owls will analyze all of the player’s traits and relate the learning to them. Teaching units using a synergy strategy 12 # Algebra/Geometry Probability Grade Level: High School 9-12 Grade Group size: 18 students Time: 95 minutes Algebra Probability Lesson One: Finding learning styles and using it for grouping and working on the unit: Experimental and theoretical probability. Sources Used: Team-smart SQ, Author: Dr. Ardys Reverman Algebra-1 Explorations and Application Author: Mc Dougal Littell Lesson Objective(s): Students will identify and understand their learning style and utilize a variety of learning styles to solve mathematical problems. Student will use concepts of proportion and percent to solve math problems and collaborate with different learning styles to effectively involve the entire brain in the learning style and move to higher level of learning. Learning Styles: Think, Look, Feel and Talk styles. Sequence of Events/Activities/Procedures: Before Anticipatory Set is given, Students will do Warm-up problems - 7 minutes "Private Think Time" and 3 minutes discussing problems with table-mates

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Anticipatory Set: Today I am going to give you a quiz to discover some hidden information and find your learning style. We will take a look at the results and stickers will be placed on the poster for visual breakdown of the class .Then we will break the class into groups of four including different learning style to achieve success in learning.

Material needed: a. Dice b. Cards c. Coins d. Experiment records. e. Synergy Pals poster f. Stickers for poster ACTIVITY: 1. First activity will be a learning styles quiz. Students will score themselves and color in the rings to see their learning styles. Stickers will be placed on poster for visual breakdown of the class. 2. before the Probability Experiment. Students will break into groups of 4. Preferably with a Lion, Owl, Koala and Chimp in every group. Students will make predictions on Coin Flips, Dice Rolls and Card pulls out of the deck. They will then record the results of the experiment on their worksheet. 3. Lesson on theoretical and experimental probability and mathematical concepts of percent and proportion as relates to the experiment.

Tell students that with their group, they may now take out the contents of the sack and follow the directions on the overhead. Write the following on the overhead: "Theoretically, on any draw from the sack, what sum is most likely to occur? Least likely? Make an organized chart showing all the possible sums and how each can occur on grid paper so it will be uniform with the others and easy to read. (35 minutes) 4. After the lesson, groups will figure out theoretical probability for coin toss, dice rolls and card drawings. New predictions will be made regarding experimental outcomes based on theoretical probability. This will be recorded on the same experimental worksheet. 5. Groups will then present their results

a. Comparison of original predictions to new predictions. b. Synopsis of experimental results compared to predictions. c. Would we be more or less accurate the more we experimented? d. How did the group work together to come up with the theoretical predictions? f. Did they notice how learning styles emerged in group dynamic?

Assessment: The discussions will allow me to assess if the class as a whole understands and agree with the quiz result and the characteristics of the animals. Calculation of Experimental probability and the theoretical probability. Formative: Observe how groups are working together. Assess level of student engagement. Check groups mathematical computations in finding theoretical probability. Students will have a take home assignment to complete that will be collected and scored in next class. Closure: I will let the students know we will be discussing in the next class period they will learn Geometric probability. The last 5 minutes of class will be used to pick up the materials used

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during the class, pick up charts and graphs created by the students and prepare the room for dismissal. Materials/Resources: Worksheet for the learning style quiz, the markers, stickers and poster, Tacks for hanging the poster. 4 sacks containing 2 dice, cards, 50 coins grid paper to record their results, grid paper, and marking pens for making charts and graphs. Activities for early finishers: The early finishers can help with clean up and giving additional help to any pairs that may need it. Notes: · Have sacks and markers prepared before class begins. · Have a student(s) hand out markers worksheet for the quiz and poster paper. · If necessary during classroom discussion, remind the students that they must raise their hand and be called on before sharing. Lesson Plan-2 Grade Level: 9-12 Time: 1 class Period Subject: Algebra-1 Group size: 16 students Unit: Geometric Probability Sources Used: Team-smart SQ, Author: Dr. Ardys Reverman Algebra-1 Explorations and Application Author: Mc Dougal Littell Lesson Objective(s): Students will utilize a variety of learning styles to solve mathematical problems also collaborate with different learning styles to effectively involve the entire brain in the learning style. Student will use concepts of proportion and percent to solve math problems and move to higher level of learning. Learning Styles: Think, Look, Feel and Talk styles. Anticipatory Set: Today we are going to take a look at and discuss about the Geometric probability. We are going to play a new game and you are going to decide if it is a fair game or not. Sequence of Events/Activities/Procedures: · (Before Anticipatory Set is given) Warm-up problems - 5 minutes "Private Think Time" and 3 minutes discussing problems with table-mates. Write solutions on the overhead and have students demonstrate their solutions for any problems that are requested. (Problems will only be worked if none of the requestors' table-mates have the correct solution. If they have the solution, then they can share the answer after class.) MATERIALS NEEDED: a. Cards with different patterns drawn on it b. Formulas for finding areas for different figures given on the given Cards c. Worksheet to records their results and find. d. A Poster to play a game of targeting and throwing a dart and finding theoretical and experimental probability. ACTIVITY: 1. First activity will be Teaching how to find shaded area, total area and then to find the ratio of them to find the probability of heating the shaded area. 2. The students will work on 2 guided practice problems.

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3. Students will break into groups of four, preferably with a Lion, Owl, Koala and Chimp in every group. 4. Students will be given the material listed above. 5. Students will find the Geometric probability for the given examples using concepts of proportion. 6. After the lesson, groups will play a game to figure out Geometric probability that a randomly thrown dart hits each target on the shaded area. Students’ answers will be recorded on the same worksheet. Activity for early finishers: The early finishers can help to any pair that may need it. 7. Groups will then present their results and one real life example about the geometric probability. Assessment: Formative: Observe how groups are working together. Assess level of student engagement. Check groups mathematical computations in finding geometric probability. Closer: Discuss how did the group work together to find the Geometric probability. Ask if they notice how learning styles emerged in group dynamic? Students will have a take home assignment to complete that will be collected and scored next class. Lesson 3 Grade level: 9-12 Time: 94 minutes Group size: 24 students Geometry/Co ordinates in Geometry Sources Used: Team-smart SQ, Author: Dr. Ardys Reverman Mc Dougal Littell Geometry, Explorations and Applications Website edhelper.com and webed .com Summary: Students will again utilize learning style results to break into groups for working on finding distances and midpoints Objectives: Students will identify and understand their learning style and utilize a variety of learning styles to solve mathematical problems and collaborate with different learning styles to effectively involve the entire brain in the learning style and move to higher level of learning. Student will use concepts of radicals in finding distance and will learn to find the midpoint and also will be able to use distance formula to find the distance between two points and the coordinates of the mid point using mid point formula and classify the polygons by the length of the sides and relate learning to real life events. LEARNING STYLES: Think about, Look about, talk about and feel about styles. Sequence of Events/Activities/Procedures: Before Anticipatory Set is given, Students will do Warm-up problems - 7 minutes "Private Think Time" and 3 minutes discussing problems with table-mates Anticipatory Set: Today I am going to give you a quiz to discover some hidden information and find your learning style. We will take a look at the results and stickers will be placed on the poster for visual breakdown of the class .Then we will break the class into groups of four including different learning style to achieve success in learning.

SAMPLE LESSON PLANS


Materials needed: a. Synergy Pals poster b. Stickers for poster c. Markers d. Over head & over head marker e. Worksheet with the problems of finding distance and mid point. ACTIVITY: 1. First activity will be a learning styles quiz. Students will score themselves and color in the rings to see their learning styles. Stickers will be placed on poster for visual breakdown of the class. I will read ―Team-Smart SQ, Author Ardys Reverman and discuss about the different learning characteristics and the natural talents of all these characters. Then I will let the students form the group of four keeping in mind about mixing the various characters in each group. 2. Using overhead I will teach them to use how to find the distance and mid point of the given points. 3. Groups will be work together using the formula and sample work done on the overhead to solve the given problems. 4. Groups will present their results to class and figure out their accuracy of calculation and the formula. 5. Brainstorm other careers and real world applications of distance and mid points 6. Share results with class. 7. Explanation of Synergy Pals poster. Discussion of how different people work together to solve problems. How to best work with people of other learning styles and people that are different from us. Notes: . Activities for early finishers: The early finishers can help with clean up and giving additional help to any pairs that may need it. · Have students help pass out the poster paper and markers. · If necessary during classroom discussion, remind the students that they must raise their hand and be called on before sharing. Evaluation Formative: I will be observing group dynamics. Scoring students on presentation, participation and accuracy of mathematical computations. Students will have a take home assignment that will be assessed next class. Assessment: Formative: Observe how groups are working together. Assess level of student engagement. Check groups mathematical computations in finding distance and midpoint. Closer: Discuss how did the group work together to find the Geometric probability. Ask if they notice how learning styles emerged in group dynamic? I will let the students know we will be learning equation of lines next week using the same excellent working groups. Lesson 4 Grade level: 9-12 Time: 47 minutes Group size: 24 students Geometry/ Equation of lines Sources Used: Team-smart SQ, Author: Dr. Ardys Reverman Mc Dougal Littell Geometry, Explorations and Applications Website edhelper.com and webed .com Summary: Students will again utilize learning style group to learn and find the slope, the equation of lines given two points, a point and a slope.

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Objectives: Students will identify and understand their learning style and utilize a variety of learning styles to solve mathematical problems and collaborate with different learning styles to effectively involve the entire brain in the learning style and move to higher level of learning. Students will be able to find slope of a segment or a line, write equation of a lines in slope intercept form, graph and compare equations of lines and investigate geometric relationship between the graphs and relate learning to real life events. Learning Style: Think, Look, Feel and Talk styles Before Anticipatory Set is given, Students will do Warm-up problems - 7 minutes "Private Think Time" and 3 minutes discussing problems with table-mates Anticipatory Set: Today we are going to take a look at and discuss the slope and equation of a line in y=mx+b form that means slope-intercept form MATERIALS NEEDED: 1. overhead 2. Textbook, calculators Sequence of Events/Activities/Procedures: Activities: 1.Using overhead I will teach them to use how to find the slope using the given points and equation of a line, using Slope and one point. 2. Groups will work together using the formula and sample work done on the overhead to solve the given problems. Using calculator they will draw the graph. 3. Groups will present their results to class and figure out their accuracy of calculation and the formula. 4. Brainstorm other careers and real world applications of slope and equation of a line. 5. Share results with class. 6. Explanation of Synergy Pals poster. Discussion of how different people work together to solve problems. How to best work with people of other learning styles and people that are different from us. Notes: . Activities for early finishers: The early finishers can help with clean up and giving additional help to any pairs that may need it. · Have students help pass out the poster paper and markers. · If necessary during classroom discussion, remind the students that they must raise their hand and be called on before sharing. Evaluation Formative: I will be observing group dynamics. Scoring students on presentation, participation and accuracy of mathematical computations. Students will have a take home assignment that will be assessed next class. Assessment: Formative: Observe how groups are working together. Assess level of student engagement. Check groups mathematical computations in finding distance and midpoint. Closer: Discuss how did the group work together to find the equation of lines. Did they notice how learning styles emerged in group dynamic?

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I will let the students know we will be Reviewing chapter 4.1 & 4.2 of lines in next class using the same excellent working groups and will have a quiz after that to see how much smarter they have become after working with this smart group. Lesson 5 Grade level: 9-12 Time: 47 minutes Group size: 24 students Geometry Unit: Review on 4.1 and 4.2 Sources used: McDougal Littell Geometry, Explorations and Applications Website: edhelper.com and Webed.com Summary: Students will again utilize different learning style group to review the lessons to find distance, midpoint, the slope, the equation of lines with different given information Objectives: Students will be able to check their knowledge about writing equation of a lines in slope intercept form, graph and compare equations of lines and investigate geometric relationship between the graphs and relate learning to real life events. Learning Style: Think, Look, Feel and Talk styles Anticipatory Set: Today we are going to do the review assignment to check your achievement and see how these groups are helping each other to get the best result and to prepare for the quiz. Take a look at the worksheet and discuss about the distance, midpoint, the slope and equation of a line in y=mx+b form that means slope-intercept form. Talk within your group and make sure to understand the lesson clearly. MATERIALS NEEDED: 1. overhead 2. Work sheet from ed-helper and webbed websites. 3. Calculators ACTIVITY: 1. Groups will work together using the formula and their knowledge of work done previously to solve the given problems. Using calculator they will draw the graph. 2. Groups will present their results to class and figure out their accuracy of calculation and the formula. 3. Brainstorm real world applications of slope and equation of a line. 4. Share results with class. 5. Explanation and Discussion of how differently they work together to solve problems. How to best work with people of other learning styles and people that are different from us. EVALUATION: Formative: I will be observing group dynamics. Scoring students on presentation, participation and accuracy of mathematical computations. They will have a take home assignment that will be assessed next class.

13# Multiple Intelligence Curriculum -Base Camp One Week Activity 3 Class Periods 76 Minutes Each Grade - 6-8 Synergy Profiles-Activity used from materials from class packet. Day One The first thing I did was to pre-teach before we took the synergy test to profile each

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student. The students were very interested as we talked and read about the learning styles of chimps, owls, lions, and koalas. We talked about traits, and I gave them examples of traits for each classification. Before I gave the test, I took a poll as to what learning style each student thought their test would indicate they were. After the poll, I had each student write a short paragraph as to why they felt they were a chimp, lion, owl, or a koala. I did this so I could compare and contrast their predictions with their actual profile, and analyze the differences in their predictions and their profile. It was very interesting as we talked about their paragraph, predictions, and profile. Day Two I gave the profile survey, and had the students color in their charts. I modeled this, and I found that about half of the students were very aware of their traits and were right on with their predictions. These were students who generally get good grades and are very task oriented. I found that about 20 to 30 percent were right for some, but not all of their traits. Part of these students are average to below average students, and most have a problem with task completion, and low test scores. The others in my class were not even close in their evaluation of themselves, and these are the students who really have a difficult time with task completion and test scores. Day Three we then assigned students to read about the traits of each synergy learning style. While they were silently reading I conference with each student to talk about their paragraph and the profile. I talked to them about why they were right on or why their prediction was different. I then shared mine with the class, and placed names on the poster to give students and myself a visual reference of their learning styles. That is the Lion in me. The students then wrote another paragraph as a self-reflection of the activity. Student Profile Results: Chimp 4.5 Lion 10 Owl 7 Koala 6.5 I then profiled my Wife of 12 years. She was a definite Owl/Koala. She is very organized and a loving person. Create and include an MI activity plan for subject-matter and grade taught Einstein said that synergy is ―the friendly universe within and without‖ Synergy learning and practice allows people to feel good within themselves and outside of their comfort zone. It allows individuals to have a well-rounded balance wheel, and to keep harmony in their lives. It also allows individuals to accept differences in people. We live in a society of cultural, economic, and spiritual diversity. For they’re to be harmony we must learn to accept all of these differences. As an educator we must be in tune with these traits, and plan our instruction and interactions with students and their parents to accommodate these traits and styles. If we do this, we will be more effective educators and communicators. Many of our students come from dysfunctional situations. The very things we as educators take for granted as basic essentials are missing from their day to day lives. Many students come to school without breakfast, hygiene, and a good bye send off from a parent. Many have only one parent. Some of these students are in survival mode, and the safest place there is on a day to day basis is when they are in school. As educators we must be in tune with the personality traits of these students and find a way to connect with them educationally, but also personally. Evaluate an existing curriculum unit for MI skill building integration We must also be good role models and show tolerance and awareness of the differences and difficulties these students have. If we do this we can show these students that are very dysfunctional that there is a way out of their situation, and that way is education. By profiling we can make learning more affective, and dysfunction will be less of an issue.

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Demonstrate effective MI motivation and group process skills Multiple Intelligence Activity Target Group and Subject 8th Grade Math 28 Students: Students will be placed in-groups of 4. I will try to place at least one of the learning styles in each group if I can, but will not be able to in all seven groups given the number of students with the different traits. These are block classes with 76 minute periods every other day Lesson: Learning Measures of Central Tendencies Learning Styles: Think, Look, Feel, and Talk A Teachers Guide to Multiple Intelligences. Dr. Elizabeth Rhoades Offutt Frames of Mind, Howard Gardner’s, Interpersonal, Visual-Spatial-Logical -Mathematical-Bodily-Kinesthetic, Verbal-Linguistic, Intrapersonal, Musical, Spiritual we will discuss these ways to experience thinking. Lesson Objectives: 1. Students will be able to gather data. 2. Students will be able to find the mean, median, and mode of there gathered data 3. Students will be able to display their data in a table and on a graph. 4. Students will be able to work out percentages in their data. Materials: 1. Dice 2. Overhead Examples Graphs and Line Plots 3. Graph Paper 4. Colored Pencils 5. Calculator Instruct the teaching activities in the unit MI-subject matter Day One: Warm-up and Discussion, 20 Minutes: Average, ordering a set of data from largest too smallest. Set: Today we are going to break up into groups 7 Groups. We will try to place at least one learning style in each group, but that will not be possible in all groups. You will be working in these same groups until the activity is finished. Each individual will have their own finished project. Now I will break students into groups. Guided Practice: Model rolling of dice and how to collect data. This will tie in with the warm-up. Students will roll 4 dice 50 times and record the sum of the 4 dice. Independent Practice: Have students finish the activity while wandering from group to group to monitor. Each student should record the data on their own personal sheet. Closure: A review of how to collect data having each group stand up and each Talk About Chimp (auditory- verbal-linguistic) learner explain the progress that their group has made, and model their progress on the overhead. Day Two Warm-up Averaging copy notes and procedures on mean median, and mode. Copy set of data to be used in teacher model. Set: Explain average/mean, mode, median Guided Practice: Model mean, median and mode for students. Pass out graph paper and model how to make tables of data, line plot and graph of data.

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Independent Practice: Students will complete collecting data, ordering it from smallest too largest, and determine, mean, median, and mode. Teacher will monitor progress. Closure: Monitor and adjust schedule of activity depending on the progress of students. This will be done again by group spokesman, Talk About Chimp. Day Three: Warm-up Copy Data Table, Line Plot, and Graph from the examples on the overhead. Guided Practice: Model of how to transfer data to table, line plot, and graph. All will be done on graph paper. Independent Practice: Completion of Graphs and discussion in the group as to process of the completion of activity. Teacher will monitor and model when needed. Closure: Talk about Chimp again will give a report on status of group’s progress. Day Four: No Warm-up for Day 4. Guided Practice: Teacher will model what the finished product will look like when handed in. This will be done by a series of overheads. Independent Practice: Students will complete projects. Closure: Clean up and product will be due the first 30 minutes of class next period. Day Five: Students will be instructed to again brake into groups, and complete activity. After 30 minutes, projects will be collected and students will be given the rest of the period to right a self-reflection. Reflection must be at least one page long and include the following Think, Look, talk, Feel and how they make a good fit for our thinking on any thing we want and are interested in doing. What does focus have to do with it? Brain based thinking components: Interpersonal, Visual-Spatial-Logical -Mathematical-Bodily-Kinesthetic, Verbal-Linguistic, Intrapersonal, Musical, Spiritual We will discuss these ways to experience thinking. 1.List 3 occupations that you could use these skills in, and explain why these skills are used in these occupations. 2. Explain the easiest part of this project for you and why. 3. Explain the most difficult part of this project and why. 4. Explain your least favorite part of this project 5. Explain your favorite part of this project. 6. If you were to do a similar project, how would you do a better job? 7. Explain what activities you did in the project were geared for your traits, and list all activities that went with the other traits in the profile. Use the activity poster to refer to our different interests in activities. 8. Predict how it would affect your data if you rolled the four dice 10 more times New brain research suggests that emotions and the "goodness of fit" in our different intelligence may be the true measure of human intelligence. S.Q. (Synergy quotient) may be the best predictor of success in life. A high I. Q. gets you a job, but a high S.Q. gives your life satisfaction. 14#

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The Tough Kid Tool Box, Jensen, William R., Rhode, Ginger & Reavis, H. Kenton, Sopris West, 1994-1997. In keeping my focus on behavior and classroom management strategies, I chose to evaluate this system of behavior management for its incorporation and integration of Synergy Pals, rather than a particular lesson or curriculum. The Tough Kid Tool Box is a manual for teachers working with students with chronic behavior problems. The manual provides research validated theory and practices, step-by-step instructions for changing problem behavior and hands-on tools, in the form of blackline masters for measuring and tracking behavior. It is quite comprehensive, while being a user friendly. It is a manual that I have used for 10 years and have recommended to colleagues and students in teacher preparation programs. Currently, the charter schools which I oversee are using this system. However, this is the first time that I will look at it through the lens of Synergy Learning. Section 1—Mystery Motivators Description: Mystery Motivators are incentive systems designed to deliver random rewards for appropriate behaviors. Several blackline masters provided for tracking behavior are identical except for different pictures meant to appeal to different students. Students color in squares when directed by the teacher for exhibiting appropriate behavior. Some squares, when colored reveal a reward. Synergy learning application: Overall this strategy could be applicable to all SQ types, if rewards provided were of interest for the SQ profile. For example: a reward for Owls might be teacher’s helper for day (organizing bookshelves, filing, etc.), rewards for Koalas might be board games with peers or extra PE time, rewards for Lions might be computer time or designing a bulletin board and rewards for Chimps might include dramatic play time or listening to music. Strengths: Think-about Owl: Owls like to follow the rules and to see the order of things. They will most likely be successful with this system as they will follow rules and be rewarded often. They will benefit from the structure of the mystery motivators and coloring in the squares that represent success and seeing the accomplishment in linear fashion. Feel-about Koala: Koalas will benefit from the teacher interaction required by this system. Koalas will receive more reinforcement from the teacher acknowledging their appropriate behavior and telling them to color in the boxes as they will from the actual ―prizes‖. Weaknesses: Look-about Lion: Because the appropriate behavior is not defined or goals set, lions may have difficulty with this system as they will not see the big picture. Talk-about Chimp: Chimps will have difficulty with this system as it does not allow for peer interaction or creativity. Section 2—The Home Note Program Description: A home note is an informational note that goes from the classroom to home, and back to school. It provides information between the parents and teacher about a student’s classroom behavior and/or academic performance. Reproducible forms provided include 3 types of home notes, daily, weekly and a generic form. Each form has a general rating scale for performance: G-Great, A-Average, U-Unsatisfactory. Synergy Learning application: This strategy has more to do with the SQ of the teacher and parent than the student. However, if parents apply rewards based on the rating scale and the SQ profile of their child (see rewards under Section 1); this strategy will benefit all SQ profiles.

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Strengths: Think-about Owls (as parents): Owls will like the visual presentation and details of the home note charts. It will help with accuracy in tracking and rewarding a child’s behavior. Weaknesses: Feel-about Koalas: This method could be difficult for koalas if the rating is unsatisfactory, because koalas do not like criticism and may worry about sharing with their parents the teacher comments. Section 3—Self Monitoring Programs Description: Self-monitoring is a process in which a student observes and collects data on his/her own behavior. Monitoring one’s own behavior is an important part of self-management. Reproducible forms include goal setting and various tables and charts for recording data. Synergy Learning application: Strengths: Look-about Lions: Lions will excel in the goal setting area. They will be able to look at the big picture, set goals for themselves and establish an action plan to meet the goals. Lions may enjoy creating their own graphs/tables for data collection. Think-about Owls: Owls will be successful with the data collection and analysis. I believe that owls behavior will change for the better just through the action of collecting and analyzing the data. Weaknesses: Feel-about Koalas and Talk-about Chimps: Koalas and Chimps may both have difficulty with self-monitoring due to the lack of interaction with others, the lack of hands-on activity, the lack of creativity and the fear of criticism. However, self-monitoring of group behavior/work and/or creative methods for tracking behavior, such as adding pieces to a puzzle or drawing parts of a picture may increase the successful use of this strategy for Koalas and Chimps. Section 4—Behavioral Contracting Description: Contracting involves placing contingencies for reinforcement into a written document which is agreed to and signed by the student, teacher and any other individuals who are involved with the contract. Reproducible forms include various sample contracts and fill-in-the blank contracts. Synergy Learning application: The great thing about behavior contracts is that they are adaptable for individual needs and rewards. A behavior contract may be negotiated between teacher and student. In addition, behavior contracts may be designed for group performance and rewards. With such adaptability, behavior contracts could be used with much success for all SQ profiles. Goals and rewards should be designed with SQ profiles in mind. Strengths: See discussion on rewards in Section 1 Think-about Owls:‖If…then…‖ statements in behavior contracts will meet the needs of owls. Owls may enjoy the combination of behavior contract and self-monitoring. Look-about Lions: The goal setting and action plan components of most behavior contracts will lead lions to success. Lions, too, may enjoy the combination of behavior contract and self-monitoring.

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Feel-about Koalas: Focus on the personal learning plan, kinesthetic and interpersonal strengths both in goal setting and rewards will increase koala’s success with this strategy. Koalas may excel with group contracts. Talk-about Chimps: The discussion between teacher and student during the design of the behavior contract will be the most beneficial for Chimps. Chimps will also succeed with group contracts. Weaknesses: None that I can see. Section 5—Tracking Procedures Description: Tracking provides an effective means for teachers and other school staff to monitor students’ behavior and academic performance in school settings other than their own. Synergy Learning application: This strategy has more to do with the SQ of the teacher than the student. Reproducible forms include various tables and charts for recording data on student behavior. Strengths: Think-about Owls (as teachers): Owls will like the visual presentation and details of the data charts. Owls will likely be able to interpret the data and use the data and their expertise to change things. These changes will allow Owls to be more consistent, fair and firm teachers and behavior managers. Look-about Lions (as teachers): Lions will like the visual presentation and details of the data charts. Accuracy and analysis of the data collection will help with the creation of new classroom procedures. Talk-about Chimps (as teachers): Chimps will not find the data collection process itself enjoyable. However, Chimps will be successful in their use of the data to help students increase self-awareness and to involve students in the creation of new rules and procedures in the classroom. Weaknesses: Feel-about Koalas (as teachers): This strategy of collecting data does not work with koalas’ style of classroom management. Collecting data delays the interaction between teacher and student and does not allow for spontaneity. Talk-about Chimps (as teachers): Section 6—Unique Reinforcers Description: Positive reinforcement involves the contingent presentation of something valued or desired by the student. The manual provides examples of rewards, guidelines for issuing rewards such as points systems and lottery systems, and blackline masters of lottery tickets, point’s cards, and reward charts. Synergy Learning application: Rewards are only effective if they are valuable or desired by the student. Overall this strategy could be applicable to all SQ types, if rewards provided were of interest for the SQ profile. For example: a reward for Owls might be teacher’s helper for day (organizing bookshelves, filing, etc.), rewards for Koalas might be board games with peers or extra PE time, rewards for Lions might be computer time or designing a bulletin board and rewards for Chimps might include dramatic play time or listening to music. It is important for a teacher to provide a variety of rewards for students and allow students some choice in selecting rewards. Strengths: Variety and choice in rewards will be effective for all SQ types.

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Weaknesses: None that I can see. Section 7—General Interventions Description: This section provides miscellaneous forms not included in other sections, such as a class rules format, class activity schedule, class motto or logo and group behavior charting and rewards. Synergy Learning application: Strengths: Think-about Owls: Owls will benefit from clear expectations and schedule provided by a visual presentation of class rules and daily schedule. Look-about Lions: Lions will benefit from the big picture provided by a class motto or logo. Feel-about Koalas: Koalas will benefit form the feeling of belonging that stems from a class motto, logo, and identity. Koalas will benefit from group behavior monitoring and rewards. Talk-about Chimps: Chimps will also benefit from group behavior monitoring and rewards. Weaknesses: None when used in combination. The use of only one of the tools may result in weaknesses for some of the SQ profiles. In conclusion, this manual provides a lot of tools for teachers to use in managing student behavior within the classroom. Best practice would involve the integration of several strategies and a variety of rewards so that the needs of all Synergy Pals are being met. An environment that embraces the needs of all the Synergy Pals will be a classroom environment with few behavior problems. As a teacher and administrator for 10 years- I have seen a need in our public school systems for positive behavior interventions. The current system in many schools is reactive, rather than proactive, causing an increase in behavior problems and office referrals, a decrease in student learning and an alarming rate of teacher frustration and burn-out. This is a contributing factor the current crisis in America’s schools. It is my opinion that teachers and administrators often lack understanding of human behavior and the tools to manage the classroom environment effectively. As a result, antiquated systems of law and order continue to undermine student success. It is with this perception that I am undergoing research to find positive, proactive, research-proven ways to change school climates and manage student behavior. It is my goal to provide professional development in this area for current school staff and teacher preparation programs. I believe that the concepts of Synergy Learning apply not only to curriculum design and instructional strategies, but also to the classroom management systems and behavior change methods we use with students. Knowing a student’s SQ and the interactions best suited for that SQ, will undoubtedly help teachers to meet student needs, understand why behaviors occur, and provide reward systems suitable for each individual. It is my goal is to provide current and future educators a rationale and blueprint for the integration of research-proven behavior management practices and the philosophy of Synergy Learning. With these goals in mind, I chose to read 4 professional publications currently ―a-buzz‖ in education: School-wide Positive Behavior Support Implementers’ Blueprint, Center on Positive Behavioral Interventions and Supports, University of Oregon, 2004.

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The authors of this implementation guide make a strong opening case for the necessity of School-wide Positive Behavior Support (SW-PBS) plans in today’s schools, citing current research that disruptive behavior in schools is escalating the single-most common request for assistance from teachers is related to behavior and classroom management. They state that current attempts to control student behavior through the use of aversive and exclusionary consequences often reinforce school staff while increasing the disruptive behavior of students. The authors explain that SWPBS is not a specific ―model‖, but rather a process that leads a school to design a continuum of proactive behavior supports for students. There are four key elements integrated in the development of a SW-PBS plan. The first element emphasized is that of operationally defined and valued outcomes. This requires staff to have a common vision and language attached to student outcomes. The second element is behavioral and biomedical sciences, highlighting the belief that behavior is learned, lawful and predictable and can be taught. The third element is research validated practices and strategies to achieve outcomes. The fourth and most important element is that of systems change considerations, incorporating the process for implementation. This element includes needs assessment, selection of strategies, moving from policies to practice and data-based decision-making. I believe this blueprint to be useful by administrators wanting to make a change in the behavior management policies of a school. The entire publication goes on in detail to provide the step-by-step implementation procedures of a SW-PBS for a three year period, requiring team decision making and staff and parent buy-in. However, I think that administrators must have some background, either through extensive study or professional development in research proven practices that are proactive, rather reactive. SW-PBS is an extensive, expensive, time-consuming process, which under the wrong leadership could result in the continuation of reactive, aversive system for managing student behavior. I believe that the integration of Synergy Learning philosophy with SW-PBS would result in spectacular results. Administrators should purposeful select the implementation team to include staff members representing all Synergy Pals so the strengths and needs of all learners are considered. An environment could be created in which all students know and respect each SQ. I believe that proactive behavior management strategies would include various methods of conflict resolution to include step by step procedures for Owls, talking for Chimps choices for Lions and group problem solving for Koalas. I believe that designing instruction and rewards systems around each Synergy Pals’ strengths and needs would result in a successful system for school staff and students. Life Space Intervention, Wood, Mary M. & Long, Nicholas, J., Pro-Ed, 1991. This book is one that I read in graduate school in the early 1990s, when it was first published. It has once again, come to my attention, as the method is being touted by the charter school community as the ―be all‖ to crisis management in student behavior. In light of my current research interest, I decided that it was time to reread this book. Wood and Long describe in detail six steps to aid a student in emotional crisis. The six steps are:

Step 1—Focus on the Incident Step 2—Students in Crisis Need to Talk Step 3—Find a Central Issue and Set a Therapeutic Goal Step 4—Choose a Solution Based on Values Step 5 –Plan for Success Step 6—Get Ready to Resume Activity

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Each step involves adult and student one-on-one interaction. Step one allows a student to emotionally drain in whatever individual form that may be and then focus on the incident. Step two the student describes the incident with organized thoughts, creating a sequence of events, while the adult asks questions to clarify and decode. In step three, the adult, in cooperation with the student if capable, defines the problem as the incident that occurred or an underlying source of anxiety. Step four, a solution is decided upon based on the student’s individual value stage. Wood and Long define five stages of values that individuals go through, self preservation, adult approval, fairness, self-betterment, and care for others. In order for a solution to be successful, a plan must be developed including consideration of negative and positive outcomes and/or reactions. Finally, in step six, the adult prepares the student to re-enter the on-going (classroom activity) by putting the topic to rest (temporarily), reviewing any activities/content that was missed, and stating the expectations for re-entry. Wood and Long’s method could easily incorporate the Synergy Learning philosophy. On the surface, it appears to best suited for Talk about Chimps, as the method allows students to talk about the incident in order to bring about understanding. However, step two and step five could be adapted to meet the needs of a Thinkabout Owl, by allowing the student to put events in sequential order and developing a detailed plan. Look about Lions may be ready to resume activity and act on a plan rather quickly if they see the end goal. I think Feel about Koalas would have the most difficulty with this method. However, since this methodology is designed for students who are physically or emotionally expressing anger, frustration, etc, Koalas may not ever demonstrate a need to go through the process with adults, as they often have difficulty expressing such feelings and seldom act out aggressively. Adults working with Koalas need to be especially attuned to looking for Koalas emotional needs through signs of quiet withdrawal. I would recommend this book and method to all administrators and counselors as one more resource in their toolbox. I believe that teachers may benefit from reading the book, but may not have the time to go through the process with individual students during school hours. That being said, any one who works with children would benefit from reading this book as it reminds you of the trial and tribulations our students’ face and of the sensitivity it takes in helping students in crisis. Cooperative Discipline, Albert, Linda, American Guidance Service, Inc., 1996. From an underlying personal philosophy of ―Students won’t always remember what we teach them, but they will never forget how we treat them‖, Dr. Albert teaches teachers how to interact with students through her book Cooperative Discipline. Cooperative Discipline is described by Albert as a ―synthesis of theories about behavior and discipline translated into practical skills and strategies.‖ She uses her own experience, anecdotal descriptions of classroom situations and research to explain reasons for student misbehavior, effective interventions and preventative measures. First, Albert establishes that behavior is a choice made by an individual. She explains that the ultimate goal of behavior is to fulfill the psychological and emotional need to belong. She continues to describe students’ choice to misbehave as to achieve one of four immediate goals: 1) Attention-Seeking, 2) Power-Seeking, 3) Revenge-Seeking, 4) Avoidance of Failure. For each misbehavior goal she provides various interventions including changing the classroom environment, changing teacher reaction to behavior, de-escalating behavior, providing consequences, resolving behavior problems through teacher student conferences and teaching appropriate behavior. Dr. Albert ends with a discussion on prevention of behavior problems through the ―Three Cs‖, Capable, Connect and Contribute. She discusses five strategies to help students feel capable of completing academic tasks through allowing students to make mistakes, building confidence,

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focusing on past successes, making learning tangible and recognizing achievement. In order to help students feel connect, Albert suggests providing acceptance, attention, appreciation, affirmation and affection from staff and peers. Finally, teachers must help students to feel needed by encouraging and supporting their contributions to the classroom, school, community, environmental protection and helping others. I believe that Dr. Albert’s book is grounded in the basics of human behavioral science. She recognizes that behavior is learned. She emphasizes that human behavior occurs as a result of meeting some need. She only acknowledges four immediate needs that result in misbehavior, while most behaviorists recognize more, but similar needs: Gain—Tangible, Attention, Sensory Stimulus Escape—Task, Attention, Sensory Stimulus She continues with behaviorism through her provision of intervention and prevention strategies. The idea of Cooperative Discipline is suited for integration with Synergy Learning because it recognizes the individuality of behavior of choice. I believe that the SQ profile of individuals may drive the behavior choices made. When exploring the needs that behavior serves, it is easy to see the Synergy Pals. Koalas and Chimps often display the need for attention. Lions and Chimps often exhibit the need for power and control over their environment and tasks. Koalas and Owls need to avoid failure. In addition, I think Dr. Albert’s ―Three Cs‖ lend very well to the integration of Synergy Pals. Helping students to feel capable includes recognizing and encouraging their strengths and one way to do that is to identify and utilize each student’s SQ. Helping students to connect with one another can be done by teaching students how to interact with different Synergy Pals, through understanding needs and possible conflicts. Finally, encouraging students to contribute may incorporate Synergy Pals through teacher design of projects that allow students to contribute their strengths. As a well-read behaviorist myself, I think that her book is a good reminder of best practices and may provide a few ―new‖ intervention ideas. It is full strategies that can be implemented immediately, but based on research. It is easy to read and formatted wonderfully as a reference book for any teacher. As an administrator and teacher of teachers, I would recommend this book

to current and future teachers.

15 # Cultural/Global Awareness Lesson Plan #1 GRADE LEVEL: 9-12 TIME: 1 Period - 90 minutes (block schedule) GROUP SIZE: 20 students SUMMARY: As with many of my lessons, this class period will begin with the introduction of various cultural happenings in the world today. I feel that it hinders a student to begin a piece of literature with the text itself. Background knowledge is especially pertinent, even if that knowledge is not directly related to the text itself. This gives students an opportunity to compare/contrast what they are reading with some of the many cultural phenomenon which are prevalent around the world. OBJECTIVE: To gain an understanding of the many ways in which a symbol can be interpreted. To understand that the interpretation of literature is based on being able to support assertions, whatever they may be. Without that support, generalizations are rampant. Students will become aware that personal opinions, however outlandish or obscure, are important, as long as they can back them up using intelligent analysis/reflection. ACTIVITY: Upon entering the classroom, students will see several (7-8) objects placed on a table. These

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objects are some artifacts that I have collected in my travels. These objects include: 1. An Egyptian mast. 2. A small wooden whip. 3. A Turkish "evil eye." 4. A small piece of carpet from Guatemala. 5. Three wooden monkeys: see, hear, speak no evil. 6. A "Tespih" or Muslim prayer bead chain. 7. A wooden abacus. I will state that students must participate in a silent gallery walk, using sticky notes to place on the table in front of the objects. Students will write what they think these objects are, making observations on the supposed use of the objects. After students have participated in the gallery walk, the class will be divided into 8 small groups, one object for each group. In 10 minutes, each group will come up with a list of reasons for the function/use of their object. After ten minutes, each group will have an opportunity to share their ideas, with other groups able to respond and ask questions. Complete student participation will be stressed. After each group has shared, I will state the "real" usage, cultural understanding of each object. The point is that even though student ideas may differ from the actual usage/meaning of the object, their interpretations are completely valid given their cultural background. Thus, the idea of symbolism is introduced. For example, students usually guess that the small wooden whip is for a horse or donkey. At the end of the class period, I tell them that the whip is a Slovakian tradition: it is given to the bridegroom at a wedding reception, a type of light-hearted joke that it is to be used to keep the bride "submissive" to the man. This usually produces many surprising remarks from the students, some filled with anger, some laughter, and although their interpretations differ widely, individual interpretation and supporting reasoning for personal findings will be encouraged. Also, students bring a multitude of creative interpretations of the classroom, and reciprocal learning is seen throughout the lesson. Cultural/Global Awareness Lesson Plan #2 Grade Level: 6/12 Language Arts TIME: 90 minutes (block period) GROUP SIZE: 20 students SUBJECT: Synergy Profiles SUMMARY: As a follow-up to the previous activity involving objects from other cultures, students will now assess their own synergy profile. OBJECTIVE: Students will gain an understanding of the many personality traits humans display. Students will gain a better understanding of the traits they exhibit, their strengths and weaknesses. ACTIVITY: At the beginning of class, I will conduct a brief overview of the activity from the previous day. I will ask student what they discovered about assumptions, opinions, and the ability/non-ability to support them. Students will hopefully have a strong idea that widely differing interpretations are vital and important as they provide insight to how individuals think and feel. As my classroom is made up of tables, I will give one picture to each group of four. The pictures are close-ups of people’s faces from different countries:

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a. A veiled woman from Saudi Arabia b. A Japanese Man c. A Kenyan tribesman d. An American farmer e. A Turkish taxi driver. On poster board, each group will list traits that they think the person in the photo has. After ten minutes, each group will share their findings with the rest of the class. Students will participate in questions/answers with each other to discover various interpretations of the person in the photo. We will then discuss the idea that even though we may have some understanding of a person from a photo, what we don't see is their inside self, the things that make that person "tick." While much of our life revolves around general intuition, it is difficult to find the inner self, and that is what this lesson will focus on. Next, each student will be given the Synergy Quotient Profile handout. Students will complete the coloring activity. Based on their colored rings, students will be given a description of the profile that they most colored. After reading, students will be instructed to take a piece of paper and begin a free-write in which they address the core values that their inside color described. Students will address to what extent they think this matches their personality and reasons for it. Because this is a free write, grammar and punctuation are not important. The only rule is to keep the pen to the paper. Students will simply talk about how this inside color reflects their personality or not. Free-writes will be collected at the end of class (not read by me) and kept for the next day. For homework, students will merely be instructed to think about their personality, values that they hold dear, and what makes them "tick." Cultural/Global Awareness – Lesson Plan #3 Grade Level: 6/12 TIME: 60 minutes (non-block day) GROUP SIZE: 20 students SUBJECT: Synergy Profiles/Introduction to Thesis Writing SUMMARY: For day three of this Synergy Learning Unit, students will be introduced to the foundations of a thesis statement. However, before any grammar and punctuation is emphasized, students will be encouraged to discover reasons for their ideas and the "whys" for the formation of them. LEARNING STYLES: Think, Look, Feel and Talk styles. OBJECTIVE: Students will understand the basic format for a main-idea or thesis statement. Students will better understand their personal profile, and how they interact with others around them. ACTIVITY: I will start the class by having students take out a piece of paper and make a list of things that they perhaps discovered about their personalities from the previous day. Surely, some of the students will not remember, some of them will. But, this is an important point to make because it will emphasize the idea that we will be spending a lot of time talking about personality and how it impacts ourselves and others. After the warm up reflection, I will hand out the free-write from the previous day. Highlighters will be distributed and students will be instructed to highlight the phrases/words that most encapsulate thinking about themselves, the things that best represent the traits of themselves. Then, I will hand out a copy of the chart from Page 71 of "Team-smart" and instruct students to compare their list of phrases with the characteristics listed from the chart. The following questions will be written on the board:

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a. Which square(s) best represent me? b. Am I a combination of a few squares or overwhelmingly one or the other? c. Which characteristics am I most proud of? d. Which characteristics do I struggle with, perhaps do not like about myself? e. At what times, places or with whom do I feel the most like "myself?" I will give the students approximately 20 minutes to create brief answers to the above questions. Of course, at this point I am not searching for conclusive answers, but the questions are just to bring about some personal reflection. I feel ample time for this reflection is important. Students can respond to these questions in short hand, notes; however they feel they can best understand themselves. I feel this free-flow type of lesson is important when we are talking about personality as our personalities are fluid and never constant. When the 20 minutes is up, I will show on the overhead a short paragraph that I have composed about myself. It will be written in no apparent order, jumps from idea to idea with no clear connections, and supplies no main idea. After the students read it, I will ask them to tell me what is wrong with the paragraph. Why is it hard to read? What could make it better? With their suggestions and my encouragement, we will rewrite the paragraph together, in essence, forming a basic topic paragraph with thesis statement. Only after the paragraph is more or less composed to the students liking, will I introduce the idea of a main idea. Then, upon reflection of answers from the above questions, I will instruct students to take the 2-3 most important ideas they hold about their personality and begin to form a paragraph about those ideas. The paragraph will be an introductory passage about their personality, to best describe it to another. Certainly, these student paragraphs will be somewhat jumbled, maybe many with no clear thesis statement, but that is fine as we will be working on refining them later, and the mistakes are necessary for improvement. After completion of the paragraph, the homework assignment will be to share the paragraph with one person who they feel comfortable and have the person give them feedback (not to the content) but if the paragraph makes sense. This type of sharing will not only be beneficial for the students paragraph, but will allow students the opportunity to further reflect on what it is they want to get across about their core values and personality traits. Students will bring the paragraph to school the following day with comments collected from the person who they shared it with. Cultural/Global Awareness – Lesson Plan #4 Grade Level: 6/12 TIME: 60 minutes (non-block day) GROUP SIZE: 20 students SUBJECT: Synergy Profiles/Thesis Writing SUMMARY: For the 4th and last day of this Synergy Learning Unit, there is a need to stress to the students that I am not looking for a definitive, all-conclusive description of student personalities. This is an analysis of where they see themselves now, and what things have impacted their lives thus far. I will stress that this will be an ongoing process throughout the year, and we will continue to speak/write of our personality/synergy traits and how they evolve. This cannot be overlooked in students from difficult backgrounds, and will therefore open the many avenues of dialogue that are potential in a classroom. Many of my lessons, with both juniors and seniors, focus on belief, values, and perceptions of the world around us. Some of my colleagues have warned me that this can be problematic or make students feel uncomfortable. While I understand how this can happen, I hope I discuss these issues with a open and sensitive manner (student-student as well, certainly), so insights can be revealed to the students and to me as well.

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OBJECTIVE: Students will craft a second, complete introductory paragraph to a short paper outlining their personality traits and the events in their lives that have shaped them. This has the potential of being volatile as many of my students come from difficult backgrounds, many involving drug and physical abuse, and poverty among other things. Therefore, students will not be forced to share specifics of their writing with other students or me for that matter, but will be instructed to write only what they feel comfortable with. ACTIVITY: There will be four posters taped to the walls of the room. They will be labeled in the following way: ORGANIZATION? MAIN IDEA?, MAP?, MAKE SENSE? I will briefly explain what each heading means. The first two and last poster heading are fairly self-explanatory; the third one asks if there is a roadmap of sorts that shows what the student will talk about in the rest of his/her paper. Students will take ten minutes to look at the comments they received from the person they shared their piece with. They will select 2-3 problems they had with their paper and highlight them with distributed pens. They will then do a gallery walk from poster to poster and with their highlighter write any problems, big or small; they had with the labeled poster titles. After this has been done, students will then circulate with sticky notes and provide suggestions to the problems, focusing on how the paper could be improved. Lastly, I will ask for a volunteer who had significant problems with his/her paper. As a group, we will listen and provide feedback to the student about the struggles he/she had with the paper, focusing on the four headings from the poster. We will, as a class, rewrite the paper on the overhead. Hopefully, this will give students confidence to share their paper for editing, as well as confidence in sharing about their lives/synergy/personality. The remaining bit of time will be used for students to begin editing their paragraphs and refining their main ideas about their personality. Future lessons will focus on the remainder of the paper and how to show specifics to back up main ideas and thesis statements. Read and critique additional sources: Team-Smart SQ, Ardys Reverman, Synergy Pals Int'l, 2001 Dr. Ardy - I was greatly interested in the idea of using "less-preferred" talents. I think this is something we all struggle with. It is easy to grab onto learning styles that are comfortable, but a different thing in working on things that are foreign to our learning makeup. I was also interested in what you wrote about our interactions with other people. The following quote struck me as especially pertinent: "Having really strong natural talents means you have other talents that you rarely use and may have difficulty understanding, especially in other people." This is something I am constantly working on. Multiple Intelligence, Howard Gardner, Simon &; Schuster, 1993; I read this a few years ago and it helped in my dealings with students of varying backgrounds, especially those who have recently arrived in America and into my classroom. Fires in the Bathroom, Kathleen Cushman, The New Press, 2003. I read this book this past spring and found it helpful in understanding student’s perspectives on the various problems that occur in the classroom and school as a whole. Enjoyed it immensely. Entertaining an Elephant, William McBride, Pearl Street Press, 1997. I empathized with the teacher in this book, Mr. Reaf, and his struggles to "get through" a school year and the new perspectives he finds along the way. I often felt that I was merely "getting through" the year when I began teaching in Turkey, but soon found that many of my problems were insecurities in myself that I had to overcome. Once done, my teaching experience was

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fabulous. Emile, Rousseau. One of my all-time favorite books on the raising of children, and lifetime education. If only we could all be this intuitive about what learners need! One of my favorite quotes from the book: "Men, be kind to your fellow-men; this is your first duty, kind to every age and station, kind to all that is not foreign to humanity. What wisdom can you find that is greater than kindness? Love childhood; indulge its sports, its pleasures, its delightful instincts. Who has not sometimes regretted that age when laughter was ever on the lips, and when the heart was ever at peace? Why rob these innocents of the joys which pass so quickly, of that precious gift which they cannot abuse? Why fill with bitterness the fleeting days of early childhood, days which will no more return for them than for you? Fathers, can you tell when death will call your children to him? Do not lay up sorrow for yourselves by robbing them of the short span which nature has allotted to them. As soon as they are aware of the joy of life, lot them rejoice in it, so that whenever God calls them they may not die without having tasted the joy of life."

16# Signature Story Assignment Grade k/12 Keeps it simple. The brain learns and grows good and bad through stories.

"Curtains" The father of my children and I were standing in the lobby of the ophthalmologist. Him, behind me holding our infant daughter, both of us facing the ophthalmologist. When the ophthalmologist finished speaking I heard the man behind me ask one question. The question shocked me, the answer I do not remember. I turned and looked up at him, him holding our daughter. He stood, frozen, a frozen gaze upon the doctor. He handed my daughter to me, did not look at me or speak to me. I do not and may never recall the last time he looked me in the eye, spoke to me directly. I was not clear about the abrupt disassociation or what it would lead to. Over the coming months the evolution of my life began to unfold. I learned of his long existing backup plan kept him determined. My world, the floor beneath my feet crumbled. Within six months time I was homeless, jobless, and separated, a single parent of two small children. I searched my memories for clues of how to proceed. I recalled that my Great Uncle had been killed in an industrial accident; his wife and eleven children survived him. The youngest child was not yet a year old. Her youngest is a couple of years my senior. All of her children grew up to be successful adults. She raised them, never re-marred. If she could then so would I raise my two children? I made a decision to go forward and not to get lost in grieving. Her memory was so inspiring that within another three months I was located in a house and attending college. For the next fifteen years my children and I were students. During this time my children earned the respect and recognition from all of their teachers. We lived a challenging life style because I did not drive but my children fully participated in school activities, sports of their choice, and socializing with friends. Myself, I attained two Associate of Arts degrees, my Bachelors' of Music degree and went on to attain my Masters' in Special Education. When my children were both over 14 years of age, while attending school full time, I began to work part-time. I worked in mental health as a Qualified Mental Health Provider and volunteered as a mediator in the Family Mediation and Community Mediation programs, I had become a Certified Mediator. When I reflect on that moment in the ophthalmologist office I find there is still much sadness I choose not ponder on. At that moment I perceived my life ending. In reality a life style

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came to a close, "curtains" down. I spent some time clearing away the old stage props and began building new one. I shifted to the life I had hoped for at high school graduation. With my dearest treasures of those eleven years at my side, my children, I began to dream again. At age thirty two I began staging for the "curtains up" to the life style I live now. 17# Explorations – Koala Harmony- Team-Smart –k/12 1. I create groups to be part of (class room settings, church services, study groups, out to dinner alone to listen to other, out dancing alone and dance) – I want to learn how to seek and be accepted into existing groups (co-workers, the congregation). 2. Others do not hear what I have to say or how I feel because I hold it in with an assumption that it won't be anyway. 3. I believe I need other to provide more information to base my feelings and ideas I believe I desire others to acknowledge my success; believe my parent influences my self esteem negatively – My support system exists only of people I know love me (my children and pets). Good things in my life is hared to label; fun is not there Work on it. – seeing my own cycles of growth, seems I do not do that All other answers were 100% me. I have a great deal of counseling, unrecognized minors in Planning Public Policy and Management, a minor in Counseling and a minor in Psychology. In addition I am a certified Mental Heath Provider and a Certified Mediator (family, work setting, community). I am educated on this topic of owning my own choices and feeling not perfect at it. 4. Right now I am feel no harmony at work as decisions about my future are being discussed and finalized without my participation. I have no voice and at home I am creating chaos as I am not taking charge and taking action... I can choose how I feel – at work I am providing good service = at home I appear lazy Stretch to challenge myself to take charge: a. So today is the first day of change – I am dropping off an application and will do assemble the paperwork for three applications B. organize paper work for meeting with supervisors on Thursday c. organize my thoughts and request for the meeting to INCLUDE my feelings and decisions and "needs" I will talk to my Principal about my needs and feels about belonging at work and how I want to participate ask for her help and guidance 1. I am on the opposite end of thinking and feeling in every category. My perception is that it is because I have had to go through a lot of change in a short period of time and then plan and practice controlled change since then. I learned to appreciate change in ways that other have not had the privilege. 2. I have been insensitive to the fact that others have not had the wealth of opportunities that I have had. 3. I can discuss this with my Principal to explore how my background might be helpful to our staff…….or just learn to be …..I don not want to be invisible and let them figure it out on their own……..I want to help lead to a change in our social structure which we are working on but I have not tapped into I feel unheard, Just because no one responds to what I have to say, I can say it anyway and possible "plant a seed" and recreate how I internalize others not responding to me. 4. Responding in a New Way Autonomy and Independence I am *Honesty even if it creates conflict – work on this To set a direction and follow through – 90% of the time but over commit To do things for self – I do unless I physically cannot or do not have the power to (put through a montages) *Stop talking and get the work done

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*Self discipline Confidence – I have *Assertive thicken skin Perseverance – I have * To initiate activity The Whole Picture Step by Step I used this in my class with the targeted students I interviewed. I went back to the interview sheets. We talked about how each of us behaves in class. All came on board with the idea except the Lion – I tried to find out what he needed, each time I got close his need seemed to change. On days he was absent, the group got a lot of work done. Strategies I tried with the Lion – offer more responsibility, help choose next lesson, offered additional work as he was highest reader in group, asked him if he would like to tutor others I Remember Presentation Did with students and guided each of them through it as a reading activity. They enjoyed it and learned new information about a personal experience and how it helps others know who they are. Habits of Mind This is a new concept to me. I am using it in my personal life to get beyond a difficult time. The areas I need to focus on are: Decrease Impulsivity (I went out and spent over four hundred dollars on clothes, it would have been nice if I had the money and did not have to take them back) Use Metacognition - (I feel better, the computer doesn't even know this word). I know my own thinking, don't speak up often enough to get the practice I need in explaining my own thinking. I will find opportunities to explain my own thinking to others. Accuracy and Precision – I have been, and in the last five years have been repeatedly told I am not I am beginning to behave as they say How do I retrofit this Demonstrate Wonderment – four years ago a friend point out to me that I stay young by being curious and show excitement by what I learn and experience – somewhere along the line I stopped making time for the exploring and experiencing - Put it back in my life Use their senses – I believe this one suggests that when I can recognize characteristics in others I will more immediately accept who they are what they are saying and learn from them being able to read the other person leads along a path to partnership? Use the Sample template in the handout and craft your own version to engage Students in a subject unit you choose to teach. 2# Engage them in creating a Unit. Use Learning Stations like the poster defines. Write and turn in subject Of your choice of assigned unit plans in time required. A lesson plan presented To the class, using all modalities, look, talk, feel, and think sample 5 steps to resolve conflict. .Tell your story to class or selected audience. The one who does the work grows the dendrites. The Tree of Life is the symbol in every Culture for the brain growing and learning. That's how our brain learns to make new connections from our experience, AHA lessons. It's a communication healthy choice. When we know better we do better. Signature 'Story-Optional Use this with 'presentation for-Counseling /Parent Education-Brain

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Dominance Interview. Assess developmentally appropriate rationale/provide Assistance facilitating a session with site council, PTA, School Board, Etc. Book: Team-smart Create a Balance Wheel handout a great way to understand how many areas of our life takes a different purpose and Focus. How it’s always something, turning into something new. We learn by Doing. Talk less do more. Use magazines or drawings whatever you choose to create this concept. In the handout, the Balance Wheel is a great way to understand how many areas of our life takes a focus and it's always something new. Self Directed Purpose - Mind at a Glance Profile Shows what our thinking Feeling preferences are and how they affect our thinking, choices and learning Challenges. Sensory Spelling & Unlocking Brain Languages Just keep it simple: think look talk and feel in your organization Use the book, learning posters, handout unit samples, balance wheel, The neo-cortex concept is simple: Think Look, Talk and Feel. Mind at a Glance Profile shows what our thinking feeling preferences are and how they affect our thinking, choices and learning challenges. The following syllabus is a lot of information. Everything is much researched.

18# The Early American Colonists Grade 3/8 We spent much time sorting through the various synergy pals learning stations. We were determined to see how our synergy styles of learning would reflect our teaching styles and compare to one another. We wanted to know, what does it truly mean to be smarter together? After taking the quiz, we were surprised to learn that we both fit well in the Talk-about Chimp Station. Two chimps sharing one classroom? What could this mean? We soon came to the conclusion that this was not going to be a bad thing. Talk-about Chimps are always thinking and use their learning to creatively plan and implement lessons in a new way. Talk-about Chimps are always talking and sharing ideas. This fit us exactly, because as team teachers we are always communicating and coming up with new solutions to everyday teaching issues. We inspire one another to be better teachers and allow our enthusiasm for learning to run off on our students. We enjoy implementing fun lessons into our day and use poetry, songs and drama for added effect. This opportunity to take this class has allowed us to reflect on how we think best and better understand the learning styles of not only ourselves, but our students. These learning styles play a tremendous role in the success of both ―I‖ and ―We‖ in the classroom. By using these learning styles, we are better able to interpret and interact with the world around us and to create a more positive classroom. It is these ideals which answer how it is possible to be truly smarter together Unit Title: The Early American Colonists Grade - 3/8 Materials: Butcher paper of various colors, markers, KWL chart, T-chart, Observation chart with pictures from Google, Big Book, videos, regalia, team awards, learning logs, sticky notes, picture books, chants, sentence strips, news articles, team folders, research center materials. Objective: The students will understand how various opportunities and ways of life developed in the

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three colonial regions through the American Revolution. This including idealisms, ways of life, and the course of events, which shaped our history. These opportunities were influenced by climate, geography, and a desire for freedoms. Procedures/Lessons: 1. The students will be grouped into heterogeneous Synergy Pal teams. They will each be responsible for putting their heads together to come up with words that mean and describe cooperation. They will present their words to their classmates, making sure to give reasoning for their choice. The words will be placed on a cooperation web. This web will be left up in the classroom throughout the unit. 2. The students will create a T-chart based on what they believe cooperation looks and sounds like. The students will discuss this in their teams to determine what cooperation looks and sounds like in words. They will present their ideas to the class and their ideas will be written on the chart. This chart will be added to throughout the unit as we review it daily. 3. The class will develop a KWL chart. This will give students an opportunity to share what they already know about the American Colonists. This information will be recorded on the chart. The students as a whole class will brainstorm the things they would like to know by the end of the unit. Throughout the unit, the class will revisit the chart and discuss their further learning. 4. Six Observation charts will be placed around the classroom. Each one will consist of colonial photos. Each team will go to a given chart and will create a ―notice, wonder, think or feel‖ comment on a sticky note. They will place the sticky by the picture it fits with. The teams will have time to look at each chart and comment at the end of the lesson. 5. The class will complete a pictorial input chart depicting information from each of the three colonial regions. The students will learn a chant to a rhythm with moves to not only provide background knowledge or schema, but to allow the information to process efficiently. The teacher will guide the lesson by drawing the regions and writing the information given from the chant in three different colors for visual imprinting. As a team task the students will recreate the map showing the three regions and information given. 6. The students will fill out the ―Farmer in the Dell‖ sentence patterning chart. In teams, the class will brainstorm adjectives, nouns, verbs, adverbs and prepositional phrases having to do with the colonies or colonists. Each team will share their favorite and or best word for each part of speech. The teacher will choose one student from each team to place a sticky by one word for each part of speech. As a class, we will use these parts of speech to create a chant to the tune of ―Farmer in the Dell.‖ For example, ―Three colonies trade, three colonies trade, three colonies trade, clumsily in a boat.‖ Think-about Owl - Analytical Learner • KWL chart - the students discover facts and share individual knowledge • Observation Charts - heighten student understanding of the colonies and build schema to allow for deeper thinking of the ―so what.‖ • Chants about the Colonial Regions – allow and inspire the students to learn more about the colonists. Look-about Lion - Visual Learner • Cooperation Web • Cooperation T-Chart - the students add to it throughout the unit and it acts as a reminder about how to act and get along with one another. • KWL chart - the chart will be up throughout the unit to remind students what they want to

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learn and any questions they may still have. • Observation Chart – visual photos will enhance students’ understanding of colonial times. • Pictorial Input Chart - provides a clear visual of the three regions and written information about what occurred. • Farmer in the Dell - this is a sentence patterning chant involving the parts of speech which are written and will be up throughout the unit as a visual tool. • Chants about the Colonial Regions- the chants will be color coded (brain imprinting) for each region and hung throughout the unit. Feel-about Koala - Kinesthetic Learner • Pictorial Input Chart - the students must complete a map and add the important information learned as a team task. • Farmer in the Dell – this is an active sentence patterning chant involving the parts of speech. • Chants about the Colonial Regions- the chants will involve motion and movement Talk-about Chimp - Auditory Learner • Cooperation Web - whole/small group discussion to share and inspire ideas • Cooperation T-Chart - the students are able to share and discuss their ideas in whole and small group. • Farmer in the Dell - the class will sing this chant over and over which will enable memorization and brain imprinting of the information. • Chants about the Colonial Regions-hearing each chant over and over again will allow for memorization of the important information. Topic: Building Background Knowledge in students throughout curriculum areas-a staff

professional development presentation.

Issues: students are often asked to approach/assimilate new information, ideas, and concepts

with very little background to focus their learning. Having an appropriate context for learning

new material is essential to meeting learning targets in the classroom.

Curriculum and Process:

Staff will participate in a Building Background Knowledge workshop on the topic of Indian

Boarding Schools. We will use a layered presentation of successively more detailed information

to build the knowledge and interest of the students. The presentation will begin with the mystery

piece designed to inspire curiosity and give the participants a ―need to know‖. The mystery piece

is a black and white picture of 4 young Native American children wearing early American colonial

clothing with ribbons in their hair etc.. (Participants do not know that the subject of the

workshop is Native American boarding schools at this point.) Participants will write a few

sentences about what they think is happening in the picture/the picture is about. Groups are

formed and the first layer of information is presented as a set of 4 documents. Two articles from

old frontier newspapers, a cartoon, and a timeline. Group members will read through the

documents and then begin the construction of a graphic organizer on a large piece of butcher

paper. The group will only use one color of marker to write down what they think the articles add

to or change about their initial ideas about the picture. Two more layers of information will be

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presented with time being given for group discussion and work on graphic organizer using a

different color to represent new understanding. The last layer will be the most informative and

detailed of the descriptions of the circumstances behind Native American Boarding schools. It is

very important that participants not be told what the topic was about or be told what to think

about it. The successive layers of information and group discussion and the construction of a

graphic organizer ARE the process of students building background knowledge on a subject.

After the third layer of information is presented and graphic organizers are complete participants

will engage in a gallery walk with groups being reorganized so that one member of each group is

represented in the new gallery groups. Now, participants will rotate from graphic organizer to

graphic organizer and the person who is in the group who was part of the group that made the

organizer that the new groups are standing in front of will describe the thinking and the evolution

of the whole-group understanding that went into formation of the poster. After this period the

participants will be presented with the original mystery piece/picture and will write a new

paragraph about what they think the picture is about. In closing, we will take off our student hats

and put on our teacher hats and debrief the workshop as a student driven, constructivist method

of building background knowledge in students.

Ref:

Expeditionary Learning Fieldwork, Vol.13, Iss. 3, May 2005

-A great guide to innovative teaching practices.

Children of the Indian Boarding Schools, Carolrhola Books, April 2001

-Inspiring, saddening, a must for anyone who wants to understand details about our early

American history.

Active Learning: 101 Strategies To Teach Any Subject, Allyn & Bacon, February 1996.

-Active Learning is the best collection I have seen of teaching strategies to get students

involved and interested in learning. Many of the techniques are straight forward and easy

to implement and they are adaptable to any subject.

19#: Synergy Movie Project Grade 9/12 Lesson Plan: When We Know Better We Do Better. What motivates misbehavior? Using Portland Public Schools Technology and the Artful Learning Method students will create movies to understand how conflict produces change. Discuss change and similarities. May watch American Dream TV show set in the 60's. For example compare conflicts in the similarities and differences of the Vietnam War Vs the Iraqi war. Demonstrate the effect on each generation and the nation. How is it affecting the election process now? Compare and contrast campaign strategies and television advertising between Presidential candidates John Kerry and George Bush. Using the picture of Mount Rushmore in The Fourth Turning by William Strauss and Neil Howe, describe the temperaments of the presidents' and the effect of the nation at the time. Lincoln's Vision during the Civil War, Washington's Order in the Declaration of Independence, Roosevelt's Rough Riders in Action, Jefferson's Manifest Destiny ideology. Learning activities will direct course participation toward understanding current research and theoretical models, and

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applying the concepts to their colleagues, students and customers. 2# Adapting your exercises and revising material: Using the Synergy Pals profile of interactions this course helps personnel become more aware of the causes of aggression, its manifestation in families, committees, gangs, TV., sports, and drugs. Students will create a script, storyboard, and a movie to show their finished project. Using the Synergy Pals from four points of view, brain based learning demonstrates the core beliefs and the value ladder. Understanding how anger happens from four points of view and is expressed when a strongly held value is denied. Demonstrate how a choice of behaviors creates the desired outcome. Synergy meets all four underlying needs. 3# Evaluate an existing curriculum unit for presentation: Screenplay: Students will write a script for a movie with conflict as their central theme. In order to receive an "A," students must write their screenplay in the three-act format demonstrated by Mr. W. Act One: Introduction of Characters; who, what, where, when and why's. A. Establish conflict b. Protagonist/Antagonist Act Two: Conflict is advanced a. Obstacles for the protagonist. b. Darkest moment for the protagonist. Act Three: Conflict is resolved a. Loose ends are tied up. b. A clear demonstration of how the conflict has changed the protagonist. Storyboard: Using the completed screenplay students begin to use a storyboard format to create a visual display of their work. Storyboard format sequential follows the visual plotline of the story and script. a. Students will create pictures to match the dialogue from their screenplay. Movies: a. To receive an "A", each movie must include: Three transition scenes Three Medium Shots Zoom in/Zoom out Two Long Shots Tilt up/ Tilt down Audio sound track using music Three Close ups Over the shoulder shot b. There must be a clear resolution to the conflict. c. There will be a grade for the overall feel of the movie. Students will learn ways to evaluate aggression and intervene before it turns to violence in the schools or environment. In study-team, discussion and group activities, participation will discuss projects and clarify course concepts in order to consider how they are or are not appropriate for their own situations. Curriculum and Instruction OUTLINE

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1. Developing a portfolio a. Microsoft Word b. Microsoft Excel c. Typing Master Pro d. Microsoft FrontPage e. Microsoft PowerPoint f. Serif Photo Plus g. Serif Movie Plus

2. Integrating Lessons a. Typing Master Pro for all b. Word Lesson plans based on Cross Curriculum c. Excel Lesson plans based on Cross Curriculum d. Front Page plans on web page development

3. Word Lesson plans a. Students find out what interests them via lessons b. Science c. Social Studies d. English e. Technology f. Health

4. Excel Lesson plans a. Same as Word

*Lessons below to be implemented if prior work proves to be below intelligence level 5. Front Page

a. For the Higher Groups or Students who cruise through Word\Excel b. Web Page development for Class or self

6. PowerPoint a. Take Digital pictures b. Learn to add to a slideshow/presentation c. Add transitions d. Add Sound e. Possible Project for other class

7. Serif Photo Plus a. Digital Photos b. Basic editing c. Advanced editing d. Animation schemes e. Panoramic

8. Serif Movie Plus a. Movies made by students b. Transitions c. Editing d. Splicing e. Sound f. Creativity

20# Collections, songs, stories Grade 5/6

Improving Team Effectiveness

We would like to improve team effectiveness because we would like our team to work as

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efficiently as possible. We are feeling overwhelmed because of staff reductions and budget cuts in our district. Getting to know our learning and teaching styles will promote effective planning and a more efficient delegation of duties. Our first step in finding out how we can better work together was to complete the personality profiles. Our team members include Janet (Not taking the class, but participating in our study), Susan, Priscilla, and Charlene. We discovered that our team is very well balanced in terms of teaching and learning styles. Janet and Charlene are both owls. This means they learn best by remembering facts. They like to plan steps in a procedure. Janet and Charlene tend to be list makers. When telling or listening to a story they go right for the facts. They want to know: who, what, where, and when. Priscilla, the lion learns best by reasoning. She may have several plausible answers for the same question. When faced with a problem, she looks for the cause and effects of the situation. Priscilla wants statements to be proven. Susan is a koala. Susan learns best when relating to others. She enjoys working in cooperative groups. She feels that each person in the group must be heard and respected. Susan has strong chimp skills also. Because of Susan interaction skills our group is more nicely balanced. We have found that our diverse team is capable of greater creative output. We will continue to use the information from the profile to build on each other’s strengths when we are developing units. 2# We decided to use our new knowledge when spending a day developing a cross grade level Social Studies unit. It was valuable to know our strengths because we had a limited amount of time. Delegating responsibilities was quicker and more enjoyable because it matched our personalities. Each member brought unique richness to the group. Once we complete this class we are entertaining the idea of sharing the program with fellow staff members. We would also like to use it to develop cooperative learning groups within our classrooms. We hope to honor each child’s learning style with this program. We want to know our students’ core values and feelings that affect their thinking and show their natural talents. Managers know that higher achievement results in a learning environment that promotes motivation, respect and esteem. In this course students learn now to improve this synergy learning environment with a management system that includes planning designed to meet the learning needs of the team. This powerful yet simple assessment tool helps children of all ages to discover their natural strengths and talents while correcting weaknesses, with a closer look at their common senses. It's so much fun when you get started. Processing synergy will help you rethink your teaching. Use the learning style posters for ideas of your own and activities. We also worked with a team of colleagues. The group assignment was fun with staff. We found If you give the students (or yourself too much information) they don't get the concept and the lesson is canceled. There were

very positive outcomes for students/dialogue/discussion and to answer balance wheel

questions Profile yourself, significant others, targeted students, write up results. It works if it works. An introduction to Synergy Pals was conducted in a 1st and 2nd grade blend classroom. Initially the questionnaire was altered to the early childhood level by simplifying the terms and shortening the descriptions. An overhead was made for non-readers to follow along. We did each question together. It was read aloud and a description was given. Then students chose their responses. Papers were collected and tallied in order to determine which animal characteristics each student possessed. To our surprise, our results showed even numbers between the 4 various animals.

1. I feel happy with myself when I’m...……..

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a. Helping friends-------------------------------------ڤ b. Putting things in order-------------- ڤ

c. Sharing new ideas----------------------------- ڤ

d. Get it done correctly and quickly ------ ڤ

2. I work best when I can………………….

a. Work with others, Be shown how to do things---------------------- ڤ b. Think and work quietly on own---- ڤ c. Watch someone else do it,

Then get it done-------------------------- ڤ

d. Tell others my idea, inspire them------------ ڤ

ADD UP NUMBERS

3. When I’m with others talking and Listening I……………………. a. Watch and listen

Share big plan-----------------------------ڤ b. Excitedly tell of new ideas,

Hear if others understand-------------------- ڤ

c. Ask about other’s feelings, Share my feelings--------------------------------- ڤ

d. Politely listen, quietly answer----- ڤ

4. The stories I like are…………………………..

a. About real-life problems, Happy endings-------ڤ (Heidi/Christmas Story)

b. True adventures, Mysteries------- ڤ (Charlotte’s Web)

c. Historians, Inventors, Better Future--- ڤ (Helen Keller, Biographies)

d. Explore magical things , Faraway Places-- ڤ (Alice in Wonderland) ADD UP NUMBERS

5. I solve my problems or make decisions best when...……..

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e. I’m working in groups Asking others to help-----------------------------------ڤ f. Facts tell me to get an Exact answer------------------- ڤ

g. Comparing good and bad ideas To get quick results----------------------- ڤ

h. Brainstorming with others, new ways-------- ڤ

6. I like to play games……………………………

a. Where no one loses------------------------------------- ڤ (Playground, roller skating)

B. With rules, lots of action And some wins----------------- ڤ (Monopoly, football)

c. Where I get to direct, think--------------ڤ (Chess, follow-the-leader)

d. That act things out, use imagination---------- ڤ (Pictionary)

ADD UP NUMBERS

7. I learn best when…………………………….

a. I can bend the rules-------------------------------ڤ

b. I practice skills I already know------- ڤ

c. Someone helps me, Shows me the Easiest way to get things done------------------------ ڤ

d. Think through ideas, plan, set goals,

Get the job done---------------------------- ڤ

8. Sometimes, I don’t want to…………………………..

a. Hurt feelings, avoid conflict Fixing blame, not telling the truth----------------ڤ

b. Finish things I start------------------------- ڤ c. Be gentle and considerate of other’s

Feelings, I’ll lose my freedom-------- ڤ

d. Feel rushed to make decisions I’ll lose order I need to feel safe- ڤ

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ADD UP NUMBERS

1# Students were then divided into 4 various table groups with the given animal names. A short discussion took place regarding explanation of the characteristics of the various animals. Each student could then identify themselves with those characteristics. A brief verbal assessment was conducted to see how much information students retained about the characteristics of the various animals. 2# Demonstrate sensory-based instruction, curriculum, and assessment Students were called onto the carpet and the ―Synergafadoodledoo Village‖ story was read aloud to them. Questions were asked after the read aloud and during to check for attention and comprehension. We found that this was a way to show examples of the characteristics of the animals and how they interact with one another. At this point, almost all students seemed to grasp the idea and had a good understanding of what the synergy pals were about. After the read-aloud students were then presented with the ―Synergy Pals Song‖.

And we have different styles Synergy Pals Song

We’re the Synergy Pals

(echo)

(echo) For getting things done

(echo) And for how we like to work

(echo) So you might be an Owl

(echo) Who likes to think?

(echo) Perhaps a Lion who watches

(echo) Maybe a Chimp who talks

(echo) Or a Koala who feels

(echo)

We all have our own ways (echo)

We each are unique (echo)

But we can all get along (echo)

And build a community (echo)

Who can grow strong? (echo)

And all work together (echo)

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Because we need each other 3# Create an assessment of students’ for sensory preference Each student had a handout of the song and the words were practiced using a leader/echo method. The melody/ tune was easy to follow and students picked it up quickly. In fact some were even dancing to the song. 4# Evaluate an existing curriculum unit for understanding sensory integration and bias If we were to extend this lesson, it could be stretched over a week and each animal could be studied in detail on a day-to-day basis. The final day could be used as a review/assessment day. This lesson could be used as a first week of school activity, especially to help teachers learn more information about any new students and their learning/cooperative styles. Overall, our lessons proceeded very smoothly and connected well. Our only concern was that although we tried to simplify the questionnaire, we found that First graders seemed to have difficulties following along and grasping the concept. Helpers/assistants could be used to work with younger students. The students were given the profile and instructed to choose the answer to each question, which was most like themselves, and place a 4 on the line next to that answer. Then they were asked to choose the next answer most like themselves and place 3 on that line and place a 2 by their next choice and finally place 1 next to the answer least like themselves. The students were told there were no right or wrong answers only what felt right for them. I read each question to the students and I read each of the four possibilities. I repeated the instructions given above in paragraph one. I walked around the classroom to be sure all the students were keeping up and that they understood the directions. Several students are reading below grade level, so I felt it was necessary to monitor and read to individuals as needed. When the students had completed the profile we had our math lesson. The math lesson consisted of adding the number columns for A, B, C, D. then the students divides the numbers in half. Each child was to write each of the halved numbers on the appropriate area of the circle graph. I checked to see if students had divided correctly and had placed the numbers on the correct quadrant animal. The children counted the rings corresponding to the animal and colored the rings appropriately. I had laminated the Synergy Pals poster and we used red, green, blue, yellow, Avery circle stickers to look at our collective class brain. The student was ready to discuss their individual results. They were very excited. They wanted to see other students' work. The finished product was achieved in 90 minutes and as the teacher I was tired, but invigorated. 4# Analytical Learner: To a Thinkabout Owl a teacher provides information by direct instruction see knowledge's as increasing comprehension Visual Learner: to a Look about Lion a teacher becomes a coach, models, involves the student, and gives immediate feedback. Kinesthetic Learner: To a Feel about Koala a teacher is a motivator use the discussion approach incorporates a great deal of teacher-student interaction Auditory Learner: to a Talk about Chimp a teacher is a resource becomes an evaluator, serves as a facilitator, encourages a variety of learning approaches. Managers know that higher achievement results in a learning environment that promotes motivation, respect and esteem. In this course students learn now to improve this synergy learning environment with a management system that includes planning designed to meet the learning needs of the team. This powerful yet simple assessment tool helps children of all ages to discover their natural strengths and talents while correcting weaknesses, with a closer look at their common senses.

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SYNERGY LEARNING- this Personality Profile for nature and nurture awareness. Change is not a choice. It's brain food. S/He who does the work grows the dendrites. It was so much fun when we got started. Processing synergy will help you rethink your teaching. We used the learning style posters for ideas of students and activities they preferred. We choose to work with a team of colleagues as well. We discovered if you give the students (or yourself too much information) they don't get the concept and the lesson is canceled We designed visual, auditory, kinesthetic, and analytical learning stations to promote literacy in the content areas.

Student participants were engaged and did identify and develop activities for the classroom in each station.

Conduct descriptive research, evaluate programs, identify problem areas and make recommendations for students. We discussed the profile and what the senses meant.

Obtain a sensory-based assessment of students’ participation and explain the meaning of the results to them. Look, talk, feel, and think, the poster helped define this discussion and mark out the points of view and behaviors.

Demonstrate how children can learn to monitor their own comprehension of strengths and weaknesses. They began to monitor me. PROFILES ACCOMPLISHED The students were given the profile and instructed to choose the answer to each question, which was most like themselves, and place a 4 on the line next to that answer. Then they were asked to choose the next answer most like themselves and place 3 on that line and place a 2 by their next choice and finally place 1 next to the answer least like themselves. The students were told there were no right or wrong answers only what felt right for them. I read each question to the students and I read each of the four possibilities. I repeated the instructions given above in paragraph one. I walked around the classroom to be sure all the students were keeping up and that they understood the directions. Several students are reading below grade level, so I felt it was necessary to monitor and read to individuals as needed. When the students had completed the profile we had our math lesson. The math lesson consisted of adding the number columns for A, B, C, D. then the students divides the numbers in half. Each child was to write each of the halved numbers on the appropriate area of the circle graph. I checked to see if students had divided correctly and had placed the numbers on the correct quadrant animal. The children counted the rings corresponding to the animal and colored the rings appropriately. I had laminated the Synergy Pals poster and we used red, green, blue, yellow, Avery circle stickers to look at our collective class brain. The student was ready to discuss their individual results. They were very excited. They wanted to see other students' work. The finished product was achieved in 90 minutes and as the teacher I was tired, but invigorated. Analytical Learner: To a Thinkabout Owl a teacher provides information by direct instruction see knowledge's as increasing comprehension Visual Learner: to a Look about Lion a teacher becomes a coach, models, involves the student, and gives immediate feedback. Kinesthetic Learner: To a Feel about Koala a teacher is a motivator use the discussion approach incorporates a great deal of teacher-student interaction Auditory Learner: to a Talk about Chimp a teacher is a resource becomes an evaluator, serves as a facilitator, encourages a variety of learning approaches. ―Building the House Synergy Built.‖ Each sensory world interacting as real as mine that we can detect, Think, Look, Talk, and Feel Summary: High concept means one sentence to describe your premise. Synergy Pals exist side by side as our common senses impact us daily. K-5 The House That Synergy Built

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Once upon a time there were four pals. There was a talkative Chimp, a Lion who noticed everything, a warm fussy Koala and thoughtful Owl. Each of them had left their home to go out in the big world and make their own way. One of the hardest tasks that they had to do was to find suitable shelter. They decided to share a house and began to talk about what they wanted for a home. The Chimp pal thought a moment and then told the others all the different ideas it had. Chimp was very enthusiastic. There were so many ideas, and Chimp kept on thinking of lots of new ideas. That was too bad, because some of the ideas were very good ones. But there were no ideas that all four pals could agree on. It seemed the problem of housing was no closer to being solved. The Lion could imagine them all in a wonderful house, perfect and unique in every way. It had to have a view of the world around them. But no place or material of that sort seemed to be around. The Lion would have to look around and make a plan. The problem was not solved. Meanwhile the Koala hoped that all the pals would be happy with a cozy warm house. Koala wanted room for all their friends to gather together and have fun! That would be a decision that would make its life happy. When Koala shared the idea of a big, open house not all the pals could agree. The quiet Owl listened to all the ideas and decided none of those ideas were right for an independent bird. Owl needed a place where one could be alone at times and enjoy peace and solitude. Where could the four pals find a house just right for all of them? They wandered all that morning and into the afternoon. As the pals walked and talked it seemed they could never find a place that they would all want to live. They traveled on through the woods until they came to the meadow. The rays of the sun shone down on the meadow grasses and gentle breezes made the flowers dance. It sparkled with life and energy. In the exact center of the meadow was a large old tree. The branches of the oak were spread so far that all the four friends could fit in its shade. It was the perfect place to rest from their travels and so they did. Each of them leaned back on the wide trunk. Without meaning to the Synergy Pals sound fell asleep. As they slept they dreamed. The dream came and it said the same thing to each of them "Listen with your heart. See with your heart. Think with your heart. Feel with your heart. Suggested Lesson Plan: Premise. It takes everyone's strengths to create success for all. Materials: Pattern for Heartwood Tree "The whole is greater than the sum of its parts." Myth means we can hear the story with detachment. Story: The House That Synergy Built Green and brown constructions paper, etc. pictures of the four main characters. Before the lesson has all the students in your class takes the survey and discovers what their natural strengths are. Explore their traits and feel comfortable with the concept of their synergy pal. Think, look talk and feel Steps: Read the story the house that synergy built then reread it having the koala kids read aloud their parts. Lions take lion parts, etc. Discuss why each character responds the way they do. Review the strength of each discuss the synergy tree what is the power of the tree? What does the tree teach the four pals? When the class has the concept of then we combine all our strengths with our natural tendencies we create something stronger than the individual part that is 'synergy. Hand out the green tree top pattern and the brown trunk pattern explain the parts of the tree represented. Toots trunk, limbs and treetop. Cut and fold as the pattern show. Color and cut out the four pals and put them in the tree matching the story each child should cut out a hole for owl. Use creative touches to add individuality to each dimensional tree. Leaves, moss, rootlets of

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string, etc. display with a short paragraph explaining the trees message in a showcase of window sill. It will help be another step to understanding the message," the whole is greater that the sum of its parts." Design visual, auditory, kinesthetic, and analytical learning stations to promote literacy in the content areas.

Student participants will identify and develop activities for the classroom in each station.

Conduct descriptive research, evaluate programs, identify problem areas and make recommendations for students.

Obtain a sensory-based assessment of students’ participation and explain the meaning of the results to them.

Demonstrate how children can learn to monitor their own comprehension of strengths and weaknesses.

A story and a show We will use the poster to break out activities to engage the class designing their own lesson plan, using all four quadrants. After completing the student profiles and coloring in the circle of animals we told the story: Once upon a time, in a land far far away called Kentonville, there lived four groups of animals….the Lions, the Owls, the Koalas, and the Chimps. They lived together in a small community called the synergafadoodledoo village. This particular community focused on teamwork and bettering the land of Kentonville. Synerfafadoodledoo Village had everything that any village would need…or so they thought! One cloudy, cold, rainy day, the neighboring village animals came over to challenge the animals of Synerfafadoodledoo to a garden planting contest. A garden would have to be put together by noon the very next day. The animals accepted but they had one problem. They had no idea what in the world a garden was and what the contest was about. Chachabowana the leader of the chimps had an idea. He suggested going to the library to research gardening. Lulalapadoo, the leader of the lions, was eager to get started and thought that was an excellent idea. Ohhwazookana, the owl leader, agreed. Koanacondas, the koala leader, wanted to make sure that everyone mutually decided that this was the best idea. Sure enough, leaders from each group ran over to the library to begin their work. Each animal studied hard and found out about different plants, flowers, and vegetables. After spending a few hours at the library, the group felt they knew enough to get the job done. So, with the clock counting down they went to the Nursery to pick up their plants. Ohhwazookana drove, Lulalapadoo guided with directions, Chachabowana talked about all his ideas, and Koanacondas checked to make sure everyone had their seatbelts on and were comfortable. At the nursery Ohhwazookana filled his cart with vegetable plants and seeds that were to be planted. All he could think about was getting the garden done. He also planned on possibly selling his vegetables to a grocery store or at the market to make some money. Lulalapadoo was first telling Koanacondas and Chachabowana where to go to find their plants. He then headed over to find the evergreen bushes. He needed to have something that lasts forever. He also picked up some oleander. Cactus was another favorite for he though that they will last a long time and are self-sufficient. He wanted to plant some tulips and daffodils so that they will be ready for the next year. Every plant’s growth will be studied carefully according to Lulalapadoo.

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Koanaconda’s goal was to nurture her plants. She picked up gorgeous orchids. She also planned on having a conservatory to plant tropical plants like oranges, mangoes, papayas, and palm trees. She could picture exquisite birds of paradise in her garden. Chachabowana had so many different ideas about her garden that she couldn’t make up her mind what kind of flowers to buy. She also wanted to talk to the others about what would be her best idea. She finally decided just to get a whole bunch of wildflower seeds and throw them in her garden. She also picked up different colored tulips for the Spring and some Day Lillies for June. All four animals were pleased with their purchases and looked forward to getting back to begin gardening. Lulalapadoo was walking around advising everyone on how to go about creating their garden (since he was done with his) while Ohhwazookana was almost finished with his. His garden was very precise and orderly. His various vegetables were labeled and placed approximately 6 inches apart. He was eager for them to begin growing. Chachabowana, on the other hand, had his seeds thrown about in all directions. In fact, some of his wildflowers were beginning to grow outside of the garden area. Koanaconda promised to wake up early and do the watering and spent time carefully planting each seed and placing each plant in it’s own spot. Her flowers were beautiful and required a lot of care. After all the work was complete, the animals came together to see how beautiful their completed garden was! Each animal had contributed in their own special way to the project. Now the garden was complete and would surely win. Indeed, when the neighboring village animals looked at the work of the synergafadoodledoo animals, they were amazed and knew who the winners were. They could learn a lot from the synergafadoodledoo animals on teamwork! Synergy learning success results from practical teaching strategies to promote literacy and promote awareness of how we make a good fit working together. A good foundation in speaking and listening helps children become better readers. New brain science reveals that the more you learn the more you can learn. However, if you give students too much information they don’t get the concept and the lesson is canceled. Differentiated learning fills these voids by demonstrating those individuals have ―learning patterns‖ that are well ingrained in their unconscious minds. This course addresses the individual differences that tap each student’s strengths, while addressing and correcting weaknesses. Learn how to keep students on task and motivated to learn.

21# Social Studies - Lewis and Clark Expedition Grade k/6 Lewis and Clark Expedition Description:

Through their work in cooperative teams, the students will learn about the history of the Northwest Passage and westward expansion between the years 1803 and 1806. Each day, the students will simulate travel along the Missouri and Columbia Rivers to the Pacific Ocean as well as play the roles of the explorers. Each student will have the opportunity to do the following:

SAMPLE LESSON PLANS


1. Play the role of the Captain – This role entitles the student to lead the team. They are responsible for making key decisions, keeping their teammates on task, assisting them on their individual projects, and calculating how far the team has traveled for the day. 2. Play the role of the Interpreter - If a student is assigned the Interpreter’s role, their job will be to research a particular Native American tribe. Using materials provided, (books, hand-outs, internet, etc.) they will need to research the types of foods the tribes ate, find 2-3 facts about the tribe, and where they are located on our trail map. They will also sketch the terrain of where the Native Americans lived. This information will be written on a postcard and ―mailed‖ to President Thomas Jefferson to keep him updated on the people Lewis and Clark were encountering. A sample postcard will be hanging on the wall for the students to use if they need clarification of the assignment. 3. Play the role of the Journal Writer – Each day, a ―Daily Dilemma‖ will be introduced to the class. These dilemmas are real situations the Corps of discovery faced on their journey. The Journal Writer for the team will imagine themselves in the scenario as Meriwether Lewis. The teams will collaborate and discuss the realistic solutions to the dilemmas. After consulting with the rest of the Corps, the Journal Writer will research the actual solution chosen by Lewis and Clark when they faced the same situation. Later, the Journal Writer (within the team journal) will record the team response, decision process and what Meriwether Lewis really decided. Through observation of team dialogues and actual journal entries, I will be able to observe what the students understand. 4. Play the role of the ―Team Tasker‖ – This role, although important, is very different from the others. The ―Team Tasker‖ is assigned to choose one of three tasks to complete. These tasks range anywhere from designing and creating a Native American decorative blanket to researching and writing a report about Thomas Jefferson and presenting it to the class. These team tasks, along with the other team assignments, must be completed daily in order for the team to be awarded Expedition Cards which help them earn travel miles on the trail and move them closer to their destination…the Pacific Ocean. Materials: Yellow and white butcher paper, markers, KWL chart hanger, T-chart, Lewis and Clark observation charts, small sticky notes, team journals, team folders, Expedition Cards, Native American research materials, note-cards, Daily Dilemmas, Team Task descriptions. Objective: The students will work in cooperative teams to accomplish the assigned daily tasks. They will alternate team tasks and have the opportunity to experience the various duties the Corps of Discovery experienced throughout their journey. Procedures/Lessons

1. Group students into diverse Synergy Pal teams so they can use their ―natural talents‖ to be able to assist one another in completing assigned tasks. The teams will each choose a team color that they will use throughout the unit.

2. Each team will create one word that best describes ―Cooperation‖ and write it (using their

team color) on a piece of paper. The teams will then present their word to the class and explain why it was chosen. The word will be placed on a board for all to see.

3. The class will create a T-chart based on what they think ―Cooperation‖ looks like and

sounds like. Each team will be responsible for brainstorming what they think cooperation looks like and sounds like. They will then decide on the best idea for each category and

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choose one team representative to present their decision to the class. Once presented, their idea will be placed on the T-chart in their team color. Once all teams have shared, the class will discuss and review what teamwork is all about and how important it is that ALL members participate.

4. The class will create a KWL chart. Students will have an opportunity to brainstorm the

things they already know about Lewis and Clark. This information will be recorded on the KWL chart. They will then brainstorm and discuss the things that they would like to know by the end of the unit. Finally, as they begin learning about the expedition, they will be able to record what they are learning within the chart. This is a strong lesson as it evokes deep thinking and lends itself to an open, safe discussion.

5. Observation Charts will be placed around the room, each one with a variety of photos

relating to Lewis and Clark and the expedition. The teams will go to a particular chart and each member will create a ―notice, wonder, think and feel‖ comment on a small sticky note. They will attach their individual comments to the pictures they relate to. Once finished, the other teams can be given time to take a look at the other observation chart photos and comments.

Think-about Owl- analytical learner

Color coding team ideas will allow the students to track individual team accomplishments.

Keeping track of team points and guiding teammates through individual tasks.

Look-about Lion – visual learner

Observation charts and creating visual maps will heighten understanding of the expedition and the journey taken.

National Geographic ―Lewis and Clark Expedition‖

Feel-about Koala – kinesthetic learner

Group interactions will be monitored to be sure everyone has a voice.

Hands-on individual team tasks such as creating a model of Fort Clatsop or painting an American flag.

Talk-about Chimp – auditory learner

Whole group and small group discussions give opportunity to share and inspire ideas.

The class will sing chants that relate to the lessons being learned

Rationale for Instructor Offering Courses: Communication Technology/ PSU Accreditation Partner http://www.friendlyuniverse.com Ardys Reverman, Ph.D. Psycho-Neuro-Immunology (PNI) As teacher, speaker, author, innovator in temperament research influencing audiences internationally. In her quest for understanding her children and the role learning style plays in performance, Ardys developed this powerful, yet simple assessment adult/child tool for gaining deeper insight into yourself and other ways of

http://www.friendlyuniverse.com/

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knowing. We understand how we best fit in and give value to the global village of the friendly universe. Making the complicated awesomely simple the Synergy Pals do together what we aren't able to do alone. We search for a unity embracing all knowledge, to discover what holds us back and what launches us forward to success. These important books, endorsed by Jack Canfield and Mark Victor Hansen, Brian Tracy, Gary Provost, Lendon H. Smith and many notable leaders from all walks of life, beautifully illustrated by artist Charlotte Lewis, offers insight for families, educators and mental health professionals. It is a book of focus, and a tribute to those who face chaos knowing it always leads to higher order thinking skills. The information age is over and the thinking age has begun. It is with great pride and delight that we announce the 2010 publications of: Title: heart2heart: Be Yourself Everyone Else is Taken Author: Ardys Reverman Ph.D. Publisher: Friendly Universe Collections, 2010 Title: Turning Points; Journey of Self Discovery Author: Ardys Reverman Ph.D. Publisher: Friendly Universe Collections, 2010 Title: Treasure Quest: We’re All Connected Author: Ardys Reverman Ph.D. Publisher: Friendly Universe Collections, 2010 Title: Friendly Universe: We’re All Connected Author: Ardys Reverman Ph.D. Publisher: Friendly Universe Collections, 2010 Team-Smart SQ: Turn Conflict into Cooperation, by Ardys Reverman PhD- an outstanding contribution to understanding more about the dysfunction of groups or the synergy group with outstanding results. What makes the difference? Knowing how to regard each other without the devastation of ignorance that robs us of our potential and purpose. Children of all ages discover natural strengths and talents, and a new "common sense."

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