HW Participant 2 - All Kinds of Minds · PARTICIPANT JOURNAL UNDERSTANDING ALL KINDS OF MINDS ......

L e a r n i n g a b o u t L e a r n i n g W o r k s h o p s :

HOMEWORKHELPING STUDENTS MASTER

THE CHALLENGE OF HOMEWORK

PA R T I C I PA N T J O U R N A L UNDERSTANDING ALL KINDS OF MINDS ™

All Kinds of Minds® and Understanding All Kinds of Minds™ are trademarks of All Kinds of Minds.www.allkindsofminds.org

All Rights ReservedNo part of these materials may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording, or otherwise, without written permission from All Kinds of Minds.

© 2006 ALL KINDS OF MINDS®

U N D E R S TA N D I N G A L L K I N D S O F M I N D S

LEARNING ABOUT LEARNING WORKSHOPS

THE CHALLENGE OF HOMEWORKPARTICIPANT JOURNAL

THE CHALLENGE OF HOMEWORK | PARTICIPANT JOURNAL

© 2006 ALL KINDS OF MINDS

TABLE OF CONTENTS

Triangle Challenge .............................................................................................. 1-2

Workshop Goals .....................................................................................................3

A Framework for Learning .......................................................................................4

Video Viewing Guide, part 1 ....................................................................................5

Video Viewing Guide, part 2 ....................................................................................6

Record Your Own Homework Strategies .................................................................7

Homework Action Plan ..................................................................................... 8-11

Video Viewing Guide, part 3 .................................................................................12

Workshop Refl ections ...................................................................................... 13-14

Adult-Child Reading and Refl ections ................................................................ 16-18

Homework Resources ..................................................................................... 19-24

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THE CHALLENGE OF HOMEWORK | PARTICIPANT JOURNAL | 1


> With your partner, make an equilateral triangle with three of the sticks

> Add three more sticks and make four equilateral triangles

> The solution should only have four equilateral triangles—there can be no other shapes

> You must use the entire length of each stick

TRIANGLE CHALLENGE

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In the left column, look at your group’s assigned terms. In the right column, write down what you saw or did that demonstrates those terms.

Concentration Evidence:

Remembering Evidence:

Language Evidence:

Using space Evidence:

Keeping track of time/ order

Evidence:

Thinking Skills Evidence:

Motor abilities Evidence:

Getting along with others

Evidence:

1. What areas on the chart were easiest for you? What did you observe about yourself that makes you think that?

2. What areas on the chart were hardest for you? What did you observe about yourself that makes you think that?

3. What areas seemed easiest for your partner? What did you observe about your partner that makes you think that?

TRIANGLE CHALLENGE CONTINUED

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WORKSHOP GOALS

> Appreciate that there are all kinds of minds

> Increase awareness of the eight building blocks of learning

> Understand that the challenge of homework is affected by one’s neurodevelopmental strengths and weaknesses

> Learn strategies to help children take on and master the challenge of homework

THE CHALLENGE OF HOMEWORK

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Area of Learning Characteristics

How This Gets Used /What It Looks Like

During Homework (In General)

Evidence of My Child’s Strengths or Weaknesses

During Homework

Concentration(Attention)

Planning, staying alert, checking your work, and picking out the most important things on which to concentrate

Remembering(Memory)

Storing, fi nding, and suspending information for a short time, a long time, or while you’re using it

Language(Language)

Understanding what we hear and read and communicating our thoughts and feelings (orally and in writing)

Using space(Spatial Ordering)

Organizing information by the way it looks (visually) or fi ts together (spatially)

Keeping track of time/order(Temporal-Sequential Ordering)

Organizing information by putting it in order (sequencing) and understanding time

Thinking Skills(Higher Thinking)

Thinking creatively, trying new things, understanding and using steps to solve problems

Motor abilities(Neuromotor Function)

Using the connections between your brain and the different muscles for activities such as maneuvering a pencil, putting things together, and playing sports

Getting along with others(Social Cognition)

Understanding and using appropriate words and actions to get along with others

ALL KINDS OF MINDS FRAMEWORK FOR LEARNING

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PART 1

Vocabulary Definition / Notes

Learning profi le A set of learning strengths and weaknesses, unique to each child

Neurodevelopmental strengths and weaknesses

Learning capabilities that are a result of both the way a person’s mind works (“neuro”) and his or her stage in life (development)

Management by Profi le

A learning plan based on a child’s learning profi le that offers procedures and strategies to guide children toward a healthy and productive learning experience. Consists of fi ve parts:

> Demystifi cation

> Accommodations

> Interventions at the Breakdown Point

> Strengthening Strengths

> Protection from Humiliation

Demystifi cation A process by which adults:

> Help a child understand his or her learning strengths and weaknesses

> Teach a child to recognize where the learning breakdown occurs

> Give a child the exact words for the specifi c ability that needs improvement

UNDERSTANDING ALL KINDS OF MINDS VIDEO VIEWING GUIDE

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PART 2

Vocabulary Definition / Notes

Accommodations Practices used to work around a child’s problem so that he or she can continue to progress despite a weakness in learning (also called “bypass” strategies). Accommodations include:

> Changing the rate

> Giving more time

> Giving fewer problems

> Letting child use a tape recorder

Interventions at the Breakdown Point

Using strategies to overcome (or strengthen) specifi c weaknesses. Interventions can include:

> Games

> Breaking down tasks

> Time limits

> Checklists

> Organizing the workspace

> Phasing in tasks/reviewing work in progress

> Getting child started

> Scaffolding (putting an organizational framework around an activity)

> Exercises to automatize subskills*

> Determining best structure & consistency for homework

* basic skills like spelling and math facts that need to be automatic in order for higher-level academic tasks (like writing or algebra)


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HOMEWORK STRATEGIES

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PART 1:

In this activity, you will create a homework action plan for your child. Look at the behaviors that you described on page 4 as possible weaknesses for your child during homework time. Decide which two of these behaviors are most likely to interfere with your child’s ability to do homework productively and write them in the space provided below.

Then, consider the strategies mentioned in the video (see the Video Viewing Guide, page 6), the strategies generated by your fellow participants (see the posted charts), and the list of more homework strategies on pages 9-11.

From among those options, choose those strategies that you think might best help your child be more productive and successful when doing homework. Choose as many as you wish and write them in the appropriate box. (If you think the strategy will work for both behaviors, put it in both boxes.)

Interfering Behaviors Strategies

1.

2.

PART 2:

Review your child’s strengths and affi nities you identifi ed on page 4. Transfer them to the chart below. List opportunities during or around homework time that you can give your child to practice those strengths or affi nities.

Strengths/Affinities Opportunities to Practice

1.

2.

3.

HOMEWORK ACTION PLAN

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Attention (Concentration)

� To help your child determine what is important to study, ask him to make up sample tests using questions that he thinks will be on the actual test. Then help him take the test for practice.

� Set a consistent time each day for doing homework. During this time, distractions should be limited (i.e., television should be off, other family members should be doing quiet work, too).

� As needed, provide assistance to help your child get started on a task. Support might include providing the fi rst sentence of a paragraph, reading the fi rst paragraph of text or checking for understanding of directions.

Memory (Remembering)

� Encourage your child to form mental pictures as he is exposed to new information and to fi le it away in his brain along with related material. Model thinking and fi ling strategies by talking out loud about how you process information.

� Try using a “What Needs to Get Done” form, to help your child keep track of homework assignments. This should be checked each day by you, the teacher and your child.

� To help your child complete homework independently, help him make a strategy notebook. The notebook should include procedures for various tasks such as writing an essay or solving a math problem. You might also include strategies for chores.

Language

� Help your child come up with a list of general questions to answer while he is reading. For instance, at the end of each page, he might ask himself what the main idea was or if he is really concentrating and understanding what he reads.

� Encourage your child to use the KWL Strategy. On a piece of paper, make three columns labeled What I Know, What I Want to Learn, What I Learned. He should fi ll in the fi rst two columns before he begins and the last column at the end of the task.

� To help your child increase his vocabulary, have him create and maintain his own personal dictionary. When he learns new words, he should write each word along with a brief defi nition or picture and an example of how the word is used in a sentence.

HOMEWORK ACTION PLAN: STRATEGIES

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Spatial Ordering (Using space)

� Develop a reward system to praise your child each day his materials are put away properly and his homework assignments and materials are brought home.

� Help your child learn to create visual images, or pictures in his mind, to represent verbal concepts. For example, he could picture a pizza with slices being taken away as a representation of a fraction or ratio.

� To keep his workspace from becoming cluttered, only give your child materials as he needs them. For instance, when you buy a new pack of pencils, give him two at a time.

Temporal-Sequential Ordering (Keeping track of time/order)

� As needed, provide assistance to help your child get started on a task. Support might include providing the fi rst sentence of a paragraph, reading the fi rst paragraph of text, or checking for understanding of directions.

� Help your child make a plan. For instance, fi rst prioritize and allocate time. Then collect materials. Then set a timer and complete work. Then put work in backpack. Repeat for each task.

� When learning dates of historical and narrative events, your child should develop a written or visual timeline.

Thinking Skills (Higher thinking)

� Link new concepts to things your child already knows, or use examples that come from daily experience.

� Hands-on experiences can help your child with concept formation by providing concrete, real-life examples to which concepts can be connected. For example, if your child is studying fractions, use measuring cups to demonstrate proportions.

� Encourage your child to use problem-solving strategies. He needs to take time to think through a problem, make an informed guess, and talk aloud about his thought process.


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Neuromotor Function/especially Graphomotor (Motor abilities/using a pen or pencil to write)

� Ask your child’s teacher to make a printed version of the homework assignment available to students who may experience diffi culty copying assignments reliably.

� Allow your child to practice writing with different writing tools (e.g., ball point pens, felt tip markers, wide-tip markers, unusual pencils, mechanical pencils, etc.).

� If permitted by your child’s teacher, allow him to dictate his answers to questions or make note of the textbook page and paragraph where the answer is found.

Social Cognition (Getting along with others)

� To ease your child into developing relationships with others, get him involved in a study team where students compare notes, give each other practice tests, and share study strategies.

� Encourage your child to call other reliable students in the classroom to get homework assignments.

� If your child is resistant to homework or study assistance from you, it might be helpful to arrange for a homework coach or tutor.

For more strategies and other ways to master the challenge of homework, please visit www.allkindsofminds.org.


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PART 3

Vocabulary Definition/Notes

Protection from Humiliation

Making learning safe for a child to take risks. Includes:

> Observing child

> Keeping informed

> Collaborating with school

> Teaching a child how to work

> Involving the child in solving the problem

> Letting go without abandoning

> Waiting for the child to be ready

Conclusion Parents/caregivers should not give up on children and not let children give up on themselves


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Think about what you learned about the challenge of homework in today’s workshop and complete the following three sentences:

I was surprised to see…

I was happy to learn…

I think I’ll try…

WORKSHOP REFLECTIONS

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“Planet earth is inhabited by all kinds of people who have all kinds of minds.

The brain of each of us is unique. Some minds are wired to create symphonies

and sonnets, while others are fitted out to build bridges, highways, and

computers; design airplanes and road systems; drive trucks or taxicabs; or seek

cures for breast cancer and hypertension. The growth of our society and the

progress of the world are dependent on our commitment to fostering in our

children, and among ourselves, the coexistence and mutual respect of these

many different minds. Parents [and caregivers] have a special responsibility and

joy as they get to know well and to cultivate their children’s individual minds.”

— Dr. Mel Levine, A Mind at a Time

WORKSHOP REFLECTIONS

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resourcesresourcesP A R T I C I P A N T

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NOTE TO PARENTS AND CAREGIVERS

Children need to understand their kind of mind and that everyone has strengths and weaknesses—even adults! It can be very helpful for children to know that the adults in their lives struggle with and celebrate some of the same things that they do. For example, nobody has a perfect mind when it comes to doing homework: everybody has strengths and weaknesses.

On the pages that follow, you and your child have the opportunity to read an essay that Dr. Levine wrote especially for children about all kinds of minds and the challenge of homework. Then answer some questions together to refl ect on your own strengths and weaknesses in the areas of homework. (Even if you don’t do homework now, you can certainly remember what it was like for you as a student!)

Use this reading and refl ection as an opportunity to form an alliance with your child and to talk about the idea of “all kinds of minds” and the ways you can work together to help your child master the challenge of homework. For strategies on strengthening behaviors that get in the way of productive homework time, see pages 9-11 and visit the All Kinds of Minds Web site, at www.allkindsofminds.org.

ADULT-CHILD READING AND REFLECTIONS

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THE CHALLENGE OF HOMEWORKBY DR. MEL LEVINE

There’s no work like homework! Parents and caregivers should see to it that their child’s developing mind not only learns well but also that it can work productively. Kids learn how to learn when they are in school; they learn how to work when they are at home. Therefore, parents and caregivers should accept the role of compassionate but fi rm taskmasters.

Homework carries with it a cluster of valuable fringe benefi ts. In addition to sharpening their basic academic skills and knowledge, in the process of completing assignments, children become adept at delaying gratifi cation, thinking independently, managing time and materials, multitasking and prioritizing—vital abilities they will need for a lifetime. Homework lets kids exercise and expand their minds without the ever-present distraction of peers that accompanies classroom work.

Parents and caregivers can be either helpful or harmful when it comes to assisting a kid with homework. Parents and caregivers should serve as consultants (called upon by the child as needed), but it is a serious mistake to do the work for him. Parents and caregivers can help a kid get started with a written assignment, organize his desk, quiz him the night before a test, and answer specifi c questions about instructions or reading material. They must be very careful not to embarrass or criticize while trying to be helpful. Negative comments about a child’s sloppy handwriting, spelling, or careless math errors will make homework an intimidating experience, a chore to be rushed through or avoided altogether by the student in the future.

Kids need to have effi cient, very well organized offi ces or workspaces at home. To remain in “good mental shape” there should be set times for heavy brain work (reading, writing or calculating) at least fi ve nights a week, even when no specifi c homework has been assigned. Kids should be permitted to develop and use their preferred strategies for taking breaks, for scheduling their work, and for concentrating. For example, some of them like to listen to music while they study; if the results are good, let them do it. Try to provide a home environment that is relatively distraction-free while a child is working. It’s a good time to read the newspaper or pay bills—with the TV off. Children are more likely to become motivated when they witness their parents, caregivers, and siblings using some focused mental effort.

Reward a child’s productivity rather than her grades on a report card. For instance, “if you hand in every assignment and study hard for each test, you might get your new DVD player.” Studying for tests is an especially important part of homework, as it enables kids to acquire a much needed life skill called the ability to get as prepared as possible for an upcoming challenge. Life is fi lled with such expected challenges.

The optimal amount of time devoted to homework depends on many factors. Children in 2nd or 3rd grade might spend 20 to 60 minutes working - with progressively extended periods as they age but with defi nite limits imposed. For one thing, an elementary or middle school student requires nine hours of sleep to refuel his brain so that he can be alert and ready to exert suffi cient mental effort during the next school day. Therefore, evening time allocation has to be thought about carefully to produce the best blend of homework time, fun time, family time, and bedtime.

Beginning in early elementary school, we need to implant in every child a work ethic and a set of work rhythms and habits that, in the long run, will make brain work less of a chore for him or her. That mission is one of a caregiver’s most challenging homework assignments!


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REFLECTIONS ON DR. LEVINE’S ESSAY

Dr. Levine talks about the challenges of homework and how each person’s kind of mind takes on the challenge differently. Nobody is perfect at doing homework! Some people are good at getting started but are not very organized. Some people don’t know how to get started, but once they do, they’re just fi ne. Other people take so long that they’re never fi nished by bedtime. Other people fi nish in time to watch their favorite TV show.

For the kids who are reading this: What are you good at when you do your homework? What areas do you think you could improve?

For the adults: Think back to when you were in school (maybe you are still in school) and answer the same questions as your child.

Use the following questions as a way to refl ect on your strengths and weaknesses during homework time. You can each choose to think about them alone before sharing your ideas, or you can talk about them together. You are not expected to return this form, it is just for your own thinking and sharing.

Adult Reflections

Strengths:

Areas in Need of Improvement:

Child Reflections

Strengths:

Areas in Need of Improvement:


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WEB SITES

All Kinds of Mindshttp://www.allkindsofminds.orgThe All Kinds of Minds Web site provides resources to help parents, educators, and clinicians understand why a child is struggling in school and how to help each child become a more successful learner. The Web site provides a free monthly newsletter, articles by Dr. Mel Levine and others, case studies, discussion groups, a LearningBase of strategies, and much more.

The Hallowell Centerhttp://www.drhallowell.comThis Web site describes the Hallowell Center for Cognitive and Emotional Health which specializes in the understanding and managing of attention defi cits, worry/anxiety, and child and adult learning diffi culties. The site offers informative articles and materials by Dr. Ned Hallowell.

The Hello Friend/Ennis William Cosby Foundationhttp://www.hellofriend.orgThis Web site is dedicated to helping you learn about Ennis William Cosby, about the foundation established in his memory, and about learning and learning differences. The site offers resources and information on how parents and teachers can help individuals with learning differences. Information is also available about the new video “Ennis’ Gift: A fi lm about learning differences.”

Family Educationhttp://www.familyeducation.comParents fi nd practical guidance, grade-specifi c information about their children’s school experience, strategies to get involved with their children’s learning, free email newsletters, and fun and entertaining family activities.

KidsHealthhttp://www.kidshealth.org/parent/Created by The Nemours Foundation’s Center for Children’s Health Media, KidsHealth provides families with accurate, up-to-date, and jargon-free health information they can use. KidsHealth has separate areas for kids, teens, and parents - each with its own design, age-appropriate content, and tone. There are literally thousands of in-depth features, articles, animations, games, and resources—all original and all developed by experts in the health of children and teens.

Misunderstood Mindshttp://www.pbs.org/wgbh/misunderstoodminds/index.htmlPBS has created a companion Web site to the Misunderstood Minds special on learning differences. Within the site are stories from the show and information and resources for parents.

Read•Write•Think http://www.readwritethink.org/ReadWriteThink is a partnership between the International Reading Association (IRA), the National Council of Teachers of English (NCTE), and the MCI Foundation to provide educators and students with access to the highest quality practices and resources in reading and language arts instruction through free, Internet-based content.

PARENT & CAREGIVER RESOURCES

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WEB SITES

PBS Parentshttp://www.pbs.org/parents/The PBS Parents Guides address important aspects of your child’s early years such as school readiness and social and emotional development. You can also fi nd information about your children’s favorite PBS KIDS programs: schedules for your local area, educational activities related to the programs, and explanations of educational goals.

Schwab Learninghttp://www.schwablearning.orgSchwabLearning.org is a “parent’s guide to helping kids with learning diffi culties” that emphasizes useful information and practical strategies for children in kindergarten through high school. With over 350 research based articles, resources, message boards, email newsletter and more, parents will fi nd the guidance and support they need.

BOOKS

A Mind at a Time Author: Dr. Mel Levine (2003) ISBN: 0743202228This book explains how to identify individual learning patterns in children and maximize their success in life.

All Kinds of Minds-GuidelinesAuthor: Dr. Mel Levine (1993) ISBN: 0838820980The Guidelines explain the purpose and rationale behind the book (see Child Resources), the book’s organization, and a chapter-by-chapter analysis of how to present the content to students in the classroom or at home.

Educational Care Author: Dr. Mel Levine (1994) ISBN: 0838819877This book presents a model, a way of thinking about many of the common forms of learning disorders, their recognition, their implications, and their treatment.

The Essential Conversation: What Parents and Teachers Can Learn From Each OtherAuthor: Sara Lawrence-LightfootISBN: 0345475801Narrative that offers parents a way to open communication lines and collaborative alliances with teachers; captures the dynamics of the complex, intense relationship from the perspective of both parents and teachers.

Learning to LearnISBN: 0684809907Author: Carolyn Olivier and Rosemary F. Bowler (1996)This book gives guidelines for creating education programs tailored to individuals’ needs and abilities.


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BOOKS

Learning to Learn: Strengthening Study Skills and Brain PowerAuthor: Gloria Fender (1996)ISBN: 0865306079Filled with ideas, practical hints, methods, procedures, and resources that provide hands-on materials for study skills including note-taking, organizational skills, test-taking, memory skills, power reading, problem solving, and time management.

The Myth of Laziness Author: Dr. Mel Levine (2002) ISBN: 074321367XAs it explores the dysfunctions that result in output failure, this book uncovers some of the principal ingredients of successful output.

MULTIMEDIA

Developing Minds Author: Produced by WGBH The Developing Minds multimedia library fosters a thorough understanding of differences in learning and the process for working with each child’s unique learning profi le.


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WEB SITES

AOL@SCHOOLhttp://www.aolatschool.com/AOL@SCHOOL is a series of six online learning stations designed for grades K-2, 3-5, middle school, and high school. Each station provides a suite of functional online tools such as encyclopedias, dictionaries, a calculator and many other research tools.

BrainConnection.com – Brain Teasershttp://www.brainconnection.com/teasers/The games here are designed to exercise the processes involved in attending to and remembering information. They also exercise the neural pathways involved in distinguishing subtle differences in sound. This group of games works at training the basic fundamentals necessary for language, listening, and reading.

Discovery Channel School http://school.discovery.comDiscoverySchool.com, designed for all ages, is dedicated to making teaching and learning an exciting, rewarding adventure for students, teachers, and parents. The site is constantly reviewed for educational relevance by practicing classroom teachers in elementary school, middle school, and high school and includes learning tools such as online puzzle maker, clip art, and learning adventures that explore everything from Ancient Egypt to the Space Station.

KidsHealthhttp://www.kidshealth.orgCreated by The Nemours Foundation’s Center for Children’s Health Media, KidsHealth provides families with accurate, up-to-date, and jargon-free health information they can use. KidsHealth has separate areas for kids, teens, and parents - each with its own design, age-appropriate content, and tone. There are literally thousands of in-depth features, articles, animations, games, and resources - all original and all developed by experts in the health of children and teens.

PBS Kidshttp://pbskids.org/Join your kids as they learn and play with all of their favorite characters through games, music, stories and more! For kids up to 8 years old.

PBS Kids Go!http://www.pbskids.org/go/PBS site for older children where they can share their opinions and stories, play games, and solve puzzles. For kids ages 6-12.

SparkTophttp://www.sparktop.orgSparkTop.org™ is the fi rst website created expressly for kids with learning diffi culties. By educating kids about learning, helping them recognize their strengths, showcasing their creativity and offering safe ways for kids to connect with one another, SparkTop.org can help children gain confi dence and insight about themselves and how they learn.

CHILD RESOURCES

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BOOKS

All Kinds of Minds Author: Dr. Mel Levine (1993) ISBN: 0838820905This book was written to help children in the elementary grades (7-11 years old) understand how they learn and how they may have different strengths and weaknesses in some areas of learning.

The Concentration CockpitISBN: 0838819915Author: Melvin D. Levine (1997)The Concentration Cockpit is a tool students can use self-analyze and better understand their attention controls. Designed for grades K-6, the Concentration Cockpit is a fun and informative way for students to learn more about attention, an area that is problematic for many of them.

Bringing up Parents: The Teenager’s HandbookAuthor: Alex Packer (1993)ISBN: 0915793482A fun way teenagers can apply “parent psychology” to solve parent-teen problems or head them off before they happen, to create a healthier, happier home environment for everyone. Straight talk, specifi c suggestions, lots of ideas, and laughs in a book to help raise parents to act like adults.

Keeping A Head In School Author: Dr. Mel Levine (1994) ISBN: 0838820697This book was written to help older students (from 11 years and up) understand and appreciate their own distinct learning profi les.

The Language Parts CatalogAuthor: Mel Levine (1999)ISBN: 083881980XThis “catalog” for students in 7th to 10th grade explains the various aspects of language and how they operate. While learning and reading about language, students can fi ll out an “order form” requesting the language parts they would like and indicating how much they need the parts.

The Memory FactoryAuthor: Mel Levine (2000)ISBN: 0838819826The Memory Factory compares memory to a factory and discusses how short term memory, active working memory, and long term memory work. Written for students in 7th to 12th grade, The Memory Factory explains memory diffi culties and strategies students can use.

CHILD RESOURCES

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MULTIMEDIA

All Kinds of Minds–Cassette RecordingsAuthor: Dr. Mel Levine (1993) This collection of fi ve 90-minute cassettes features the author, Dr. Mel Levine, reading the text of All Kinds of Minds verbatim.

Keeping A Head in School–Cassette RecordingsAuthor: Dr. Mel Levine (1994) This collection of six 90-minute cassettes features the author, Dr. Mel Levine, reading the text of Keeping A Head in School verbatim.

CHILD RESOURCES

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HW Participant 2 - All Kinds of Minds · PARTICIPANT JOURNAL UNDERSTANDING ALL KINDS OF MINDS ......

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