schools attuned to all kinds of minds generalist path
DESCRIPTION
Schools Attuned to All Kinds of Minds Generalist Path. GP: INT PP-1. Directions for Introducing Yourself. You have only 30 seconds. Choose your words carefully! Your introduction should cover the following points:. You will be timed by the person to your right. - PowerPoint PPT PresentationTRANSCRIPT
Schools Attuned to All Kinds of Minds
Generalist Path
All
Kin
ds
of
Min
ds®
an
d S
chools
Att
un
ed
® a
re m
ark
s of
Q.E
.D.
Fou
nd
ati
on
. ©
20
13
Q.E
.D.
Fou
nd
ati
on
. A
ll ri
gh
ts r
ese
rved
.
Directions for Introducing Yourself> You have only 30 seconds. Choose your words carefully!
> Your introduction should cover the following points:
GP: INT PP-1
> Your name> Where you are from> Students you teach
or other job description
> Brief description of positive or negative learning experience OR
> Brief description of yourself as a learner
> You will be timed by the person to your right.
> At the 25-second mark, the person on your right will hand you the watch. You will have 5 seconds to wrap up your introduction.
> At the 30-second mark, give a START signal to the person on your left.
> At the 25-second mark, hand the watch to the person on your left.
All
Kin
ds
of
Min
ds®
an
d S
chools
Att
un
ed
® a
re m
ark
s of
Q.E
.D.
Fou
nd
ati
on
. ©
20
13
Q.E
.D.
Fou
nd
ati
on
. A
ll ri
gh
ts r
ese
rved
.
Four Compass PointsGP: INT PP-
2
STRUCTUREOrganization of systems,
attention to detail
ACTIONJust do it! Learn from it and refine
the next set of actions.
MEANINGNeed to know the vision,
attention to the big picture
CARINGConcern to
include all people, maintenance of group
cohesiveness
N
E
S
W
All
Kin
ds
of
Min
ds®
an
d S
chools
Att
un
ed
® a
re m
ark
s of
Q.E
.D.
Fou
nd
ati
on
. ©
20
13
Q.E
.D.
Fou
nd
ati
on
. A
ll ri
gh
ts r
ese
rved
.
Schools Attuned: The Premises in Nine Principles
1. A Positive View of Neurodevelopmental Diversity
2. A Stress on Neurodevelopmental Profiles
3. A Quest for Specificity and Individuality in Understanding Students
4. A Policy of Labeling Observable Phenomena Rather than Children
5. A Commitment to Collaboration Among Professionals, Parents, and Children
6. A Desire to Strengthen the Strengths and Affinities of Children
7. A Belief in the Power of Demystification
8. A Consistent Effort to Help Learners Learn About Learning
9. An Infusion of Optimism for Kids with All Kinds of Minds
GP: INT PP-3
All
Kin
ds
of
Min
ds®
an
d S
chools
Att
un
ed
® a
re m
ark
s of
Q.E
.D.
Fou
nd
ati
on
. ©
20
13
Q.E
.D.
Fou
nd
ati
on
. A
ll ri
gh
ts r
ese
rved
.
GP: INT PP-4
Schools Attuned Conceptual Model
All
Kin
ds
of
Min
ds®
an
d S
chools
Att
un
ed
® a
re m
ark
s of
Q.E
.D.
Fou
nd
ati
on
. ©
20
13
Q.E
.D.
Fou
nd
ati
on
. A
ll ri
gh
ts r
ese
rved
.
GP: INT PP-5Schools Attuned Conceptual Model –
All Kinds of Minds Philosophy
All
Kin
ds
of
Min
ds®
an
d S
chools
Att
un
ed
® a
re m
ark
s of
Q.E
.D.
Fou
nd
ati
on
. ©
20
13
Q.E
.D.
Fou
nd
ati
on
. A
ll ri
gh
ts r
ese
rved
.
GP: INT PP-6Schools Attuned Conceptual Model –
Neurodevelopmental Framework
All
Kin
ds
of
Min
ds®
an
d S
chools
Att
un
ed
® a
re m
ark
s of
Q.E
.D.
Fou
nd
ati
on
. ©
20
13
Q.E
.D.
Fou
nd
ati
on
. A
ll ri
gh
ts r
ese
rved
.
Construct Deconstruction
(CONSTRUCT) (FUNCTION)
(Components)
(FUNCTION)
(Components)
(FUNCTION)
(Components)
ATTENTIONMENTAL ENERGY CONTROLS AlertnessMental EffortSleep Arousal/BalancePerformance Consistency
PROCESSING CONTROLSSaliency DeterminationDepth/Detail of ProcessingCognitive ActivationFocal MaintenanceSatisfaction Level
PRODUCTION CONTROLSPreviewingFacilitation/InhibitionPacingSelf-MonitoringReinforceability
GP: INT PP-7
All
Kin
ds
of
Min
ds®
an
d S
chools
Att
un
ed
® a
re m
ark
s of
Q.E
.D.
Fou
nd
ati
on
. ©
20
13
Q.E
.D.
Fou
nd
ati
on
. A
ll ri
gh
ts r
ese
rved
.
Sample Participant Objectives PageGP: INT PP-
8
All
Kin
ds
of
Min
ds®
an
d S
chools
Att
un
ed
® a
re m
ark
s of
Q.E
.D.
Fou
nd
ati
on
. ©
20
13
Q.E
.D.
Fou
nd
ati
on
. A
ll ri
gh
ts r
ese
rved
.
GP: INT PP-9Schools Attuned Conceptual Model – Processes and Tools
All
Kin
ds
of
Min
ds®
an
d S
chools
Att
un
ed
® a
re m
ark
s of
Q.E
.D.
Fou
nd
ati
on
. ©
20
13
Q.E
.D.
Fou
nd
ati
on
. A
ll ri
gh
ts r
ese
rved
.
GP: INT PP-10Schools Attuned Conceptual Model –
School Level
All
Kin
ds
of
Min
ds®
an
d S
chools
Att
un
ed
® a
re m
ark
s of
Q.E
.D.
Fou
nd
ati
on
. ©
20
13
Q.E
.D.
Fou
nd
ati
on
. A
ll ri
gh
ts r
ese
rved
.
GP: INT PP-11Schools Attuned Conceptual Model –
Classroom Level
All
Kin
ds
of
Min
ds®
an
d S
chools
Att
un
ed
® a
re m
ark
s of
Q.E
.D.
Fou
nd
ati
on
. ©
20
13
Q.E
.D.
Fou
nd
ati
on
. A
ll ri
gh
ts r
ese
rved
.
GP: INT PP-12Schools Attuned Conceptual Model –
Student Level
All
Kin
ds
of
Min
ds®
an
d S
chools
Att
un
ed
® a
re m
ark
s of
Q.E
.D.
Fou
nd
ati
on
. ©
20
13
Q.E
.D.
Fou
nd
ati
on
. A
ll ri
gh
ts r
ese
rved
.
GP: INT PP-13
Schools Attuned Conceptual Model
All
Kin
ds
of
Min
ds®
an
d S
chools
Att
un
ed
® a
re m
ark
s of
Q.E
.D.
Fou
nd
ati
on
. ©
20
13
Q.E
.D.
Fou
nd
ati
on
. A
ll ri
gh
ts r
ese
rved
.
GP: INT PP-14
Phases of Implementation
DIGEST
HAWKING
LAUNCH
COMMUNITY
FROCK
PURSUIT
VANDALISM
GP: MEM PP-1
Memory Case Studies ActivityAdvance Organizer
GP: MEM PP-2
PART 1 JIGSAW: EXPERT GROUPS (50 minutes)
1. Break into four expert groups: Margaret, Martin, Mariko, Mujim
2. As individuals (5 minutes):
> Read the instructions for the activity
> Read your student’s narrative
3. As a group (25 minutes):
> Identify your student’s strengths
> Identify your student’s weaknesses
> Brainstorm management strategies
4. Break into pairs (20 minutes):
> Design a specific management strategy to help your student
> Plan a case study presentation
PART 2 JIGSAW: INTER-AGED GROUPS (40 minutes)Each member has 10 minutes to present his/her case study
PART 3: DEBRIEF (15 minutes)Assemble as a core group to debrief the activity
All
Kin
ds
of
Min
ds®
an
d S
chools
Att
un
ed
® a
re m
ark
s of
All
Kin
ds
of
Min
ds.
© 2
00
8 A
ll K
ind
s of
Min
ds.
All
rig
hts
rese
rved
.
1. Read and discuss Construct Elaboration pages for your Construct
2. Complete Construct Guide for your Construct
Participants at Temporal-Sequential Ordering tables:
Participants at
Spatial Ordering tables:
Participants at Neuromotor Functions tables:
> Construct Elaborationpages TSN-37-41
> Construct Guide page TSN-18
> Construct Elaborationpages TSN-38, TSN-41-44
> Construct Guide page TSN-19
> Construct Elaborationpages TSN-46-54
> Construct Guide page TSN-20
(continued on next slide)
GP: TSN PP-1
Three Construct Jigsaw ActivityAdvance Organizer I
PART I: Expert Groups on Spatial Ordering, Temporal-Sequential Ordering, and Neuromotor Functions (45 minutes)
All
Kin
ds
of
Min
ds®
an
d S
chools
Att
un
ed
® a
re m
ark
s of
All
Kin
ds
of
Min
ds.
© 2
00
8 A
ll K
ind
s of
Min
ds.
All
rig
hts
rese
rved
.
GP: TSN PP-1 (cont’d)
Three Construct Jigsaw ActivityAdvance Organizer I (cont’d)
PART II: Jigsaw Groups (45 minutes – 15 minutes per Construct)
1. Meet in groups of three with one member from each group from Part I.
2. Share what you have learned and take notes on other two Construct Guides.
All
Kin
ds
of
Min
ds®
an
d S
chools
Att
un
ed
® a
re m
ark
s of
All
Kin
ds
of
Min
ds.
© 2
00
8 A
ll K
ind
s of
Min
ds.
All
rig
hts
rese
rved
.
GP: TSN PP-2
Three Construct
Jigsaw ActivityAdvance
Organizer II
All
Kin
ds
of
Min
ds®
an
d S
chools
Att
un
ed
® a
re m
ark
s of
All
Kin
ds
of
Min
ds.
© 2
00
8 A
ll K
ind
s of
Min
ds.
All
rig
hts
rese
rved
.
Three-Construct Consolidation ActivityAdvance Organizer
PART 1: EXPERT GROUPS (45 minutes)
1. Form Study Teams
2. Read instructions
3. Assign roles
4. Identify strengths and weaknesses
5. Plan Study Team presentation
PART 2: ROLE PLAY PRESENTATIONS (35 minutes)
1. Assemble with your assigned facilitator
2. Stacy teams present
3. Tyler teams present
4. Norman teams present
PART 3: DEBRIEF (10 minutes)
SSP: TSN PP-3
GP: MBP PP-1Schools Attuned Conceptual Model – Processes and Tools
GP: MBP PP-2
Management by Profile
Construct Deconstruction
(CONSTRUCT) (FUNCTION)
(Components)
(FUNCTION)
(Components)
(FUNCTION)
(Components)
ATTENTIONMENTAL ENERGY CONTROLS AlertnessMental EffortSleep Arousal/BalancePerformance Consistency
PROCESSING CONTROLSSaliency DeterminationDepth/Detail of ProcessingCognitive ActivationFocal MaintenanceSatisfaction Level
PRODUCTION CONTROLSPreviewingFacilitation/InhibitionPacingSelf-MonitoringReinforceability
GP: ATT PP-1
Attention Control Systems Advance Organizer
GP: ATT PP-2
VIDEO:Mental Energy
GRADE LEVEL GROUP:
Carmen and Mental Energy
VIDEO:Processing
GRADE LEVEL GROUP:
Carmen and Processing
VIDEO:Production
GRADE LEVEL GROUP:
Carmen and Production
BREAK
GRADE LEVEL GROUP:Attention
Management Strategies for Carmen
DEBRIEF
GP: ATT PP-3
NOVICE EXPERIENCEDDEVELOPING
Management by Profile
Discussion Questions
> What components of Receptive and Expressive Language are in high demand and low demand for students at your grade level?
Provide examples of how these Components do or do not manifest themselves in your classroom.
> What do you see when a student is struggling with the Language demands of your classroom?
GP: LAN PP-1
GP: LAN PP-2
A Neurodevelopmental Analysis of Reading
X
GP: LAN PP-3
Schools Attuned Conceptual Model
Considerations for Students with Language Weaknesses
GP: LAN PP-4
Expressive/Receptive
Oral/Written
Everyday/Classroom
English language learners
GP: ISA PP-1
Schools Attuned Conceptual Model
Everyday and Classroom LanguageGP: SOC PP-1
EVERYDAY
LANGUAGE IS …
> sometimes called automatic language
> used in informal conversation, usually among peers
> spoken without thinking or planning
> very concrete
> topics within the context of students’ lives
> rarely used by students in formal writing assignments
> rarely used by teachers
CLASSROOM
LANGUAGE IS …
> sometimes called literate language
> used in school settings to formally discuss topics
> often abstract – used to refer to intangible ideas
> topics usually decontextualized from students’ lives
> involves using the formal, literate rules of grammar and style
> often used by teachers
Instructions for School VisitsGP: SOC PP-2
1. Divide your grade level group in teams of two and/or three and watch the video segment on Verbal Pragmatics.
2. At the end of the segment, each team will visit the five school locations posted around the room. Bring your Video Viewing Guide and Glossary.
3. At each location, you will find a scenario of a student with either strong or weak Verbal Pragmatics. Read the scenario and decide which Verbal Pragmatics Component it illustrates; you may refer to your Viewing Guide and the Glossary of Neurodevelopmental Terms. Write your decision on the scenario sheet.
4. If your team can’t agree on the applicable Component, record all ideas and proceed to the next station. Spend no more than two minutes per station.
5. At the 10-minute mark, your facilitator will ask you to return to your seats to watch the video segment on Social Behaviors.
6. At the end of the Social Behaviors segment, your team will visit the school locations again and follow the same procedure as with Verbal Pragmatics. You will have two scenarios at four of the locations, so work quickly.
7. At the 10-minute mark, your facilitator will ask you to return to your study group.
School Visits and Consolidation ActivitiesAdvance Organizer
GP: SOC PP-3
1. Verbal Pragmatics video segment (15 minutes)
2. School Visit #1 (10 minutes)(5 Components identified)
> In pairs or groups of 3> Visit 5 school locations> Spend 2 minutes at each location
3. Social Behaviors video segment (18 minutes)
4. School Visit #2 (10 minutes)(9 Components identified)
1. In pairs or groups of 32. Visit 5 school locations3. Spend 2 minutes at each location
5. Consolidation Activity (10 minutes)> In study group
Considerations for Students with Language Weaknesses
GP: SOC PP-4
Expressive/Receptive
Oral/Written
Everyday/Classroom
English language learners
Action Labs 1 – 3
ACTION LAB 1: Talk with Chris
ACTION LAB 2: Create a classroom strategy for introducing Social Cognition
ACTION LAB 3: Create a plan for addressing the climate of your school regarding Social Cognition
GP: SOC PP-5
Social Cognition Action LabsAdvance Organizer
GP: SOC PP-6
> As a school group, select the Action Labs you wish to attend
> Follow the directions for each Lab station
> All materials are provided in the Syllabus
> Take more or less time in each lab session depending on your school group objectives
> Debrief in core group
60 minutes
10 minutes
Higher Order CognitionAdvance Organizer
1. Introduction to Higher Order Cognition (40 minutes) Chalk Talk (10 minutes) PowerPoint presentation (10 minutes) Understanding the Functions (20 minutes)
2. Teaching the Functions (1 hour, 50 minutes)
GP: HOC PP-1
> Chalk Talks are silent
> Consider the question on the chart
> Come up and jot down a word or phrase that relates to the question
> You may choose to add to another participant’s thoughts (e.g., using underlining, circling, etc.)
> You may choose to connect your own thought to another (e.g., using arrows)
> Hand the marker to another participant when done
> Return to the chart as many times as you like
GP: HOC PP-2
This protocol was originally developed by Hilton Smith, Foxfire Fund; adapted for the NSRF (nsrfharmony.org) by Marylyn Wentworth. Used with permission.
Instructions for Chalk Talk
HIGHER ORDER COGNITIONComplex thinking
Concept FormationCritical Thinking Creativity and
Brainstorming
Rule Use
Reasoning and Logical Thinking
Problem Solving
Mental Representation
Advance to next activity
GP: HOC PP-3
Understanding the Functions
Examples:
> Understanding the relationship between allies vs. enemies during conflicts
> Understanding ideas like fractions without using language
Concept Formation:
Grouping together objects or ideas that share similar characteristics
GP: HOC PP-4
Back to PP-3 (Understanding
the Functions)
GP: HOC PP-5
Critical Thinking:
Being able to evaluate products, ideas, and opinions
Examples:
> Analyzing claims in an advertisement
> Differentiating fact from opinion in a political argumentBack to PP-3 (Understanding
the Functions)
GP: HOC PP-6
Examples:
> Crafting analogies or similes
> Generating a list of emergency supplies for a camping trip
Creativity and Brainstorming:
Thinking independently and producing imaginative thoughts or products
Back to PP-3 (Understanding
the Functions)
GP: HOC PP-7
Rule Use:
Learning, developing and using rules and principles
Examples:
> Using proper grammar and punctuation
> Taking turns during an outdoor gameBack to PP-3 (Understanding
the Functions)
GP: HOC PP-8
Reasoning and Logical Thinking:
Coming up with sensible, thoughtful answers to complex issues
Examples:
> Using clues in a story to solve a mystery
> Developing a compromise between two conflicting situations
Hammer is to nail as
screwdriver is to screw.
Back to PP-3 (Understanding
the Functions)
GP: HOC PP-9
Examples:
> Creating a graphic that illustrates a science concept
> Coming up with good and bad examples of a concept
Mental Representation:
Portraying new ideas in one’s mind so they are more meaningful
Back to PP-3 (Understanding
the Functions)
GP: HOC PP-10
Problem Solving:
Applying a systematic, stepwise approach to complex questions or challenges
Examples:
> Choosing the best alternative from a variety of possible solutions
> Using prior knowledge to evaluate likely outcomesBack to PP-3 (Understanding
the Functions)
Higher Order CognitionAdvance Organizer
GP: HOC PP-11
1. Introduction to Higher Order Cognition (40 minutes) Chalk Talk (10 minutes) PowerPoint presentation (10 minutes) Understanding the Functions (20 minutes)
2. Teaching the Functions (1 hour, 50 minutes)
Assignments:
> Concept Formation > Problem Solving> Critical Thinking> Reasoning and Logical Thinking> Rule Use> Creativity and Brainstorming> Mental Representation
Planning Steps:
1. Create an activity/lesson2. Write one debrief question3. Ensure that each member of your group has a role
GP: HOC PP-12
Teaching the Functions Activity Instructions
GP: MBP PP-3
Student Learning
Partnership
GP: MBP PP-4
Management by Profile
GP: MBP PP-5
Student Learning
Partnership
Role Play Rules of the Road
> Divide your school group into teams of 2 (or 2 and 3). > One member of the pair plays Carmen’s teacher; the other plays
Carmen. Carmen or the third team member acts as timekeeper.
> Carmen’s teacher states what aspect of the Student Learning Partnership he/she would like feedback on.
> Role play begins. Carmen’s teacher states where in Carmen’s school the SLP is taking place.
> Role play lasts for 10 minutes. (Teams of 3 will have 7 minutes for the role play.) Carmen or the timekeeper indicates when time is up.
> Feedback Part 1—Stay in role.
> Feedback Part 2—Get out of role.
> Giving and receiving feedback lasts for 5 minutes (3 minutes for teams of 3).
> Switch roles and begin again.
> Take your roles seriously. Please, no dramatics or exaggerated behavior.
GP: MBP PP-6
GP: MBP PP-7
OBSERVATION
NEURO-DEVELOPMENTA
L ANALYSIS
MEASUREMENT OF IMPACT
MANAGEMENT
Attuninga Student
GP: MBP PP-8
SampleProfile
Summary
The Relationship between SLP and AASGP: MBP PP-9
Lesson Analysis Advance OrganizerGP: LES PP-1
Neurodevelopmental Demands of a Task
ACTIVITY DEBRIEF
Demands of a Lesson
SAMPLE LESSON
MY LESSON
DEBRIEF
MY LESSON
DEBRIEFSAMPLE LESSON
Demands of Instructional Practices
Strategy Research
ACTIVITY DEBRIEF JOURNAL
GP: LES PP-2
GP: LES PP-3Schools Attuned Conceptual Model – Classroom Level
Lesson Analysis
GP: LES PP-4
GP: LES PP-5
SampleLesson Analysis
GP: LES PP-6
GP: ISA PP-1
Schools Attuned Conceptual Model
GP: ISA PP-2
Phases of Implementation