Dr. Richard Gacka Director: ABLE LD Project 1/29/11

1. Dr. Richard Gacka Director: ABLE LD Project 1/29/11

2. What have I done in my life? What are my talents and abilities? What do I value? What kind of person am I? Reflection, self-analysis and metacognition

3. What do I value? What kind of person am I? What have I done in my life? What has he done with his life? What does he value? Who is he? What are my talents and abilities? What are his talents and abilities? But impressions shape people’s reactions to you, and determine what they expect of you (or don’t expect of you). Perceptions are in fact, an alternative reality

4. So, Your are Never Alone differences differences differences Who you think you are Who you are Who I think you are

5. The Players The “real” you (is important but may have little to do with perceptions) Your perception of yourself (very important) Other people’s perception of you (very important) The difference between the three (something to look at as part of your diagnostic assessment)

6. So in order to find out about the various players, we will need to: Know what to look for (so we will know it when we see it) Have direct interaction and information (if possible) Trust that the student is giving accurate self-assessment information Have a set of structured questions to guide our observations and questions Establish open and honest communication between us

7. You will need to constantly hone your perceptiveness and learn from your experiences The information is right there in front of you. Learn to see what is not obvious and hear what is not said. (Oh, if they only sold those kind of glasses) You just need to be skilled enough to see it!

8. The “Three A’s” – A simple, but useful way to categorize important factors that support employability, independence and learning. Ability – what can you learn? Achievement – what did you learn? Attitude – what do you want to learn?

9. You may be getting restless and thinking, “OK, I get it, where’s the beef?” But please bear with me for just a bit. Everything we have talked about so far is very abstract and somewhat “conceptual” but is is ESSENTIAL THAT YOU RECOGNIZE IT. Why? Because it is not the kind of material that can be learned by reading or that can just be memorized for a multiple choice test You need to understand it, and practice it.

11. The concept of Abilities might also be expanded to include capacities that are commonly referred to as “talents,” “gifts,” “propensities,” “knacks,” or “potential.” These attributes are often observed in artistic, social, mechanical or athletic endeavors. • Ability is a term that is used to classify the variety of cognitive skills that are needed to solve problems and to utilize existing knowledge in new ways. Abilities, include general capacities such as attention, concentration, memory, and self regulation, but also include abstract reasoning as well as traditional verbal and visual symbolic processing. You might think in terms of multiple abilities, blending ideas of traditional IQ with other capacities such as spatial reasoning, social intelligence, mechanical reasoning, etc.

12. What are some types of ability? • Verbal linguistic • Mathematical • Social perceptiveness • Mechanical • Musical • Athletic • Coordination • Interpersonal • Leadership • Nurturance • Parenting • “Common Sense” • Artistic • Dramatic • Vocal • Endurance • Analytical • Empathy • Health • Visualization • Self-Awareness • Perseverance • Creativity • Memory • Leadership • Intuitiveness

13. The Wechsler Intelligence Scale, the most widely used IQ test, contains items that measure vocabulary, auditory reception, listening comprehension, ability to express ideas in coherent sentences, memory of verbal input, mental manipulation of verbal information and other language processing skills. It also measures non-verbal skills, but for purposes of an educational prognosis, verbal proficiency is a very important skill. In upcoming slides, we will identify some of the “non verbal,” “other,” “alternative,” or “multiple” intelligences that an instructor can tap both for direct learning, but also to supplement possible verbal difficulties. There are many definitions of “Intelligence,” and most people have their own concept of what it is. To a large degree, “intelligence” is defined by the content of intelligence tests. In our society intelligence is often equated with verbal competence and the capacity to manipulate symbols. Vocabulary knowledge, abstract reasoning, spatial reasoning, memory and pictorial reasoning all are processes tapped by traditional tests. While there may be multiple intelligences, it is also a fact that verbal proficiency is a key factor in academic success. In the environment of schooling, intelligence and verbal proficiency are closely related.

14. “Variability” and the term “normal”

15. The Bell Curve and Intelligence Deficient Ability Superior Ability The historical definition of “LD” has assumed 1) average ability and 2) discrepancy between potential and achievement Learning Problems But not LD Possible LD -- Average or above with Learning Problems Generalized Intellectual Difficulty Low Average Average Above Average Gifted “Borderline” range

17. Multiple Intelligences Learning Styles Visual Learners Auditory Learners Tactile Kinesthetic Learners Hands On Learners Logical Sequential Learners Emotional or Humanistic Learners

18. Worksheet for Analysis of Individual Strengths, Weaknesses and Preferences

19. Knowledge Test: What kind of ability does each of the following describe? Bob is so quick on his feet and funny. I wish I could think of a comeback like he does. Mary can really read a crowd. She knows just what to say and what people want to hear. Al is so analytical and logical. He can get right to the heart of the problem. I can't tell you why I know it, but I just know! I’ll vote for Tom, he always gets the job done! I trust him. Ted can fix anything! For a young man, Bill is sure talented when it comes to business. Gary is a great speaker, he just has a way with words. Glenda is a great basketball player. Wilma is such a good mother!

20. Lets explore Abilities: Interview Format • Are you good with words? • Are you good with reading and writing? • Have you ever held a leadership role in any group or organization? • Do you play a musical instrument or sing in a group? • Are there any sports that you are good at? • Are you mechanically inclined? • Do you seem to make friends easily? • Are you good at managing money? • Do you speak any languages other than English? • Do you have any older children who are successful as an adult? • Do you have any children who are doing well in school? • Do you keep you home neat and tidy? • Are you in good physical condition in terms of weight, health, and stamina? • Do you know how to use a computer, smart phone or other technology? • Are you mature, trustworthy and responsible? • Have you been successful in a specific job you have held? • Do have any hobbies or recreational interests? • Do other people tend to like you? • In your work, do you get along with supervisors and people in authority? • Do you have any artistic talent?

21. Lets explore Abilities: External Rating Format • __ is good with words? • __ is good with reading and writing? • __ has held a leadership role in a group or organization? • __ plays a musical instrument or sings in a group? • __ is good at some sports? • __ is mechanically inclined? • __ can make friends easily? • __ is good at managing money? • __ can speak a language other than English? • __ has older children who are successful as an adult? • __ has children who are doing well in school? • __ keeps their home neat and tidy? • __ is in good physical condition in terms of weight, health, and stamina? • __ knows how to use a computer, smart phone or other technology? • __ is mature, trustworthy and responsible? • __ has been successful in a specific job they have held? • __ has hobbies or recreational interests? • __ Other people tend to like me? • __ Gets along with supervisors and people in authority? • __ Has artistic talent?

22. Lets explore Abilities: Self-Report Format • I am good with words? • I am good with reading and writing? • I have held a leadership role in any group or organization? • I play a musical instrument or sing in a group? • I am good at some sports? • I am mechanically inclined? • I can make friends easily? • I am good at managing money? • I can speak a language other than English? • I have older children who are successful as an adult? • I have children who are doing well in school? • I keep my home neat and tidy? • I am in good physical condition in terms of weight, health, and stamina? • I know how to use a computer, smart phone or other technology? • I am mature, trustworthy and responsible? • I have been successful in a specific job I have held? • I have hobbies or recreational interests? • Other people tend to like me? • In my work, I get along with supervisors and people in authority? • I have artistic talent?

23. Ability is the Power Source • It appears to vary in terms of innate “strength.” How strong are the student’s interests? • It appears to vary in terms of “type.” What are the student’s interests? • It appears to vary in terms of “flexibility.” How rigid and intense are the student’s interest? • It appears to vary in terms of “relevance.” How useful are the student’s interests? • It appears to vary in terms of “social value.” To what degree do the student’s interests help them to be socially accepted or rejected?

24. Concepts to Remember (Ability) • Most people have a variety of abilities • Ability is more than just IQ • Think in terms of multiple abilities and learning styles • The “perceived you” both, internal and external, may be more important than the “real you” • Abilities can be improved, and they can be used to offset deficits • It is useful to talk with students about their abilities so that they can better understand themselves and use them more effectively in their learning • Identifying variability is important when doing diagnostic observations and assessment

26. A # 2 Achievement – what youdid with your abilities? Achievement represents the accomplishment of positive goals. In educational settings it is primarily viewed as mastery of factual knowledge and the processes needed to apply that knowledge. Outside the classroom it represents positive accomplishment of personal goals, social or economic success, or a variety of other achievements.

27. The concept of Achievement can be expanded beyond academic mastery to include achievements that frequently involve group participation, academic learning, vocational success, and other demonstrations of successful utilization of abilities. Many students have achieved success in athletics, domestic stability, language proficiency or even successful triumph over significant life challenges. While they remain poor readers, or spellers, many students have achieved some level of success in meeting personal goals. • Achievementrepresents the mastery and application of knowledge and skills. Traditional components include mathematics reasoning, computation, reading comprehension, writing, sciences (including physics, biology and or chemistry), general knowledge (geography and social sciences) and broad communication skills. Mastery of vocational, social, artistic, and athletic skills linked to other abilities also constitute other forms of achievement.

28. Factors that impact goal achievement

29. Ability is like a tool box of instruments for producing things Achievements represent the results of using your abilities

30. What are some types of achievement? • Good grades • Diplomas, degrees and certificates completed • Languages mastered • Raising successful children • Maintaining a good marriage • Athletic awards • Offices held in clubs • Promotions • Proficiency with tools • Hobbies or interests • Drawings or paintings • Playing an instrument • Acting in a play • Singing in a choir • Volunteering • Effectively manage money • Staying fit • Staying out of trouble • Having many true friends • Relocating from a different country • Voting • Live independently

31. Non Academic Types of Achievement • Skilled in the use of tools or equipment. • Has mastery of specific techniques or processes • Succeeds in athletic competition • Completes external tests or performance criteria. • Is recognized for quality artistic or musical performance. • Shows mastery of alternative symbolic systems (drafting, shorthand, etc.) • Displays fluency in other languages. • Is recognized for leadership or social service. • Does community volunteer work. • Pays for children to go to private school or college.

32. Lets explore Achievements: Interview Format • Have you spoken or performed before a group? • Have you held a job for longer than a year? • Do you play a musical instrument? • Have you operated large equipment? • Are you skilled at using hand tools? • Can youspeak languages other than English? • Are all of you bills paid? • Have you traveled outside of Pennsylvania? • Have you ever been arrested? • Have you received any certificated, diplomas or awards? • Do you have a drivers license? Have you ever had an accident? • Are you in good physical condition in terms of weight, health, and stamina? • Can you use a software such as Excel and a word processor? • Are you doing volunteer work? • Are you a good cook? • Do have any hobbies or recreational interests? • Do other friends that you visit or that visit you? • Have your read more than 3 books in the last year? • Do you clip coupons and save money when you shop? • Are you a leader in your church or social organizations. • Have you cared for a pet? • Have you served in the military? • Are you current with your rent or mortgage payments?

33. Lets explore Achievements: External Rating • __ has performed before a group • __ has held a job for longer than a year • __ has plays a musical instrument • __ has operated large equipment • __ is skilled at using hand tools • __ speaks languages other than English • __ has paid all of the bills • __ has traveled outside of Pennsylvania • __ has never been arrested • __ has received a certificate, diploma or awards • __ has a drivers license __ has never had an accident • __ is in good physical condition in terms of weight, health, and stamina • __ can use a software such as Excel and a word processor • __ has done volunteer work • __ is a good cook • __ has hobbies or recreational interests • __ has friends that they visit or that visit him/her • __ has read more than 3 books in the last year • __ clips coupons and saves money when they shop • __ is a leader in their church or social organizations • __ has cared for a pet • __ has served in the military • __ is current with their rent or mortgage payments

34. Lets explore Achievements: Self-Report • I have spoken or performed before a group • I have held a job for longer than a year • I play a musical instrument • I have operated large equipment • I am skilled at using hand tools • I canspeak languages other than English • All of my bills are paid • I have traveled outside of Pennsylvania • I have never been arrested • I have received a certificated, diploma or award • I have a drivers license? I have never had an accident • I am in good physical condition in terms of weight, health, and stamina • I can use software such as Excel and a word processor • I have done volunteer work • I am a good cook • I have hobbies or recreational interests • I have friends that I visit or that visit me • I have read more than 3 books in the last year • I clip coupons and save money when I shop • I am a leader in my church or social organizations • I have cared for a pet • I have served in the military • I am current with my rent or mortgage payments

35. Why is talking about achievements important? • It leads nicely to discussions about the difference between goals and achievements • It is a topic that can be used to develop self-reflection which can lead to better planning • It brings to the forefront the meaningful things that many people have done in their life • It provides a springboard for discussions of “why did I succeed,” which easily leads to the topic of attitudes (which we will discuss shortly)

36. Caution Some students will come to an ABLE class predisposed to do three things: Be “down on themselves” and have little appreciation of what they have done in their life because their focus will be on their lack of only academic achievement Inadequately internalize or understand the need for achievement. Many of these students live a life style that continues to be very dependent on government, non-profit agencies or their parents. They are often emotionally immature and have not developed personal responsibility or goal planning and implementation abilities. They may be hypersensitive to perceived criticism and respond to any discussion by simply terminating any interaction or responding in an immature way. They may have been raised in an environment where much of this material is foreign to them. They may have been raised in an environment of low expectations or chronic chaos, and as a result, function in a type of survival mode. All of these indicate a need to intervene carefully and with sensitivity, but with continuing focus on self-awareness and the expectations that come with the use of abilities and talents.

38. The dynamic relationship exists between the three factors Changes on any one of the three factors will have an impact on the others

40. Attitude– what you want to learn? A wide range of supporting cognitive, emotional, affective, cognitive and behavioral attributes that form the foundation for the use of ability in the acquisition of information and skills. Your students will not learn what they do not want to learn, or are not aware that they should know.

41. What you value Who you think you are Your frustration tolerance Your willingness to subordinate to authority How much you like people Your level of perseverance Your feelings of membership Your concern for quality Your concern for safety Your level of patience How much you “care” about what you do. Your anger management Your concern for the future Your level of impulse control Who you listen to for advice How much effort you are willing/able to put forth and sustain Your ability to focus Your capacity to accept responsibility Your openness to new ideas Your view of yourself Your sense of entitlement Your level of honesty Your ability to take criticism Your level of self-centeredness The Building Blocks of Attitude

42. Lets explore Attitude: Self-Report P1 • I have working with others. • I have get along with and accept supervision and administration. • I am likely to do what I say I will do. • I am likely to steal if no one is around or watching. • I am likely to lie to get out of a situation. • I am likely to be at the appointed place, and be there on time. • I care about the quality of the work that I do. • I can accept criticism from supervisors. • I am jealous of people who have wealth and authority. • I accept the blame for something I did. • I care about my appearance and the impression that I convey. • I feel like I have energy and enthusiasm. • I have a positive view of the world, of society, of the future. • I care about the feelings and welfare of others. • I belief in the saying, “every man for themselves.“ • I am likely to “blow off” something that is hard. • I easily becoming “bored” or careless. • I am likely to “stick with” a job that his difficult.

43. Lets explore Attitude: Self-Report P2 • I am happy with my life. • I am willing to help others. • I usually wait and think things through. • I am likely to listen and follow directions. • I care a lot about being popular. • I believe in being assertive and taking what you can get. • I believe that quality of my work is important. • I tend to be critical of others. • I tend to get angry when I make mistakes. • I tend to be angry at other people’s mistakes. • I would be a loyal employee. • I feel that I deserve to have things that I want. • I have a good relationship with my family. • I think that training, education and schooling are important. • I spend my free time wisely. • I watch a lot of TV. • Many things make me mad, that “push my buttons.” • I like myself. • I think I am as smart as most people.

44. Elements of EQ (Emotional Intelligence) • Adaptability Scales • Reality Testing • Flexibility • Problem Solving • Stress Management Scales • Stress Tolerance • Impulse Control • General Mood Scales • Optimism • Happiness • Intrapersonal Scales • Self-Regard • Emotional Self Awareness • Assertiveness • Independence • Self-Actualization • Interpersonal Scales • Empathy • Social Responsibility • Interpersonal Relationship

45. Your attitude is like a pair of sunglasses: It colors everything we see

46. In today’s instructional environment, the term “soft skills” has replaced the term “attitude,” but they are the same thing. Most individuals who lose their job, will lose it because of attitude related issues.

47. If you have not read this report, you should. Download a copy from the LD Project website at http://ldconsultants@mac.com and go to the “download files” section.

48. Print this picture and give it to every student

49. Learning Involves the Integration of All Three A’s • Ability is a range of potential, how much you could learn if everything else went right. • Achievement is a range of accomplishment, how much you did learn using your ability and attitude. • Attitude is a critical control mechanism that determines how much of your ability you use and what skills you value enough to acquire. Learning always represents the interaction of all three factors.

50. Illustrative Patterns The patterns that follow illustrate combinations of characteristics that you are likely to encounter. The profiles were drawn from direct experience but do not represent any single individual. There are no “pure” profiles, because variability in the hundreds of characteristics within each “A” result in an unlimited number of manifestations.