Schools Attuned to All Kinds of Minds Generalist Path

1. Schools Attuned to All Kinds of MindsGeneralist Path

2. 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. • 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.

3. STRUCTURE Organization of systems, attention to detail N CARING Concern to include all people, maintenance of group cohesiveness ACTION Just do it! Learn from it and refine the next set of actions. E W S MEANING Need to know the vision, attention to the big picture GP: INT PP-2 Four Compass Points

4. A Positive View of Neurodevelopmental Diversity A Stress on Neurodevelopmental Profiles A Quest for Specificity and Individuality in Understanding Students A Policy of Labeling Observable Phenomena Rather than Children A Commitment to Collaboration Among Professionals, Parents, and Children A Desire to Strengthen the Strengths and Affinities of Children A Belief in the Power of Demystification A Consistent Effort to Help Learners Learn About Learning An Infusion of Optimism for Kids with All Kinds of Minds GP: INT PP-3 Schools Attuned: The Premises in Nine Principles

5. Schools Attuned Conceptual Model GP: INT PP-4

6. Schools Attuned Conceptual Model – All Kinds of Minds Philosophy GP: INT PP-5

7. Schools Attuned Conceptual Model – Neurodevelopmental Framework GP: INT PP-6

8. GP: INT PP-7 Construct Deconstruction ATTENTION MENTAL ENERGY CONTROLS Alertness Mental Effort Sleep Arousal/Balance Performance Consistency PROCESSING CONTROLS Saliency Determination Depth/Detail of Processing Cognitive Activation Focal Maintenance Satisfaction Level PRODUCTION CONTROLS Previewing Facilitation/Inhibition Pacing Self-Monitoring Reinforceability (CONSTRUCT) (FUNCTION) (Components) (FUNCTION) (Components) (FUNCTION) (Components)

9. GP: INT PP-8 Sample Participant Objectives Page

10. Schools Attuned Conceptual Model – Processes and Tools GP: INT PP-9

11. Schools Attuned Conceptual Model – School Level GP: INT PP-10

12. Schools Attuned Conceptual Model – Classroom Level GP: INT PP-11

13. Schools Attuned Conceptual Model – Student Level GP: INT PP-12

14. Schools Attuned Conceptual Model GP: INT PP-13

15. Phases of Implementation GP: INT PP-14

16. DIGEST HAWKING LAUNCH COMMUNITY FROCK PURSUIT VANDALISM GP: MEM PP-1

17. PART 1 JIGSAW: EXPERT GROUPS (50 minutes) Break into four expert groups: Margaret, Martin, Mariko, Mujim As individuals (5 minutes): Read the instructions for the activity Read your student’s narrative As a group (25 minutes): Identify your student’s strengths Identify your student’s weaknesses Brainstorm management strategies 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 GP: MEM PP-2 Memory Case Studies ActivityAdvance Organizer

18. GP: TSN PP-1 Three Construct Jigsaw Activity Advance Organizer I PART I: Expert Groups on Spatial Ordering, Temporal-Sequential Ordering, and Neuromotor Functions (45 minutes) • Read and discuss Construct Elaboration pages for your Construct • Complete Construct Guide for your Construct (continued on next slide)

19. GP: TSN PP-1 (cont’d) Three Construct Jigsaw Activity Advance Organizer I (cont’d) PART II: Jigsaw Groups (45 minutes – 15 minutes per Construct) • Meet in groups of three with one member from each group from Part I. • Share what you have learned and take notes on other two Construct Guides.

20. GP: TSN PP-2 Three Construct Jigsaw Activity Advance Organizer II

21. 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 Three-Construct Consolidation ActivityAdvance Organizer

22. Schools Attuned Conceptual Model – Processes and Tools GP: MBP PP-1

23. GP: MBP PP-2 Management by Profile

24. GP: ATT PP-1 Construct Deconstruction ATTENTION MENTAL ENERGY CONTROLS Alertness Mental Effort Sleep Arousal/Balance Performance Consistency PROCESSING CONTROLS Saliency Determination Depth/Detail of Processing Cognitive Activation Focal Maintenance Satisfaction Level PRODUCTION CONTROLS Previewing Facilitation/Inhibition Pacing Self-Monitoring Reinforceability (CONSTRUCT) (FUNCTION) (Components) (FUNCTION) (Components) (FUNCTION) (Components)

25. GRADE LEVEL GROUP: Carmen and Mental Energy GRADE LEVEL GROUP: Carmen and Processing VIDEO: Mental Energy VIDEO: Processing BREAK GRADE LEVEL GROUP: Carmen and Production VIDEO: Production GRADE LEVEL GROUP: Attention Management Strategies for Carmen DEBRIEF GP: ATT PP-2 Attention Control Systems Advance Organizer

26. EXPERIENCED DEVELOPING NOVICE GP: ATT PP-3 Management by Profile

27. 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 Discussion Questions

28. GP: LAN PP-2 A Neurodevelopmental Analysis of Reading X

29. Schools Attuned Conceptual Model GP: LAN PP-3

30. English language learners Everyday/Classroom Oral/Written Expressive/Receptive GP: LAN PP-4 Considerations for Students with Language Weaknesses

31. Schools Attuned Conceptual Model GP: ISA PP-1

32. Everyday and Classroom Language GP: SOC PP-1

33. Divide your grade level group in teams of two and/or three and watch the video segment on Verbal Pragmatics. 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. 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. 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. At the 10-minute mark, your facilitator will ask you to return to your seats to watch the video segment on Social Behaviors. 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. At the 10-minute mark, your facilitator will ask you to return to your study group. GP: SOC PP-2 Instructions for School Visits

34. Verbal Pragmatics video segment (15 minutes) School Visit #1 (10 minutes) (5 Components identified) In pairs or groups of 3 Visit 5 school locations Spend 2 minutes at each location Social Behaviors video segment (18 minutes) School Visit #2 (10 minutes) (9 Components identified) In pairs or groups of 3 Visit 5 school locations Spend 2 minutes at each location 5. Consolidation Activity (10 minutes) In study group GP: SOC PP-3 School Visits and Consolidation ActivitiesAdvance Organizer

35. English language learners Everyday/Classroom Oral/Written Expressive/Receptive GP: SOC PP-4 Considerations for Students with Language Weaknesses

36. 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 Action Labs 1 – 3

37. 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 GP: SOC PP-6 Social Cognition Action LabsAdvance Organizer 60 minutes 10 minutes • Debrief in core group

38. GP: HOC PP-1 Higher Order Cognition Advance Organizer • Introduction to Higher Order Cognition (40 minutes) • Chalk Talk (10 minutes) • PowerPoint presentation (10 minutes) • Understanding the Functions (20 minutes) • Teaching the Functions (1 hour, 50 minutes)

39. GP: HOC PP-2 Instructions for Chalk Talk • 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 This protocol was originally developed by Hilton Smith, Foxfire Fund; adapted for the NSRF (nsrfharmony.org) by Marylyn Wentworth. Used with permission.

40. GP: HOC PP-3 Understanding the Functions Critical Thinking Creativity and Brainstorming Concept Formation Problem Solving Rule Use HIGHER ORDER COGNITIONComplex thinking Mental Representation Reasoning and Logical Thinking Advance to next activity

41. GP: HOC PP-4 Concept Formation: Grouping together objects or ideas that share similar characteristics • Examples: • Understanding the relationship between allies vs. enemies during conflicts • Understanding ideas like fractions without using language Back to PP-3 (Understanding the Functions)

42. 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 argument Back to PP-3 (Understanding the Functions)

43. GP: HOC PP-6 Creativity and Brainstorming: Thinking independently and producing imaginative thoughts or products • Examples: • Crafting analogies or similes • Generating a list of emergency supplies for a camping trip Back to PP-3 (Understanding the Functions)

44. GP: HOC PP-7 Rule Use: Learning, developing and using rules and principles • Examples: • Using proper grammar and punctuation • Taking turns during an outdoor game Back to PP-3 (Understanding the Functions)

45. GP: HOC PP-8 Reasoning and Logical Thinking: Coming up with sensible, thoughtful answers to complex issues Hammer is to nail as screwdriver is to screw. • Examples: • Using clues in a story to solve a mystery • Developing a compromise between two conflicting situations Back to PP-3 (Understanding the Functions)

46. GP: HOC PP-9 Mental Representation: Portraying new ideas in one’s mind so they are more meaningful • Examples: • Creating a graphic that illustrates a science concept • Coming up with good and bad examples of a concept Back to PP-3 (Understanding the Functions)

47. 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 outcomes Back to PP-3 (Understanding the Functions)

48. GP: HOC PP-11 Higher Order Cognition Advance Organizer • Introduction to Higher Order Cognition (40 minutes) • Chalk Talk (10 minutes) • PowerPoint presentation (10 minutes) • Understanding the Functions (20 minutes) • Teaching the Functions (1 hour, 50 minutes)

49. GP: HOC PP-12 Teaching the Functions Activity Instructions • Assignments: • Concept Formation • Problem Solving • Critical Thinking • Reasoning and Logical Thinking • Rule Use • Creativity and Brainstorming • Mental Representation • Planning Steps: • Create an activity/lesson • Write one debrief question • Ensure that each member of your group has a role

50. GP: MBP PP-3 Student Learning Partnership