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All of the T A K O M Charts

Discover ways to inspire optimism, treasure unique profiles, and empower students to find success. Utilize a Neurodevelopmental Framework to address challenges and support learning effectively. Reading passages and student reflections provide insights into enhancing learning experiences.

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All of the T A K O M Charts

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  1. All of the TAKOM Charts

  2. Beliefs about Teaching All Kinds of Minds • Inspire optimism in the face of learning challenges. • Discover and treasure unique learning profiles. • Eliminate humiliation, blaming and labeling of students. • Empower students to find success. • Leverage strengths and affinities.

  3. Neurodevelopmental Framework • Attention • Memory • Language • Temporal-Sequential Ordering • Spatial Ordering • Neuromotor Functions • Social Cognition • Higher Order Cognition

  4. Use these with

  5. What Do I Want Students to Do? What Do I See Happening?

  6. What are the Neurodevelopmental Challenges?

  7. What Can I Change to Support Learning?

  8. What Will a “Win” Look Like?

  9. READING PASSAGE 1 –(Lower Grades: Narrative)THE TALE OF PETER RABBIT BY BEATRIX POTTER

  10. READING PASSAGE 2 –(Middle Grades: Narrative)THE WONDERFUL WIZARD OF OZBY L. FRANK BAUM

  11. READING PASSAGE 3 –(Upper Grades: Narrative) THE AGE OF INNOCENCEBY EDITH WHARTON

  12. READING PASSAGE 4 –(Upper/ Middle Grades: Expository)REFORM

  13. READING PASSAGE 5 –(Lower/ Middle Grades: Expository) SYMBOLS OF SLAVERY

  14. READING PASSAGE 6 –(Lower/ Middle Grades: Math) MR. BELL’S CLASS

  15. READING PASSAGE 7 –(Upper/ Middle Grades: Math) ANGELA’S GREETING CARDS

  16. Writing Sub-Skills

  17. Marcella “I love to draw and read. I’ve read that book three times! It’s my favorite and I know what happens backwards and forwards. I just couldn’t get the words out and I had those “um”, “uh”, you know…bugs in my belly. I’d rather everybody think I didn’t do it than think I’m dumb. I spent hours on my poster and thinking about what I was going to say but nobody cares. I was so worried about the words and didn’t even show anybody the poster. I’m going to get a bad grade again.”

  18. Albert “Mrs. Parente is pretty nice, but I get in trouble a lot with the other teachers for talking out too much and I really hate it when my friends call me Bert the Blurter and look at me funny. I don’t really get what they mean. I really liked the experiments a lot and baseball too-but I’m not sure what a toy car has to do with seat belts. When we had to sit and talk I didn’t like it as much because I didn’t get why the teacher was asking those questions or what the other kids meant but I try anyway.”

  19. Colin “I knew I was doomed the minute we got that assignment. The only thing that saved me was those index cards, well not really. I can get my ideas on paper OK but something happens to me when I get up in front of people. I had really prepared too. I wrote down all the different things Sonja could have said and what I could say back, but my mind just went blank. Then I had to go and get mad. I made a fool of myself again.”

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