Introduction to Beliefs and Science of Learning

1. WELCOME TO…

2. AGENDA: DAY ONE • Getting to Know You • Introduction to the Beliefs and Science of Learning module • Lunch • Understanding Ideas: Listening module • Practices in Education module • Session Summary and Close

3. Getting to Know You – Part 1 3 min • Check a possibility with which you agree or write one in. • Prepare to share a story that explains why you hold that possibility.

4. Getting to Know You – Part 2 15 min • Form groups of 6-8. • Take turns sharing the possibilities with which you agree or wrote in. • Share the stories that explain why you hold those possibilities. • Keep track of common possibilities.

5. Preliminaries • Program Objectives • Agenda • Ground Rules • Materials and Resources

6. Introduction to the Beliefs and Science of Learning

7. Student Stories: Beliefs about Teaching All Kinds of Minds • Review the three stories. • Discuss each case and identify what seems to have gone wrong. • Don’t propose solutions yet. • Use the space provided for notes. • Prepare to share your analysis with the large group.

8. A Quick Game of Cards 10 min Objective: To create a ‘hand’ of 5 cards that best describe you. • Review as many cards as possible. • Trade with colleagues. • Take from piles around the room. • Discard unnecessary cards.

9. Construct Overview

10. Understanding the Constructs Attention Language Spatial Ordering Social Cognition Neuromotor Functions Higher Order Cognition Memory Temporal-Sequential Ordering Advance to next activity Day 1: 19 Day 2: 42 Day 1: 23 Day 2: 54 Day 3: 64

11. Temporal-Sequential Ordering Understanding, retaining and using the order of steps, events or other sequences • Examples: • Following a series of directions to complete a project • Understanding the steps necessary in a math problem Back to PP-10 (Understanding the Constructs)

12. Spatial Ordering Interpretation and use of relationships within and between spatial patterns • Examples: • Understanding ideas like fractions without using language • Organizing materials in an effective way Back to PP-10 (Understanding the Constructs)

13. Neuromotor Functions Effectively controlling the muscles of the body, big and small • Examples: • Playing a game like baseball or soccer • Using a writing implement successfully Back to PP-10 (Understanding the Constructs)

14. Attention Getting and staying focused while listening and watching • Examples: • Tuning out distractions in order to concentrate on assignment • Working efficiently to meet a deadline Back to PP-10 (Understanding the Constructs)

15. Social Cognition Thinking that facilitates the making and keeping of friends • Examples: • Choosing the best topic of conversation depending on group make-up • Using appropriate humor Back to PP-10 (Understanding the Constructs)

16. Memory Holding onto to new thoughts and connecting them to past thoughts through storage and recall • Examples: • Retaining the beginning of a story while reading the end • Incorporating new information to what is already known Back to PP-10 (Understanding the Constructs)

17. Higher Order Cognition Inter-related processes that accomplish complex thinking & address sophisticated mental challenges • Examples: • Creating a graphic that illustrates a science concept • Coming up with good and bad examples of a concept Back to PP-10 (Understanding the Constructs)

18. Language Communicating and understanding ideas and thoughts • Examples: • Determining meaning of a word from its context • Using rich vocabulary to describe a concept Back to PP-10 (Understanding the Constructs)

19. Understanding Ideas: Listening

20. Listening Opportunities • Estimate % of student day spent listening. • Write range on top of chart. • Brainstorm list of listening tasks/activities students are expected to perform on typical school day.

21. Listening to Information

22. Construct Overview

23. Listening to Instructions

24. Activity Analysis: Listening

25. Management by Profile • Observation • Analysis • Management • Measurement

26. Welcome to Day Two

27. AGENDA: DAY TWO • Review of Wins and Successes • Practices in Education module • Understanding Ideas: Reading module • Lunch • Producing and Communicating Ideas: Writing module • Session Summary and Close

28. Review of Wins and Successes

29. Management by Profile • Observation • Analysis • Management • Measurement

30. Practices in Education

31. Management by Profile • Observation • Analysis • Management • Measurement

32. On the Receiving End

33. Observable Phenomena Observable phenomena are: • Behaviors that emerge everyday- both in the classroom and at home. • What you and others have seen, heard or directly experienced described in specific label free terms-free from opinion or speculation. • Observable phenomena are evidence that a neurodevelopmental strength or weakness may exist.

34. Turning Labels into Observable Phenomena • You’re unmotivated. You’re capable of so much more than you’re delivering.

35. Making Tracks

36. Demystification occurs in a series of conversations with students that… Remove the mystery surrounding learning challenges so that students can begin to understand, appreciate, and manage the way their mind works best.

37. What a teacher said… I think demystification is one of the missing links in education. We teach, hand out report cards, talk to parents but often kids don’t know what kind of learner they are. In demystification we tell children their strengths and we talk about some areas of weakness. Then we share with them ways to use their strengths to help them be a better student. It’s a way to help students help themselves. -5th grade teacher

38. Understanding Ideas: Reading

39. Sub-skills and the Peanut Butter and Jelly Sandwich

40. Some Group Collaboration 10 min • Review other notes posted on same chart. • Discuss listed sub-skills, constructs and functions. • Make sure you understand each other’s thinking. • Summarize and share 1 area of agreement and 1 area of disagreement • Select a spokesperson to share your group’s summary

41. Construct Overview

42. Activity Analysis: Reading

43. Brain writing for Strategies Pass worksheet to left and receive new one. Write strategy ideas on notes and place them on the worksheet. Return worksheet to owner. Sort and select ideas.

44. Management by Profile • Observation • Analysis • Management • Measurement

45. Next Day Application: A Conversation Roadmap

46. Collaborating on the Roadmap Identify the section selected and why. Develop key questions to ask and key points to cover. Rehearse key points to cover.

47. Producing and Communicating Ideas: Writing/Media

48. Express It! 5 min. Brainstorm the many ways you expect students to produce and communicate ideas. Consider the frequency or time spent on each. Create a visual representation that summarizes your thoughts.

49. Producing and Communicating Ideas Writing and Media Oral Presentations and Interactions

50. It’s a Breeze! 5 min. Review your assigned paragraph. To the best of your ability, determine what the new product is/ what it does/ how it works. Identify what writing issues or weaknesses inhibit your ability to understand the message.