Schools Attuned® to All Kinds of Minds

Subject Specialist Path

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Directions for Introducing Yourself

> You have only 30 seconds. Choose your words carefully!

> Your introduction should cover the following points:

SSP: INT PP-1

> Your name> Where you are from> Subject(s), level(s), course(s),

or class(es) 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.

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Four Compass PointsSSP: 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

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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

SSP: INT PP-3

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SSP: INT PP-4

Schools Attuned Conceptual Model

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SSP: INT PP-5

Schools Attuned Conceptual Model – All Kinds of Minds Philosophy

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SSP: INT PP-6

Schools Attuned Conceptual Model – Neurodevelopmental Framework

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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

SSP: INT PP-7

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Sample Participant Objectives PageSSP: INT PP-8

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SSP: INT PP-9

Schools Attuned Conceptual Model – Processes and Tools

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SSP: INT PP-10

Schools Attuned Conceptual Model – School Level

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SSP: INT PP-11

Schools Attuned Conceptual Model – Classroom Level

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SSP: INT PP-12

Schools Attuned Conceptual Model – Student Level

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SSP: INT PP-13

Schools Attuned Conceptual Model

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Phases of ImplementationSSP: INT PP-14

DIGEST

HAWKING

LAUNCH

COMMUNITY

FROCK

PURSUIT

VANDALISM

SSP: MEM PP-1

In Subject Groups (35 minutes):

1. Review the activity instructions on page PRO-12(5 minutes)

2. Read Memory narrative assigned to you (Margaret, Martin, Mariko, or Mujim) and complete corresponding worksheet (5 minutes)

3. Share and discuss each student with your group, taking notes on the corresponding worksheets (15 minutes)

4. Debrief (10 minutes)

SSP: PRO PP-1

Memory Case Studies ActivityAdvance Organizer

1. Study 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 Elaboration pages TSN-32-37

> Construct Guide page TSN-12

> Construct Elaboration pages TSN-32-34, TSN-35-38

> Construct Guide page TSN-13

> Construct Elaboration pages TSN-41-50

> Construct Guide page TSN-14

(continued on next slide)

SSP: TSN PP-1

Three Construct Jigsaw ActivityAdvance Organizer I

PART I: Expert Groups on Spatial Ordering, Temporal-Sequential Ordering, and Neuromotor Functions (30 minutes)

SSP: TSN PP-1 (cont’d)

Three Construct Jigsaw ActivityAdvance Organizer I (cont’d)

PART II: Jigsaw Groups (30 minutes – 10 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.

SSP: TSN PP-2

Three Construct

Jigsaw ActivityAdvance

Organizer II

Three-Construct Consolidation ActivityAdvance Organizer

PART 1: EXPERT GROUPS (35 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

SSP: MBP PP-1

Schools Attuned Conceptual Model – Processes and Tools

SSP: MBP PP-2

Management by Profile

A Scene from the ClassroomSSP: SOC PP-1

Instructions for School Visits

1. Partner with 1-2 members of your group and visit school site signs posted around the room.

2. At each site, develop a hypothesis about which component is in play in the scenario. Write your hypothesis on the scenario sheet.

Resources for this activity include:> “The Thinking behind Interacting with Others”> Glossary of Neurodevelopmental Terms> Social Cognition Construct Elaboration pages

3. After visiting all locations, return to your group. > Compare your hypotheses.> Discuss which scenario was the best example of the components of

Verbal Pragmatics.> Once all group members agree that they understand a Component, move

on to the next one.

4. After whole group discussion, repeat the process for the nine Social Behavior scenarios.

SSP: SOC PP-2

School Visits ActivityAdvance Organizer

1. School Visits #1: Verbal Pragmatics (15 minutes)(5 Components identified)

> In pairs or groups of 3> Get scenarios from 5 school locations> Pair and group discussion

3. Debrief (5 minutes)

4. School Visit #2: Social Behaviors (25 minutes)(9 Components identified)

> In pairs or groups of 3> Get scenarios from 5 school locations1. Pair and group discussion

5. Debrief (15 minutes)

SSP: SOC PP-3

> How are teachers in a position to affect individual student attitudes around social issues?

> Is it possible to alter a classroom climate that is hostile to students who don’t conform or who are individualistic?

> Is it important for students to feel socially “safe” at school? Why or why not?

Social Cognition Action LabsJournal Questions

SSP: SOC PP-4

Action Labs 1 – 3

ACTION LAB 1: Talk with Clint

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

SSP: SOC PP-5

Social Cognition Action LabsAdvance Organizer

> 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

SSP: SOC PP-6

The Language LevelsSSP: LAN PP-1

Phonemes

Morphemes

Semantics

Syntax

Discourse

Metalinguistics

SSP: LAN PP-2

Automatic Language is …

… the language used in informal conversation, usually

among peers. It comes automatically, without thinking

or planning. Everyday language tends to be very

concrete, and deals mostly with topics that are in the

context of students’ lives. You may hear it on the

playground, in the lunchroom, at the bus stop, in the

halls, and perhaps during small group work in the

classroom. It is rarely used by teachers or by students

in formal writing assignments.(continued on next slide)

Literate Language is …

… the language used in school settings to formally

discuss topics that are often abstract and

decontextualized from students’ lives. Classroom

language is used to refer to intangible ideas such as

democracy, fission, or courage; and/or to events and

things for which students’ lives have little or no life

context (e.g., ancient wars, the Industrial Revolution,

parts of the cell). In writing, classroom language

involves using the formal, literate rules of grammar

and style.

SSP: LAN PP-3

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

SSP: ATT PP-1

ATT-7 Part 1: Video and Case Study Analysis

> Mental Energy Controls

• Video (15 minutes)• Group Work with Carmen (10 minutes)

> Processing Controls

• Video (15 minutes)• Group work with Carmen (10 minutes)

> Production Controls

• Video (15 minutes)• Group work with Carmen (10 minutes)

ATT-7 Part 2: Attention Strategies for Carmen

> Individuals & group work — Attention Strategies Worksheet for Carmen (on page ATT-16) (15 minutes)

> Debrief (15 minutes)

Attention Control SystemsAdvance Organizer

SSP: ATT PP-2

Talking With Carmen About AttentionAdvance Organizer

1. Individual preparation using Conversation Planning Worksheet (pages ATT-18-19) (15 minutes)

2. Role Play Rules of the Road (5 minutes)

3. Conversations with Carmen (30 minutes – 10 minutes each)

4. Debrief (15 minutes)

SSP: ATT PP-3

1. Divide your group into teams of two (or two and three). Each team member should discuss a different Attention weakness of Carmen’s.

2. One member of the pair plays Carmen’s teacher; the other plays Carmen. Carmen or the third team member acts as timekeeper.

3. Carmen’s teacher states what aspect of the conversation he/she would like feedback on.

4. Role play begins and lasts for 10 minutes. (Teams of three will have seven minutes for the role play.) Carmen or the timekeeper indicates when time is up.

5. Feedback Part 1—Stay in role.

6. Feedback Part 2—Get out of role.

7. Giving and receiving feedback lasts for five minutes (three minutes for teams of three).

8. Switch roles and begin again.

9. Take your roles seriously. Please, no dramatics or exaggerated behavior.

SSP: ATT PP-4

Role Play Rules of the Road

SSP: ISA PP-1

Schools Attuned Conceptual Model

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)

3. Higher Order Cognition Vignette (25 minutes)

SSP: 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

SSP: 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

SSP: 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

SSP: HOC PP-4

Back to PP-3 (Understanding

the Functions)

SSP: 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)

SSP: 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)

SSP: 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)

SSP: 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)

SSP: 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)

SSP: 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

SSP: 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)

3. Higher Order Cognition Vignette (25 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

SSP: HOC PP-12

Teaching the Functions Activity Instructions

> In what ways is Higher Order Cognition related to other Constructs?

> In what ways might a strength or weakness in Higher Order Cognition be affected by a particular content area (math, science, language, etc.)?

SSP: HOC PP-13

Higher Order Cognition:Questions to Consider

1. Neurodevelopmental Demands of a Task (20 minutes)

2. Some Requirements of my Subject (20 minutes)

3. Subject Analysis – Demands of My Subject (40 minutes)

4. Debrief (10 minutes)

The Demands of My SubjectAdvance Organizer

SSP: SUB PP-1

1. Developing a Conceptual Model of your subject (20 minutes)

2. Developing a Conceptual Model of the way you teachyour subject (20 minutes)

3. Subject Group Discussion of Conceptual Models (25 minutes)

4. Subject Group Poster Creation (20 minutes)

5. Reflective Thoughts (10 minutes)

6. Debrief(10 minutes)

Conceptual Models Advance OrganizerSSP: SUB PP-2

Conceptual Model of 10th Grade Language Arts

ATTENTION Mental Energy

HIGHER ORDER COGNITIONConcept FormationRule UseMental Representation

LANGUAGEReceptive – Semantic Understanding, Discourse Processing

SSP: SUB PP-3

Management by Profile Advance Organizer

The Nine Principles in Action (15 minutes)

> Nine Principles review (10 minutes)

> Debrief (5 minutes)

Possibilities and Questions (1 hour, 35 minutes)

> Contextualization/Journaling (5 minutes)

> Group Brainstorm and SLP Introduction (10 minutes)

> Small Group Investigation (35 minutes)

> Table Talk (5 minutes)

> Debrief (5 minutes)

> School Group Consolidation (20 minutes)

> Debrief (15 minutes) (continued on next slide)

SSP: MBP PP-3

Student Learning Partnerships and the Attuning a Student Process (50 minutes)

> Poem and overview of the Attuning a Student Process (20 minutes)

> Tyler case study individual work (10 minutes)

> The Relationship between SLP and AAS (10 minutes)

> Debrief (10 minutes)

SSP: MBP PP-3 (cont’d)

Management by Profile Advance Organizer(continued)

SSP: MBP PP-4

Student Learning

Partnership

You now have information about the entire Student Learning Partnership Protocol. Spend some time at your table talking about the following question:

What is a Student Learning Partnership?

You may want to have your SLP card out or look back and review the introduction to the Student Learning Partnership on pages SLP-3-5.

SSP: MBP PP-5

Table Talk

SSP: MBP PP-6

Management by Profile

SSP: MBP PP-7

OBSERVATION

NEURO-DEVELOPMENTA

L ANALYSIS

MEASUREMENT OF IMPACT

MANAGEMENT

Attuninga Student

SSP: MBP PP-8

SampleProfile

Summary

The Relationship between the Student Learning Partnership

Process and the Attuning a Student ProcessCOMMONALITIES

1. Both processes build upon the thinking of Management by Profile

2. Both support one-on-one conversations with a student

3. Both provide insight into a student’s neurodevelopmental profile

4. Both provide opportunities for a student to take ownership of his or her own learning

5. Both provide opportunities to search for recurring themes, test hypotheses, reflect upon the results, and make more sophisticated hypotheses

(continued on next slide)

SSP: MBP PP-9

STUDENT LEARNING PARTNERSHIP

ATTUNING A STUDENT

1. Collects limited data from only two perspectives (yours and the student’s)

2. Seeks to improve academic success with a limited focus, often a specific academic weakness or behavior

3. May require less time per meeting but more time overall (more “cycles” of SLP meetings)

4. Provides more informal documentation of interventions and responses.

1. Collects comprehensive data from several perspectives (student, parents or caregivers, other teachers)

2. Seeks to construct a student’s comprehensive neurodevelop-mental profile, which will apply to student’s success in all subjects

3. May require more time at beginning to collect and analyze data, but will provide more complete neuro-developmental profile of student

4. Provides more formal, detailed documentation of interven-tions and responses

SSP: MBP PP-9 (cont’d)The Relationship between

SLP and AAS (continued)

Assignment Investigatio

n Flow Chart

SSP: PRO PP-2

Phases of ImplementationSSP: ISA PP-2