Schools Attuned to All Kinds of Minds Subject

Schools Attuned® to All Kinds of Minds Subject Specialist Path

SSP: INT PP-1 Directions for Introducing Yourself > You have only 30 seconds. Choose your words carefully! > 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. All Kinds of Minds® and Schools Attuned ® are marks of Q. E. D. Foundation. © 2013 Q. E. D. Foundation. All rights reserved. > Your introduction should cover the following points:

SSP: INT PP-2 Four Compass Points STRUCTURE Organization of systems, attention to detail CARING Concern to include all people, W maintenance of group cohesiveness ACTION Just do it! Learn E from it and refine the next set of actions. S MEANING Need to know the vision, attention to the big picture All Kinds of Minds® and Schools Attuned ® are marks of Q. E. D. Foundation. © 2013 Q. E. D. Foundation. All rights reserved. N

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® and Schools Attuned ® are marks of Q. E. D. Foundation. © 2013 Q. E. D. Foundation. All rights reserved. Schools Attuned: The Premises in Nine Principles SSP: INT PP-3

All Kinds of Minds® and Schools Attuned ® are marks of Q. E. D. Foundation. © 2013 Q. E. D. Foundation. All rights reserved. Schools Attuned Conceptual Model – All Kinds of Minds Philosophy SSP: INT PP-5

All Kinds of Minds® and Schools Attuned ® are marks of Q. E. D. Foundation. © 2013 Q. E. D. Foundation. All rights reserved. Schools Attuned Conceptual Model – Neurodevelopmental Framework SSP: INT PP-6

SSP: INT PP-7 ATTENTION (CONSTRUCT) MENTAL ENERGY CONTROLS Alertness Mental Effort Sleep Arousal/Balance Performance Consistency (FUNCTION) PROCESSING CONTROLS Saliency Determination Depth/Detail of Processing Cognitive Activation Focal Maintenance Satisfaction Level (FUNCTION) PRODUCTION CONTROLS Previewing Facilitation/Inhibition Pacing Self-Monitoring Reinforceability (FUNCTION) (Components) All Kinds of Minds® and Schools Attuned ® are marks of Q. E. D. Foundation. © 2013 Q. E. D. Foundation. All rights reserved. Construct Deconstruction

SSP: MEM PP 1 DIGEST HAWKING LAUNCH COMMUNITY FROCK PURSUIT VANDALISM

SSP: PRO PP-1 Memory Case Studies Activity Advance Organizer 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: TSN PP-1 Three Construct Jigsaw Activity Advance Organizer I PART I: Expert Groups on Spatial Ordering, Temporal. Sequential Ordering, and Neuromotor Functions (30 minutes) 1. Study and discuss Construct Elaboration pages for your Construct 2. Complete Construct Guide for your Construct Participants at Temporal. Sequential Ordering tables: > Construct Elaboration pages TSN-32 -37 > Construct Guide page TSN-12 Participants at Spatial Ordering tables: > Construct Elaboration pages TSN-32 -34, TSN-35 -38 > Construct Guide page TSN-13 Participants at Neuromotor Functions tables: > Construct Elaboration pages TSN-41 -50 > Construct Guide page TSN-14 (continued on next slide)

SSP: TSN PP-1 (cont’d) Three Construct Jigsaw Activity Advance 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 Activity Advance Organizer II

SSP: TSN PP-3 Three-Construct Consolidation Activity Advance 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)

Schools Attuned Conceptual Model – Processes and Tools SSP: MBP PP-1

SSP: MBP PP-2 Management by Profile

SSP: SOC PP-1 A Scene from the Classroom

SSP: SOC PP-2 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-3 School Visits Activity Advance 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 locations 1. Pair and group discussion 5. Debrief (15 minutes)

SSP: SOC PP-4 Social Cognition Action Labs Journal Questions > 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?

SSP: SOC PP-5 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-6 Social Cognition Action Labs Advance 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 60 minutes > Take more or less time in each lab session depending on your school group objectives > Debrief in core group 10 minutes

SSP: LAN PP-1 The Language Levels 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)

SSP: LAN PP-3 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: ATT PP-1 Construct Deconstruction ATTENTION (CONSTRUCT) MENTAL ENERGY CONTROLS Alertness Mental Effort Sleep Arousal/Balance Performance Consistency (FUNCTION) PROCESSING CONTROLS Saliency Determination Depth/Detail of Processing Cognitive Activation Focal Maintenance Satisfaction Level (FUNCTION) PRODUCTION CONTROLS Previewing Facilitation/Inhibition Pacing Self-Monitoring Reinforceability (FUNCTION) (Components)

Attention Control Systems Advance Organizer 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) SSP: ATT PP-2

Talking With Carmen About Attention Advance 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

SSP: ATT PP-4 Role Play Rules of the Road 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 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: ISA PP-1 Schools Attuned Conceptual Model

SSP: HOC PP-1 Higher Order Cognition Advance Organizer 1. Introduction to Higher Order Cognition (40 minutes) § § § Chalk Talk (10 minutes) Power. Point 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-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.

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

Concept Formation: SSP: HOC PP-4 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)

Critical Thinking: SSP: HOC PP-5 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)

SSP: 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)

Rule Use: SSP: HOC PP-7 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)

Reasoning and Logical Thinking: SSP: HOC PP-8 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)

Mental Representation: SSP: HOC PP-9 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)

Problem Solving: SSP: HOC PP-10 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)

SSP: HOC PP-11 Higher Order Cognition Advance Organizer 1. Introduction to Higher Order Cognition (40 minutes) § § § Chalk Talk (10 minutes) Power. Point 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-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: 1. Create an activity/lesson 2. Write one debrief question 3. Ensure that each member of your group has a role

SSP: HOC PP-13 Higher Order Cognition: Questions to Consider > 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: SUB PP-1 The Demands of My Subject Advance Organizer 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)

SSP: SUB PP-2 Conceptual Models Advance Organizer 1. Developing a Conceptual Model of your subject (20 minutes) 2. Developing a Conceptual Model of the way you teach your 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)

SSP: SUB PP-3 Conceptual Model of 10 th Grade Language Arts HIGHER ORDER COGNITION Concept Formation Rule Use Mental Representation LANGUAGE Receptive – Semantic Understanding, Discourse Processing ATTENTION Mental Energy

SSP: MBP 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 (cont’d) Management by Profile Advance Organizer (continued) 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-4 Student Learning Partnership

SSP: MBP PP-5 Table Talk 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-6 Management by Profile

SSP: MBP PP-7 Attuning a Student OBSERVATION NEURODEVELOPMENTA L ANALYSIS MEASUREMENT OF IMPACT MANAGEMENT

SSP: MBP PP-8 Sample Profile Summary

SSP: MBP PP-9 The Relationship between the Student Learning Partnership Process and the Attuning a Student Process COMMONALITIES 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)

The Relationship between SLP and AAS (continued) STUDENT LEARNING PARTNERSHIP 1. Collects limited data from only two perspectives (yours and the student’s) SSP: MBP PP-9 (cont’d) ATTUNING A STUDENT 1. Collects comprehensive data from several perspectives (student, parents or caregivers, other teachers) 2. Seeks to improve academic 2. Seeks to construct a student’s success with a limited focus, often a comprehensive neurodevelopspecific academic weakness or mental profile, which will apply to behavior student’s success in all subjects 3. May require less time per meeting 3. May require more time at beginning but more time overall (more “cycles” to collect and analyze data, but will of SLP meetings) provide more complete neurodevelopmental profile of student 4. Provides more informal documentation of interventions and responses. 4. Provides more formal, detailed documentation of interventions and responses

SSP: PRO PP-2 Assignment Investigation Flow Chart

Phases of Implementation SSP: ISA PP-2