All of the TAKOM Charts

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.

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

Use these with

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

What are the Neurodevelopmental Challenges?

What Can I Change to Support Learning?

What Will a “Win” Look Like?

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

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

READING PASSAGE 3 – (Upper Grades: Narrative) THE AGE OF INNOCENCE BY EDITH WHARTON

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

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

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

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

Writing Sub-Skills

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. ”

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. ”

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. ”