1. Understanding Learning and Learners

2. PPT-1
Insert Presenter Name
Facilitator to insert information here as desired (e.g., title, association with AKOM, etc.)

3. All Kinds of Minds Our Story
PPT-2
All Kinds of Minds Our Story
All Kinds of Minds is a non-profit founded in 1995 to address a compelling need:
It is estimated that 20% of children in any classroom exhibit serious learning struggles—a total of 10 million in the United States alone.
Not because they can’t learn, but because they learn differently.

4. All Kinds of Minds Addresses this Compelling Need
PPT-2
PPT-3
All Kinds of Minds Addresses this Compelling Need
We are introducing a science of learning to the art of teaching through programs and ideas we bring to educators.

5. Participant Objectives
PPT-4
Participant Objectives
As a result of participating in this workshop, you will be able to:
Assess how an understanding of the All Kinds of Minds approach can help achieve goals and address challenges in classrooms, schools, and districts.
Incorporate the All Kinds of Minds core beliefs into your educational practice.
Describe the neurodevelopmental functions that underlie common academic tasks.
Apply a problem-solving model to analyze challenges related to student learning.

6. Student Learning Goals and Challenges
PPT-5
Student Learning Goals and Challenges
Think about your school or your classroom
Note the goals related to student learning that you are working toward in the coming year(s)
Be prepared to share your priorities 2

7. All Kinds of Minds Conceptual Model
PPT-6
All Kinds of Minds Conceptual Model
Teachers can use their observations, data and understanding of a neurodevelopment profile to drive instructional decisions

8. Beliefs about Teaching All Kinds of Minds
PPT-7
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.

9. PPT-8
Triangle Challenge
Make an equilateral triangle with three of the sticks.
Add the other three sticks to make four equilateral triangles. You should not have any other shape than equilateral triangles.
You must use the full length of each stick (no overlap).
You have 5 minutes to complete this task!

10. PPT-8a
My Next Vacation
On a spare sheet of paper – you can use a page in your workbook – write a three-sentence paragraph describing where you would like to spend your next vacation.
Be descriptive and vivid, so that someone reading it will understand why you want to go there.
Here’s the catch: You must avoid using the letter W.
You have 5 minutes to complete this task!

11. Taking Flight Design and build a paper airplane.
PPT-8b
Taking Flight
Design and build a paper airplane.
The goal is to make the plane as aerodynamic as possible.
If space allows, you may “test” your plane as you wish during the activity.
If time allows, you’ll have an opportunity for an official test flight once everyone is finished creating their planes.
You have 5 minutes to complete this task!

12. Neurodevelopmental Framework
PPT-9

13. Reflection Think about …
PPT-10
Reflection
Think about …
Times in school in which these demands come into play for your students
Ways your strengths and weaknesses influence your instructional decisions
Spend about 5 minutes discussing your responses.

14. Tell Me a Story
PPT-11
One of you will be Storyteller A and the other Storyteller B.
Storyteller A takes the set of pictures and arranges them in any way he/she wants.
Storyteller A then makes up a story about those pictures. It can be long or short, funny or sad, silly or serious. If you don’t want to use all the pictures, that’s fine.
Storyteller B will listen to the story, and then tell the story back to Storyteller A.
Exchange roles and start again. 9

15. Group Reflection: Tell Me a Story
PPT-12
Discuss one of the following questions:
Discuss the implications of how one activity can involve several constructs.
Discuss how the language ability of students affects performance across the curriculum in your school or classroom.
What classroom activities do you use that have neurodevelopmental demands similar to the storytelling activity?
Explore/select strategies for the constructs listed above.
Constructs at work:
Language
Memory
Attention
Temporal-Sequential Thinking

16. Zander
PPT-13

17. Group Reflection: Zander
PPT-14
Construct at work:
Neuromotor Functions (Graphomotor)
Discuss one of the following questions:
Discuss the impact of a graphomotor dysfunction for students in elementary, middle and high school levels.
Discuss how gross motor skills can interact with a student’s social ability.
Explore/select strategies for Neuromotor Functions.

18. PPT-15
Tied in Knots

19. PPT-16
Fisherman’s Knot
Lay the white rope (dotted line) and black rope (solid line) down on a flat surface as shown. Make sure that the black rope overlaps the white by approximately one third.
Take the right end of the black rope under the white rope, back up and behind itself, then through its own loop and tighten.
Run the short end of the white rope behind and under then over the black rope.
Pull the white rope back up and behind itself, then up and back down through its own loop and tighten.
Pull the long ends of each rope away from each other to pull the two knots together. 10

20. Reef Knot Fisherman’s Knot
PPT-17
Reef Knot
Fisherman’s Knot

21. Group Reflection: Tied in Knots
PPT-18
Discuss one of the following questions:
What activities in your classroom allow students with strengths in Spatial Thinking to shine?
In what ways does your preference for Temporal- Sequential Thinking or Spatial Thinking affect your teaching style?
Constructs at work:
Language
Neuromotor Functions (Fine Motor)
Memory
Spatial Thinking
Temporal-Sequential Thinking
Explore/select strategies for the constructs listed above.

22. Marshall
PPT-19

23. Dmitri
PPT-20

24. Group Reflection: Marshall and Dmitri
PPT-21
Construct at work:
Social Cognition
Discuss one of the following questions:
What are the implications of strengths and weaknesses in Social Cognition for students over time – from early elementary years to adulthood?
Think about the role of the school in helping students to develop their Social Cognition. What efforts are underway in your school or classroom to help students build this understanding?
Explore/select strategies for Social Cognition.

25. Multiple Uses 11 Select a partner.
PPT-22
Multiple Uses
Select a partner.
Choose one of the items listed and generate as many uses of that item as possible. 11

26. Group Reflection: Multiple Uses
PPT-23
Constructs at work:
Higher Order Cognition
Social Cognition
Discuss the following question:
What are some construct combinations for academic tasks in your classroom?
Explore/select strategies for the constructs listed above.

27. A Day in the Life Using the Day in the Life chart:
PPT-24
A Day in the Life
Using the Day in the Life chart:
Work with a partner or group of 3-4
Mark the 3 aspects of learning that you think are in greatest demand to accomplish this task
Be sure to consider the last question – the demands of transition periods during the day (e.g., time in hallways changing classes, going to lockers)
Allow 5 minutes 12

28. PPT-25
Allow 5 minutes

29. Attention Memory Language Attention Neuromotor functions
PPT-25a
Attention
Memory
Language
Attention
Neuromotor functions
Social cognition
Allow 5 minutes
What learning demands might be called upon during transitions between subjects?

30. Management by Profile
PPT-26

31. Case Study Students Stephen – 10th grade – page 16
PPT-27
Case Study Students
Stephen – 10th grade – page 16
Luke – 7th grade – page 17
Amelia – 3rd grade – page 18
16-18

32. A Problem- Solving Model
PPT-28
Be sure to include strengths,
weaknesses,
and affinities. 19

33. Management by Profile
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34. A Problem- Solving Model
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Consider strategies that:
Strengthen strengths and weaknesses
Leverage or build on strengths in order to support or improve a weakness
Incorporate the student’s affinities 19

35. PPT-31
Discussion Questions
What observations were similar between the two groups? Different?
In what ways did the two groups’ neurodevelopmental analysis differ? NOTE: If discrepancies arise, discuss your supporting evidence. Consensus is not required!
Share strategies
Share methods for measuring the outcomes of proposed strategies
Allow 5 minutes

36. PPT-32
Reflection Question #1
How will what you learned today help you achieve the goals and challenges you identified at the beginning of the workshop?

37. PPT-33
Reflection Question #2
What will you share with your students/colleagues about this neurodevelopmental approach to learning?

38. PPT-34
Reflection Question #3
What did you hear or experience today that you would like to explore further or begin to implement in your practice right away? What will be your first steps?

39. All Kinds of Minds Online Resources
PPT-35

40. Research Base of All Kinds of Minds
PPT-36
Research Base of All Kinds of Minds
Teachers can use their observations, data and understanding of a neurodevelopment profile to drive instructional decisions

41. All Kinds of Minds Programs
PPT-37
All Kinds of Minds Programs
Schools Attuned® to All Kinds of Minds
Signature five-day institute develops deep content knowledge and includes key tools and strategies for managing learning differences
Teaching All Kinds of Minds
New three-day course approaches the science of learning through academic themes and provides tools and activities for next-day classroom use
Tools for Learning Success
Individual seminars and modules to extend your learning and application—choose one, or bundle several from our program catalog for a customized learning experience
Online Learning Modules
Available on the All Kinds of Minds website

42. Questions/Learn More Visit www.allkindsofminds.org
PPT-38
Questions/Learn More
Visit
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