Bringing the Science of Learning to the He(art) of Teaching

1. Bringing the Science of Learning to the He(art) of Teaching LDA Annual Conference November 14, 2011 Mary-Dean Barringer, CEOAll Kinds of MindsCarrboro, NC USA

2. “2009”—A struggling learner’s quest for success”. Youtube video “1970’s”—Michigan treasures all kinds of minds. The struggle of a youth to amount to something worthwhile is the greatest objective he can have in life.”Jesse Stuart, 1949 from The Thread that Runs So True

3. Efforts to link neuroscience and education remain isolated, but most people in this arena believe there is great potential for students who underperform in school and learn differently. “The Science of Learning”

4. Neuroscience—study of the brain Wiring, synapses, anatomy (neural hardware) Agreement on findings on plasticity, sleep and memory, gender differences PET and MRI imaging tools Neuroscience and cognitive psychology- study of the mind Constructs and functions (mental software) Learning and behavior “Targeted mind growth” programs Neuroscience, psychology and development- study of learners (a mind at a point in time) Convergence of these disciplines is relatively new Increased understanding of learning differences, specificity in diagnosis Better judgments about input to learner Neuroscience and the Classroom

5. Neurodevelopmental frameworks provide: A way to develop expertise about learning and its variations, at various developmental stages. A use for a phenomenological approach to enriching assessment (observing behaviors, outputs). A schema for identifying a learner’s strengths and weaknesses, resulting in specificity in targeting instruction. A way to determine the mental demands of assigned tasks (tests, projects, lesson objectives, homework, etc.) A way to end pedagogical wars. Bridging Neuroscience and Schools: A Starting Point

6. PPT-9 Neurodevelopmental Framework

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. Beliefs about teaching All Kinds Of Minds

8. ACADEMIC SYSTEMS TIER 3 Intensive, Individual Interventions Individual students Assessment-based High intensity Of longer duration TIER 2 Targeted Group Interventions Some students (at-risk) High efficiency Rapid response TIER 1 Core Instructional Interventions All students Preventive, proactive RTI: Multi-tier Model BEHAVIORAL SYSTEMS TIER 3 Intensive, Individual Interventions • Individual students • Assessment-based • Intense, durable procedures TIER 2 Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response TIER 1 Core Instructional Interventions • All students • Preventive, proactive Circa 80% Circa 80% Circa 5% Circa 5% Circa 15% Circa15% Students

9. (What is not the problem?—Inspiration, Intellect) What is the problem? Problem-Solving Method Why is it happening? Did it work? What should be done about it?

10. Observations about the student’s work: On larger assignments, especially writing, Lyla’s work does not reflect her ability. On The Chosen literary analysis, her first draft was turned in unfinished. While she did make improvements on her final draft, the explanations did not suggest the depth of thought of which Lyla is capable. Observations about the student in the learning environment: In whole class discussions and small groups, Lyla is often disengaged and appears to be daydreaming. Then suddenly she will emerge with an insightful comment that demonstrates deeps analytical thinking about a text. Lyla is often unprepared for class, lacking paper, writing utensils and the novel we are studying. Commendations: Lyla is able to verbally articulate her position about a text with deep insights and maturity but has great difficulty organizing those thoughts into written form. She thinks deeply about literature, makes connections and easily picks up inferences in a text. Recommendations: Lyla is unwilling to work on writing in classroom and does not appear to want feedback. It is essential that she comes to see her work as a process that will need revision and accept comments from me. Improve Conversations for Student-Led and other Conferences: Lyla, Take One

11. Lyla needs to be reassured that she has great ideas but she needs to use step-wise strategies to get them down on paper. She engages in “mind-trips”—possibly as cognitive activation for her verbal insights. Lyla should be asked during this time to capture her thoughts in an idea journal. Sequencing can be strengthened by having her put those ideas into a logical order for a narrative structure, with a short sentence about each idea. Her sequential and spatial ordering weaknesses can be addressed by breaking the writing process into steps so it doesn’t feel so overwhelming, with feedback on each step. Lyla can prepare two writing kits to support her organizational challenges—one for the backpack and one to leave in the classroom—that have all the supplies she needs. Lyla: Take Two

12. Here and Now: Adam’s Story

13. Training in the content developed by All Kinds of Minds is provided across the country. Visit the website— Build Your Capacity Online Modules Professional Development General All Kinds of Minds Website: www.allkindsofminds.org Contact Information