PHILIPPE ERNEWEINWWW.REMEMBERIT.ORG

OCTOBER 29, 2012

Honoring Cognitive Diversity

Reflection (note card #1)

1. Who were the charismatic adults in your life when you were a child or adolescent?

2. What are two or three examples of what these charismatic adults said or did that caused you to consider them to be charismatic adults?

3. When you were a child or adolescent, were there people who interacted with you in ways that were contrary to the qualities of a charismatic adult?

Objectives

Define the term “charismatic adult” and reflect on the role in plays in teaching.

Identify each of the 3 major components of attention and memory.

Define & explain the 2 big categories of differentiated instruction and apply them to the classroom.

Evaluate varying language used in education and psychology to describe those outside of the norm.

Rewrite & reframe traditional definitions of learning disabilities

Design a specific classroom project that celebrates cognitive diversity

Systems of the MindHigher Thinking System

Attention Control System

Sequential & Spatial Ordering

Memory Systems

Language Systems

Motor System

Social Thinking System

Teacher Actions: Short Term Memory

How is picturing, paraphrasing going to help us remember this? “Paraphraser of the day”

Finding strongest pathways for students: Visual, verbal or sequential

What happens when recoding is difficult?

Questions for Short-Term Memory

How effective is the student in recoding information?

Which strategies does the student use? (whispering, forming associations, visualizing)

Can the student handle various kinds of information?

Does the student get confused when information gets presented at a rapid rate?

Teacher Actions: AWM

Opportunities to interact with text, problem, activity

Underline/highlight (through “think aloud”)Questions for remembering & understanding JOT PAD!Write down/have visuals for steps

Long-Term Memory

Filing for later use is a critical part of the consolidation role of LTM

Pairs Names & faces 2 bits of info wedded together/stored

Procedures How to brew a perfect cup of espresso/change a flat tire

Remember how to do something

Categories Types of citrus, variations of Belgian ales

Facts, organized into category, after category…

Rules & Familiar Patterns

Procedural Plan, Y=MX+B, COPS, shapes

Visual, verbal, sequential

Teacher Action: LTM

How are we going to present information while also modeling/showing ways for students to organize and access information in the future?

4R Method: record, rearrange, reduce, rehearse

Mix & Match: questions, note cards, summarize paragraph, key words/vocabulary, PEG, image, memory slogan

DO NOW: journal

1. When did you first hear the term learning disabilities or learning differences?

2. What did you think it meant?

PHILIPPE ERNEWEINWWW.REMEMBERIT.ORG

OCTOBER 29, 2012

Honoring Cognitive Diversity: rewriting what we are told

Variation of terms

•Learning disabilities refers to a neurobiological disorder in one or more of the basic processes involved in understanding spoken or written language

•Learning differences is based on the concept that all individuals have variations in learning abilities

•Learning difficulties; promoted by the Schwab Foundation

•Learning disorders is used by the APA’s Diagnostic & Statistical Manual

Stations

Directions:1. Read definitions2. Rewrite3. Select reporter 4. Select scribe

Stations:5. Asperger’s Disorder6. ADHD (inattentive)7. ADHD (hyper-

impulsive)8. NVLD/NLD

Share

1. What did you find at your station?2. How did the introduction inform your

thinking?3. Share a highlight.

What did we learn?