1. PHILIPPE ERNEWEIN WWW.REMEMBERIT.ORG OCTOBER 29, 2012 Honoring Cognitive Diversity

2. 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?

3. 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

4. Systems of the Mind Higher Thinking System Attention Control System Sequential & Spatial Ordering Memory Systems Language Systems Motor System Social Thinking System

5. 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?

6. 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?

7. 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

8. Long-Term Memory Filing for later use is a critical part of the consolidation role of LTM PairsNames & faces2 bits of info wedded together/stored ProceduresHow to brew a perfect cup of espresso/change a flat tire Remember how to do something CategoriesTypes 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

9. 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

10. DO NOW: journal 1. When did you first hear the term learning disabilities or learning differences? 2. What did you think it meant?

11. PHILIPPE ERNEWEIN WWW.REMEMBERIT.ORG OCTOBER 29, 2012 Honoring Cognitive Diversity: rewriting what we are told

12. 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

13. Stations Directions: 1. Read definitions 2. Rewrite 3. Select reporter 4. Select scribe Stations: 1. Asperger’s Disorder 2. ADHD (inattentive) 3. ADHD (hyper- impulsive) 4. NVLD/NLD

14. Share 1. What did you find at your station? 2. How did the introduction inform your thinking? 3. Share a highlight.

15. What did we learn?