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Welcome to Learning about Learning: Learning and Self-Esteem

Welcome to Learning about Learning: Learning and Self-Esteem. Please sign in and fill out a nametag with your name, the names of your children, and the ages of your children. Icebreaker Instructions. Take an index card Identify one of your child’s strengths (something he or she does well)

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Welcome to Learning about Learning: Learning and Self-Esteem

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  1. Welcome toLearning about Learning: Learning and Self-Esteem Please sign in and fill out a nametag with your name, the names of your children, and the ages of your children.

  2. Icebreaker Instructions • Take an index card • Identify one of your child’s strengths (something he or she does well) • Identify one of your child’s affinities (something he or she enjoys or is interested in; they do not have to be good at it). • You have 2 minutes

  3. Introduce Yourself • My name is ________________. • I am here for my child, ______________. • ____________’s greatest strength is _____________________.

  4. Some Preliminary Questions • What are the Learning about Learning Workshops? • What is my role in the workshop? • What is your role in the workshop? • What is the Parking Lot?

  5. What are Learning about Learning Workshops? • Developed by All Kinds of Minds, a nonprofit organization co-founded by Dr. Mel Levine and Charles Schwab • Facilitated by educators who have attended the Schools Attuned Program, a program that prepares educators to meet the learning needs of all students in their classroom • Additional topics include mastering the challenge of homework, paying attention, getting organized for learning, and building learning alliances with your children and their teachers

  6. What is my role in the workshop? • Facilitator = encourage and guide conversation among you • Facilitator  provide expertise on neurodevelopmental variation

  7. What is your role in the workshop? • Listen • Discuss • Collaborate

  8. What is the Parking Lot? • A temporary place for unanswered questions

  9. Workshop Goals • Appreciate that there are all kinds of minds • Understand that difficulties in learning can contribute to a child’s low self-esteem • Learn strategies and communication techniques to support children whose learning differences are contributing to poor school performance and low self-esteem

  10. “Every student has a fundamental need to respect his own particular kind of mind and its potential ways to shine.” -Dr. Mel Levine A Mind At A Time

  11. Communication Plan Step 1: Consider the characteristics of the communicators. Step 2: Identify strengths and affinities. Step 3: Identify challenges. Step 4: Identify strategies for success. Step 5: Communicate optimism. Step 6: Identify strategies to check for understanding.

  12. Descriptive Language • Mental Energy is like the gas that keeps the car running. • Gross motor means your brain and big muscles have a great relationship! When your brain tells your muscles to kick the ball really hard, you kick it hard!

  13. Which is the SEE statement? • Jim likes to play baseball. • Jim takes his baseball glove to school so he can play during recess everyday.

  14. Which is the SEE statement? • I am so proud of you. • I am so proud of you for finishing your chores and homework before dinner.

  15. Activity Instructions • Choose a partner • Re-read Angela’s case study on page 4 • Identify Angela’s strengths, affinities, and challenges

  16. A Message of Optimism Students who struggle in school have every hope to succeed in school and in life.

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