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A Curriculum ofClassroom Activities

© 1989-2017 Reflective Educational Perspectives, LLCVictoria Kindle Hodson, M. A. Mariaemma Pelullo-Willis, M. S.Ventura, California • 805-648-1739 • www.powertraitsforlife.com

A 5x5 Student-Centered Learning Model

Self-Portrait™Power Traits Assessment

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Self-Portrait™ Curriculum of Classroom ActivitiesCopyright © 1989-2017 by V.K. Hodson and M. Pelullo-Willis / Reflective Educational Perspectives, LLCPublished 1989-2017 by Reflective Educational Perspectives, LLC

All rights reserved. No part of this work may be reproduced ortransmitted in any form without written permission of the authors.

Permission is granted for purchaser to duplicate individual pagesneeded for use by students, teachers or parents for whom this purchasewas intended.

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Table of Contents

INTRODUCTION

5 DIMENSIONS OF POWER TRAITS5 Dimensions ChartActivity 1 – Your Way, My Way, OUR WAYS: What are Power Traits?Activity 2 – Classroom Power Traits Map Activity 3 – Place Cards for DeskActivity 4 – Vocabulary

DISPOSITIONSActivity 1 – Go to Your CornersActivity 2 – Matching GameActivity 3 – Get to Know Your ClassmatesActivity 4 – Poster - This is ME!Activity 5 – Find Out the Disposition Distribution of Your Classroom

MODALITIES#1 – Go to Your Corners#2 – Get To Know Your Classmates#3 – Poster - This is ME!#4 – Find Out the Modality Distribution of Your Classroom

ENVIRONMENT#1 – Where Do You Learn Best?#2 – Add Environment to Poster

TALENTS#1 – What Do You Do Easily? List of Talents FORM What I do easily? FORM#2 – Who is Talented?#3 – Add Talents to Poster

INTERESTS#1 – What Would You Do All Day, Every Day? Things I Love to Do FORM#2 – How You Can Use Interests in Your Learning Skills & Subjects Chart#3 – Add Interests to Poster Putting It All TogetherAsk for What You Need – Part 1Ask for What You Need – Part 2

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In the future, the teacher will no longer be the talking head at the front of the classroom but the expert in children’s learning styles, comparable to a medical doctor.

—Arthur Levine, President, Columbia Teacher’s College.

INTRODUCTION

The Self-Portrait™ Power Traits Assessment is a tool:

1) for students—to take responsibility for becoming active learners2) for teachers—to become informed guides/facilitators of student success

BENEFITS FOR STUDENTS

1. Students develop the skill of self-awareness or meta-cognition (the ability to see and hear oneself in action) and to self-evaluate and self-regulate.

2. Students spend more time practicing skills and studying information they need to know, so they are transferring learning to long term memory.

3. Students know what they need to do to be effective learners and can ask for it: they take responsibility for their own learning.

1. Self AwarenessThe study of one’s power traits or strengths encourages students to develop the skill of self-observation. The importance of developing meta-cognition in our students is becoming more and more evident to educators. Seeing oneself in action is a foundation for self-evaluation and self-regulation and is supported by the activities in this guide.

2. Long Term MemoryBecause learning activities that match a student’s strengths are more enjoyable and doable, students are willing to spend more time practicing skills and learning information. More time spent on appropriately challenging learning activities means that students are more likely to commit their learning to long term memory. When learning goes deep, students are more apt to perform better on quizzes, standardized tests and other performance measures.

3. Students Take Responsibility for Their Own LearningUltimately we want students to develop their own successful approaches to learning. In fact, to be “lifelong learners” this might be the most important skill we can give our students. The Self-Portrait™ process helps students identify effective strategies for becoming more active, engaged, and successful learners. As students get in the habit of observing themselves, they will find additional strategies that work for them.

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BENEFITS FOR TEACHER-COACHES

1. To provide valuable information about students’ learning needs that allows you to personalize lessons.

2. To keep students engaged in the learning process: discovering, practicing, self-correcting, for the maximum amount of time so they can continuously

improve their performance. 1. Personalize LessonsEvery student learns differently, so no one activity is going to provide the necessary motivation, brain stimulation, and clarity that every student needs in order to master it.

Teachers who can personalize or customize lessons and activities for the needs of the specific learners are going to be very valuable to a school, to students, and to themselves.A principal feels secure with a teacher who has a wide range of ways to engage students and facilitate learning. Students are thrilled when they are successful in their learning experiences and are encouraged and eager to participate in future learning. Because teachers who have the skills to personalize a student’s learning experience have happier, more engaged students, they don’t suffer burn-out and enjoy their teaching experience more.

2. Keep Students EngagedThe adage that practice makes perfect goes back a long way. It is as true today as it always has been. The difference today is that we have brain science to tell us why it’s so true.

The more we practice a certain skill the more we strengthen the neural connections to the parts of the brain that need to master it. We know that the more a path is traveled the wider it gets, and, as time goes by it becomes a trail. The earth gets compacted, the rocks are kicked to the side, clumps of grass and other plant life don’t grow there anymore, so over time it’s easier and faster to travel a well-worn route than one that is rarely traveled.

Practice is what creates the well-worn path in the brain that leads to quick access to information, which we call mastery. So, for the teacher, anything that encourages a student to practice more reading, writing, math or other skills is going to be very valuable.

We’ve all marveled at the student who one day “gets” the code that unlocks reading and spends hours and hours in uncontrollable reading, late into the night, early in the morning, while eating breakfast, etc. And, how about the ball players who play catch or shoot baskets for hours? They are all laying down and clearing neurological pathways so that they can LEARN and MASTER their world—at least parts of the world that are interesting to them.

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The results of the Self-Portrait™ assessment, when used to guide a student, ensure that students will spend more time “practicing” than they would without such specialized, individualized guidance. For example, Marcy refused to do worksheets of multiplication problems; however, when her Sketching Modality was tapped she was willing to draw pictures of multiplication problems and find solutions for more than an hour, and wanted to do more!

With Self-Portrait™ results in hand, a power struggle with a resistant student is averted andwhat was previously stressful learning is now electrified learning—all synapses are firing! The following activities are designed to help Teacher-Coaches and students investigate the5 Dimensions of Power Traits: Dispositions, Modalities, Talents, Interests, and Environment. These activities can also contribute to fulfilling benchmark standards.

Structure of ActivitiesEach of the Activities included in this curriculum provides the following seven components:

1. Type of Activity: Period of Learning; Modalities and/or Environment utilized

The Period of Learning helps you know when to present the activity:

Period-1 Activities: Introduce new information, concepts, vocabulary, systems, etc. Period-2 Activities: Explore previously introduced concepts, vocabulary, and systems. Period-3 Activities: Ask students to Recall / Name / Recreate previously learned information. Period-4 Activities ask students to assist in helping other students learn concepts.

2. Grade Level

3. Prerequisites: Most activities require students to have their SP results

4. Purpose

5. Skills Developed

6. Materials

7. Procedure - A step-by-step approach for carrying out the activity

8. Follow-up Ideas

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Shelf Activities: An Individualized Approach to Classroom Instruction

What are Shelf Activities?The primary purposes that Shelf Activities serve are to decentralize and individualize instruction.

Sometimes known as hands-on curriculum, Shelf Activities are activities that can be used by individual students to learn and practice knowledge acquisition, OR can be used by a teacher to:

• provide students opportunities to construct their own learning—self-initiate, self-direct, self-correct and self-evaluate

• provide additional practice for students who need it, with minimal instruction from a teacher

• facilitate advanced work for students who have more advanced skills, with minimal instruction from a teacher

• encourage students to assist / teach each other

• free teachers to work 1-1 with students who need it most

Control of ErrorA Control of Error is an Answer Key. It gives students:

• Maximum independence and responsibility for their learning• Help to construct their knowledge and self-adjust along the way

The Control of Error is often kept in a separate envelope or separate part of the classroom so that the student has to exert himself or herself to look up the answers.

Eventually, as a post test, students will be asked to do the Shelf Activity without access to the Control of Error.

How to use Shelf Activities:

• Activities and their Controls of Error are placed in an area of the classroom where students can access them easily.

• Teacher instructs one or two students how to use the activity, and these students then teach other students.

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Power Traits5 Dimensions

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Power Traits for Life™5

Music

Math-Logic

Mechanical

Word-Language

3-D

Body Coordination

Self-Care

People

Animal

Nature

Humor

Life EnhancementTalents

Interests

Favorite Subjects

Things You Love

Involvement Issues

Sound

Body Position Interaction Lighting

Temperature

Food

Color

TimeEnvironment

ListeningVerbal

PicturePrint

Hands-onWhole bodySketchingWriting

Modality

VA K

Disposition

(Producing) (Relating/Inspiring)

(Thinking/Creating)

(Performing) (Inventing) Spontaneous Organized Curious Supportive Imaginative

Self-Portrait™ 5 Dimensions Chart • A 5x5 Student-Centered Learning Model • powertraitsforlife.com © 1989-2016 Reflective Educational Perspectives, LLC

Dimensions

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ACTIVITY 1Your Way, My Way, OUR WAYS: We All Learn Differently!

Type of ActivityPeriod 1: IntroductionModality: Whole BodyEnvironment: Group Activity

Grade LevelAll grades

PrerequisitesNone

PurposeTo Introduce the concept that we all learn in different ways.

Skills DevelopedSharing in a group - Auditory-listening practiceSocial interaction - Getting to know one another

MaterialsBall of yarn

ProcedureStudents stand in a circle.Teacher-Coach introduces the topic and explains that this is an activity to find out some of the things that make learning fun for different people.

Teacher holds the end of the yarn, throws the ball to a student and states something that makes learning fun / easy for him/her. For example: hands-on, having time to think about things, sketching, asking questions, watching movies, etc.

By throwing and catching the yarn the group forms a large spider-web connecting all members of the classroom together. Students experience being connected and yet being unique. Talk with students about how their favorite ways of learning might be integrated into the classroom.

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ACTIVITY 2Classroom Power Traits Map

Type of ActivityPeriod 1: IntroductionEnvironment: Group Activity or Shelf Activity

Grade LevelAll grades

PrerequisitesNone

PurposeTo Introduce The 5 Dimensions of Power Traits.To have an overview reference point for The 5 Dimensions.

Skills DevelopedDeveloping visual aids Categorizing

MaterialsChart paper, markers

ProcedureUsing Mapping format, place the words “Power Traits: 5 Dimensions” in a circle in the center of the page (use the words “5 Types” for younger children)

Draw a line out from the center circle, write the word Dispositions, underline it.Draw another line out from the center circle, write Modalities, underline it. Continue to draw lines out from the center circle for each of the following:Talents, Interests, Environment. Underline each of these terms.

Power Traits: 5 Types

Disposition Modality

Interests TalentsEnvironment

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Follow-Up Activities

Under each Power Traits Dimension on the Map, list specifics:

5 Dispositions under Dispositions12 Talents under TalentsEnvironment preferences under Environment3 primary Modalities and their subsets under ModalitiesInterests - write some examples

Power Traits

DispositionModality

Interests TalentsEnvironment

SpontaneousOrganizedCuriousSupportiveImaginative

• Music• Word-Language• Math-Logic• Mechanical• 3-D• Body Coordination• Self-Care• People• Nature• Animals• Humor• Life Enhancement

• Seating• Light• Temperature• Noise• Food & Drink• Groupings

examples:

airplanesbaseballreadinggardeningcartoonsgamespianosingingcampingphotography

Hear• Listening• Verbal

See• Print• Picture

Move•Whole Body•Hands-on•Sketching•Writing

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ACTIVITY 3Place Cards for Desk

Type of ActivityPeriod 2: RecognitionModality: Sketching (Art), Writing

Grade LevelGrades 2-12

PrerequisitesSelf-Portrait™ Power Traits Assessment results

PurposeTo give all members of the classroom, including the teacher, AT-A-GLANCE information about each other. This information can be helpful when: forming learning teams, giving examples when explaining concepts, and personalizing lessons.

Skills DevelopedHands-On – sketching, writingVisual – visualizing / planningOther – recording information accurately

Materials5” x 8” white cards or light-weight tag board, colored pencils, markers

ProcedureStudents fold cards in half and put the following information to make an informative Place Card: Name Highest 2 Dispositions (3 if they are close) Highest 3 Modalities Highest 2 to 4 Talents Other information student wants to add - perhaps some Interests

Follow-Up IdeasIf your students do not have assigned seats, an option is to make medallions that students can put on a string and wear around their necks.

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ACTIVITY 4Power Traits Vocabulary

Type of ActivityPeriod 2-3: Recognition/RecallModality: Hands-OnEnvironment: Group Activity or Individual Shelf Activity

Grade LevelGrades 3-12

PrerequisitesIntroduction to the 5 Dimensions of Power Traits

PurposeStudents transfer their learning to long-term memory

Skills DevelopedCategorizing

Materials3”x 5” cards containing the Power Trait categories and sub-categories (see next page)2 envelopes to store cards inControl of Error page (see page 18).

Procedure

Part 1 Students match the 5 Dimensions cards with their definitions.These cards can be kept in a separate envelope from Part 2 cards.

Part 2Students match to show their knowledge of the Power Trait categories and sub-categories. A Control of Error is needed for this activity so that students can check themselves.

Follow-Up Ideas

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Disposition

Modality

Talents

Interests

PreferredEnvironment

Part 1Print the following definitions on card stock, cut them out, mix them up and have students match them. Put cards in an envelope for storage.

A person’s learning personality.

Things a person is good at without even trying.

The best way for a person to get information and remember it.

The things a person’s body needs so he/she can learn best.

A person’s favorite things to do.

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DISPOSITIONS

Organized

Curious

Supportive

Part 2Print the following definitions on card stock, cut them out, mix them up and have students sort them. Store in a separate envelope from Part 1 activity cards.

HEARING

Listening

Verbal

SEEING

Print

MODALITIES

Imaginative Picture

Spontaneous

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Hands-On

Writing

Sketching

TALENTS

MOVEMENT

Math-Logic

Word-Language

Spatial

Body Coordination

Self-Care

Mechanical

Music People

Whole Body

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Nature

Humor

Life Enhancement

Animals

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CONTROL OF ERRORfor Learning Style Activity 4

Part 1Disposition - A person’s learning personality.Talents- Things a person is good at without even trying.Modality - The best way for a person to get information and remember it.Interests - A person’s favorite things to do.Preferred Environment - The things a person’s body needs to learn best

Part 2DISPOSITIONSSpontaneousOrganizedCuriousSupportiveImaginative

MODALITIESHearingListeningVerbal

SeeingPrintPicture

MovementWhole BodyHands-OnWritingSketching

TALENTSMusicMechanicalMath-LogicWord-LanguageSpatialBody CoordinationSelf-CarePeopleAnimalNatureHumorLife Enhancement

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DISPOSITIONS

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DISPOSITION ACTIVITY 1Go to Your Corners

Type of ActivityPeriod 2: RecognitionModality: Whole Body

Grade LevelGrades 4-12

PrerequisitesSelf-Portrait™ Power Traits Assessment resultsPrevious discussion about Dispositions. What are they? Why are they important? What are the basic characteristics of each?

PurposeProvide Period 1 information about Dispositions

Skills DevelopedParticipating in a group interaction

Materials5 Disposition symbols

ProcedureHave students divide up into 5 groups based on their highest Disposition score. If they have two or three Disposition scores that are almost the same, the student can choose which group s/he wants to join.

Number the groups 1, 2, 3, 4, 5.

Group members choose three or four adjectives to describe themselves. Hear responses from all 5 groups.

What is fun about having this Disposition? What is not so much fun about having this Disposition? What do you want people to know about you?

Follow-Up IdeasEach group co-designs a poster about their primary Disposition.Posters can be put in the hallway or other school display area.

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DISPOSITION ACTIVITY 2Matching Game

Type of ActivityPeriod 2: RecognitionModality/Environment: Group Activity or Shelf Activity

Grade LevelGrades 1-7

PrerequisitesGo to Your Corners Activity

PurposeQuiz to determine knowledge of Disposition characteristics.

Skills DevelopedCategorizing

Materials5 symbols for Dispositions35 slips of paper with seven characteristics for each Disposition. Control of Error.

ProcedureHave an 8 ½” x 11” printout of each of the Disposition symbols.Have students draw characteristics of Dispositions from a basket and place them on the correct symbol.

Follow-Up Ideas

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SPONTANEOUS

Likes to be playful, fun and to entertain others.

Likes change and to havea lot of different things to do.

Likes to move around a lot.

Likes games with winners and losers.

Doesn’t like rules.

Willing to take physical risks.

Wants to do only what s/he wants to do all the time.

ORGANIZED

Likes to get things done.

Likes to do things the way the teacher wants them done.

Can sit still and work at a desk for a long time.

Likes schedules and planning

Doesn’t like to take risks.

Feels uncomfortable with change.

Likes to follow the rules.

CURIOUS

Asks a lot of questions.

Likes to experiment and discover.

Gets lost in projects and forgets about time.

Likes solving complicated problems.

Likes to figure out how the world works.

Invents lots of things.

Likes to do independent research.

SUPPORTIVE

Cares about how others feel.

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Wants rules to be fair for everyone.

Likes to do school work in a group.

Friends are most important at school.

Has “class spirit.”

Likes parties and talking on the phone.

Wants harmony and cooperation.

IMAGINATIVE

Likes to share new ideas.

Daydreams and wonders a lot.

Gets lost in thinking about things and forgets about time.

Wonders about rules.

Questions the way things are usually done.

Likes to create his/her own world.

Wants lots of time to think things through.

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CONTROL OF ERROR for Disposition Activity 2

SPONTANEOUSLikes to be playful, fun, and to entertain others.Likes change and a lot of different things to do.Likes to move around a lot.Likes games with winners and losers.Doesn’t like rules.Willing to take physical risks.Wants to do what s/he wants to do all the time.

ORGANIZEDLikes to get things done.Likes to do things the way the teacher wants them.Can sit still and work at a desk for a long time.Likes schedules and planning.Doesn’t like to take risks.Feels uncomfortable with change.Likes to follow the rules.

CURIOUSAsks a lot of questions.Likes to experiment and discover on his or her own.Gets lost in projects and forgets about time.Likes solving complicated problems.Likes to figure out how the world works.Invents lots of things.Likes to do independent research.

SUPPORTIVECares about how others feel.Wants rules to be fair for everyone.Likes to do school work in a group.Friends are most important at school.Has “class spirit”.Likes parties and talking on the phone.Wants harmony and cooperation.

IMAGINATIVELikes to share new ideas.Daydreams and wonders a lot.Gets lost in thinking about things and forgets about time.Wonders about rules.Questions the way that things are usually done.Likes to create his/her own world in his/her head.Wants lots of time to think things through.

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DISPOSITION ACTIVITY 3Get to Know Your Classmates Treasure Hunt

Type of ActivityPeriod 2: RecognitionModality: Whole Body, Hands-OnOther: Graphing

Grade LevelGrades 3-12

PrerequisiteDisposition scores, Period 1 Introduction to line graphs and bar graphs

PurposeTo visually see differences in Dispositions and to have a chance to think about what those differences mean.

Skills DevelopedGraphingCritical Thinking Skills: comparison, analysis

MaterialsOne blank Disposition graph for each student plus a few extras for re-dos when students make a “mistake”.

Procedure• Students choose the style graph they want to make—line or bar. • Students graph their own Disposition scores and the scores of three or four other students.• Students share with the class about differences and similarities they see on their graphs.• Students discuss what the differences and similarities might mean for learning, friendships, etc.

Follow-Up Ideas

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DISPOSITION ACTIVITY 4This is Me!

Type of ActivityPeriod 2: RecognitionModality: Art

Grade LevelGrades 1-12

PrerequisitesSelf-Portrait™ Power Traits Assessment resultsPrevious discussion about Dispositions: What they are? Why they are important?

PurposeStudents learn more about their own Dispositions.

Skills DevelopedMeta-cognition, Visual (using images to explain concepts), Verbal (oral presentation).

MaterialsDrawing paper, or poster magazines, paints, colored pencils, markers, scissors, glue

Procedure On a large piece of paper have students make a poster-size collage of themselves. Divide the poster into sections: Dispositions, Modalities, Talents and Environment, as above.

For this activity students use their two primary Disposition(s) and make drawings or cut out words and pictures to describe their Dispositions so clearly that others could easily guess what their Dispositions are.

Follow-Up Ideas• Students orally share their poster with the class.• Students discuss the strengths they have to contribute to the classroom.

Supportive

Curious

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DISPOSITION ACTIVITY 5Find Out the Learning Disposition Distribution in Your Classroom

Type of ActivityPeriod 1: IntroductionModality: Whole Body / Hands-onOther: Graphing

Grade LevelGrades 1-12

PrerequisitesDisposition scores.

PurposeTo determine the distribution of Dispositions in a classroom

Skills DevelopedData CollectionGraphingComparison & AnalysisUsing a Key as a referenceWorking with facts/evidence rather than assumptions

MaterialsPhoto-enlarged Disposition graph - 17” X 25” or larger.

Procedure• Students choose a mark that represents them (red circle with a dot in it, red X, green X, triangle with an X in it, etc). Using their mark, students place their Disposition scores on the graph. Be sure to add a Key so you will know which student belongs to which mark.

• When finished, discuss what you see on the graph.Where is the largest concentration of marks? What might this mean?Where is the next largest concentration of marks? What might this mean?Where are the areas with the fewest marks? What might this mean?

Follow-Up Ideas

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MODALITIES

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MODALITIES ACTIVITY 1Go to Your Corners

Type of ActivityPeriod 2: RecognitionModality: Whole Body

Grade LevelGrades 4-12

PrerequisitesSelf-Portrait™ Power Traits Assessment resultsPrevious discussion about Modalities: What they are? Why they are important?

PurposeProvide Period 1 information about learning Modalities

Skills DevelopedParticipating in a group interaction

MaterialsNone

ProcedureHave students divide up into 8 groups based on their highest Modality score.

Group members choose three or four adjectives to describe themselves. Hear responses from all groups.

What is fun about having this Modality?

What is not so much fun about having this Modality?

What do you want people to know about this Modality?

Follow-Up Ideas

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MODALITIES ACTIVITY 2Get to Know Your Classmates Treasure Hunt

Type of ActivityPeriod 2: RecognitionModality: Whole Body / Hands-OnOther: Graphing

Grade LevelGrades 3-6

PrerequisiteModalities from Self-Portrait™ Power Traits Assessment results

PurposeTo visually see differences in learning Modalities and to have a chance to think about what those differences mean.

Skills DevelopedGraphingCritical Thinking Skills: Comparison, Analysis

MaterialsOne graph of Modalities for each student plus a few extras for re-dos when students make a “mistake”.

Procedure• Students mark on their graph their 1st, 2nd, and 3rd choices for Modality students.• Students share with the classmates.• Students discuss differences and similarities with other students and what they might mean for learning, friendships, etc.

Follow-Up Ideas

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MODALITIES ACTIVITY 3This is Me!

Type of ActivityPeriod 2: RecognitionModality: Art

Grade LevelGrades 1-12

PrerequisitesSelf-Portrait™ Power Traits Assessment resultsPrevious discussion about Modalities: What they are? Why they are important?

PurposeStudents learn more about their own Modalities

Skills DevelopedMeta-cognition, Visual (using images to explain concepts), Verbal (oral presentation).

MaterialsPrevious poster, magazines, paints colored pencils, markers, scissors, glue.

Procedure On a large piece of paper have students make a poster of themselves — showing themselves in action “using” their primary Modalities. Make the drawing so clear that others could easily guess what your Modalities are.

Students add Modalities to their poster. See above.

Follow-Up Ideas• Students orally share their poster with the class.• Students discuss the strengths they have to contribute to the classroom.

Supportive

Curious

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MODALITIES ACTIVITY 4Find Out the Learning Modality Distribution in Your Classroom

Type of ActivityPeriod 1: IntroductionModality: Whole Body / Hands-onOther: Graphing

Grade LevelGrades 1-6

PrerequisitesThree highest Modality choices for each student in the class

PurposeTo determine the distribution of Modalities in a classroom

Skills DevelopedData CollectionGraphingComparison & AnalysisUsing a Key as a referenceWorking with facts/evidence rather than assumptions

MaterialsPhoto-enlarged Modality graph - 17” X 25” or larger.

Procedure• Students choose a mark to represents them (red circle with a dot in it, red X, green X, triangle with an X in it, etc). Using their mark, students place their Modality choices on the graph. Be sure to add a Key so you will know which student belongs to which mark.

• When finished, students and teacher discuss what they see on the graph.Where is the largest concentration of marks? What might this mean?Where is the next largest concentration of marks? What might this mean?Where are the areas with the fewest marks? What might this mean?

Follow-Up Ideas

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ENVIRONMENT

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ENVIRONMENT ACTIVITY 1Where Do You Learn Best?

Type of ActivityPeriods 1/2: Introduction / RecognitionModality/Environment: Individual Shelf Activity, Pairs Activity

Grade LevelK-12

PrerequisitesEnvironment Needs Card Deck

PurposeTo empower students to take responsibility for their environment requirements.

Skills DevelopedClarity about what helps make learning successfulSpeaking up for learning needs

MaterialsIndividual – One Card Deck of Environment Needs

ProcedureIndividual• Student goes through the Environment card deck to learn the range of Environment preferences

• Student selects his/her own Environment needs from the cards

• Student shares with another student what his/her learning Environment needs are.

Follow-Up Ideas

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quiet

background noise

music

snacks

water

low light

bright light

natural light

fresh air

sitting at a desk

sitting/lying on the floor

able to walk around

standing at tall table

by myselfwith door closed

with other people

with peoplewho are quiet

with pet

warm room

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cool room

working alone

working with oneother person

working in asmall group

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ENVIRONMENT ACTIVITY 2Poster

Type of ActivityPeriods 1/2: Introduction / RecognitionModality/Environment: Individual Other: Art

Grade LevelK-12

PrerequisitesComplete Environment Activity 1

PurposeTo help students form a complete picture of their learning needs

Skills DevelopedIdentifying, accepting and celebrating what students need to be successful learners

MaterialsPrevious poster, colored pencils, markers

ProcedureStudents add Environment preferences to the poster they are making about their Learning Strengths and Needs

Follow-Up Ideas

Supportive

Curious

44

TALENTS

45

TALENTS ACTIVITY 1What do you do easily?

Type of ActivityPeriods 1/2: Introduction / RecognitionModality/Environment: ndividual Shelf Activity, Pairs Activity

Grade LevelK-12

PrerequisitesSelf-Portrait™ Power Traits Assessment results

PurposeTo help students understand their natural giftsTo establish the concept that Talents are not necessarily our Interests

Skills DevelopedIdentifying, accepting and celebrating strengthsClarity about the Talents students may want to share and/or pursue

MaterialsReference list of Talents. (See pg. 46)

For writing or mapping: Paper with the title What I Do Easily. (See pg. 47), pencil

For drawing and/or collage or mapping with pictures: Paper with the title What I Do Easily. (See pg. 47), colored pencils / markers, magazines, scissors.

ProcedureWriting or mapping in words• Student lists or makes a brainstorm map of all the things that are easy for him/her to do• Student goes back through the list or map and puts a + by the Talents the s/he is interested in• Student shares with another student what his/her Talents are and which s/he is interested in pursuing

Drawing / collage or mapping in pictures• Student makes drawing or Brainstorm Map of the things that are easy for him/her to do• Student looks over the drawing or Map and puts a + by the Talents s/he is interested in• Student shares with another student what his/her Talents are and which s/he is interested in pursuing

Follow-Up Ideas

46

Reference List of TalentsCopy from assessment results in the Talent section.

47

What I Do EasilyWrite, map, draw, collage.

48

TALENTS ACTIVITY 2Who is Talented?

Type of ActivityPeriods 1/2: Introduction / RecognitionModality/Environment: Group Activity

Grade LevelK-12

PrerequisitesSelf-Portrait™ Power Traits Assessment resultsKnowledge of what a Talent is

PurposeTo help students understand their natural gifts

Skills DevelopedIdentifying, accepting and celebrating strengthsClarity about what talents students have to share

MaterialsNone

ProcedureEveryone in the class stands up.Teacher reads list of skills and students sit down when a skill that they don’t have is read.

Follow-Up Ideas

49

Talents ACTIVITY 3Poster

Type of ActivityPeriods 1/2 Introduction / RecognitionModality/Environment: Individual, Art

Grade LevelK-12

PrerequisitesSelf-Portrait™ Power Traits Assessment resultsComplete Talent Activity 1

PurposeTo help students form a complete picture of their strengths

Skills DevelopedIdentifying, accepting and celebrating strengthsClarity about what talents students have to share

MaterialsPrevious poster, colored pencils, pens, magazine pictures, etc

ProcedureStudents add their Talents to the poster they are making about their Learning Needs and Strengths

Follow-Up Ideas

Supportive

Curious

50

INTERESTS

51

INTERESTS ACTIVITY 1What would you like to do all day, everyday?

Type of ActivityPeriods 1/2: Introduction / RecognitionModality/Environment: Individual or Group

Grade LevelK-12

PrerequisitesNone

PurposeTo help students identify their InterestsTo help students understand that Interests are important NeedsTo see the wide range of Interests in one classroom

Skills DevelopedIdentifying, accepting and celebrating strengthsClarity about Interests students have to share

MaterialsFor writing, drawing, or mapping with words or pictures: Paper with the title Things I Love to Do. (See pg. 52), pencil, crayons, markers

ProcedureWriting or Mapping in words• Student lists or makes a Brainstorm Map of all the things s/he loves to do • Student shares with another student what his/her Interests are and which s/he is currently pursuing and which s/he would like to pursue in the future

Follow-Up Ideas • Student goes back through the list or map and puts LT by the Interests that s/he sees as Long Term and ST by the Interests s/he sees as Short Term

52

Things I Love to DO

53

INTERESTS ACTIVITY 2How you can use Interests in your learning?

Type of ActivityPeriods 1/2: Introduction / RecognitionModality/Environment: Group Activity

Grade LevelK-12

PrerequisitesDiscussion of Interests, teacher examples of bringing Interests into learning

PurposeTo help students find ways to use their Interests in their studies

Skills DevelopedHow to integrate and use Interests in school projects

MaterialsSkills and Subjects Chart

ProcedureRefer to chart on page 53. Discuss, brainstorm more ideas, add to the chart.

Follow-Up Ideas

54

Skills & Subjects Chart

Reading

Readaboutthingsyoulike.

SocialStudies

Find your area of interest and research it, report on it.

Math

ApplyMath to the things you like to do.

Make math storyproblems out of things you like to do.

Science

Find your area of interest

and research it, report

on it.

Writing

Write about things that interest you

Spelling

LearnWordsfrom your interest areas

History

Find your area of interest and research it, report on it.

55

INTERESTS ACTIVITY 3Small Poster

Type of ActivityPeriods 1/2: Introduction / RecognitionModality/Environment: Individual, Art

Grade LevelK-12

PrerequisitesComplete Interests Activity 1

PurposeTo help students form a complete picture of their strengths

Skills DevelopedIdentifying, accepting and celebrating strengthsClarity about what Interests students have to share

MaterialsDrawing paper or poster, magazine pictures, markers, crayons, etc.

ProcedureStudents make a small poster of their Interests

Follow-Up Ideas

56

PUTTING IT ALLTOGETHER

57

Ask for What You Need – Part 1

Type of ActivityPeriods 1/2: Introduction / RecognitionModality/Environment: Individual Shelf Activity, Pairs Activity

Grade LevelK-12

PrerequisitesLearning Needs Card Deck

PurposeTo empower students to take responsibility for their learning requirements.

Skills DevelopedClarity about what helps make learning successfulSpeaking up for learning needs

MaterialsIndividual – One Card Deck of Learning NeedsPairs – Two Card Decks

ProcedureIndividual• Student goes through the card deck and selects the cards from the deck that describe his/her learning needs• Student shares with another student what his/her learning needs are.

Pairs• Two students go through their card decks and select the cards that describe their learning needs.• They explain to each other what they need.

Follow-Up Ideas

58

ASK FOR WHAT YOU NEED – LEARNING NEEDS CARD DECK

short lessons & lots of breaks able to move around the room

open-ended assignments &flexible due dates

student-chosen subjects foressays & reports

external reminders forappointments & schedules(timers, beeping calendar) laboratory experience

59

no homework

agendas due dates

planner

60

time to ask questions lots of time todiscover & invent

lots of processing tools(pens, markers, paper,

pencils, etc.)work / study with others

celebrations following successes& completing work

lots of time to think & wonder

61

Ask for What You Need – Part 2

Type of ActivityPeriod 3: RecallModality/Environment: Role Play

Grade LevelK-12

PrerequisitesCompleted Ask for What You Need Activity– Part 1

PurposeTo empower students to take responsibility for their learning requirementsTo empower students to identify and voice their learning needs

Skills DevelopedStating needs

MaterialsPencil & paperLearning Needs Card Deck

Procedure• Students write learning needs on a piece of paper (can refer to Learning Needs Card Deck)• Role Play in Pairs – One student plays the teacher; one plays the student. The student explains what s/he needs to ensure a successful learning experience.

Follow-Up Ideas

62