TIME ROOM NAME OF SCHOOL> Cut out silhouettes > Cut out puzzle pieces > Make a title sign for each station > Make a deﬁ nition sign for each station > Make copies of Challenge Sheets

Dear Parents and Caregivers, TEACHER NAME’s X grade class would like to invite you to the All Kinds of Minds Fair on DATE at TIME in the ROOM at NAME OF SCHOOL. The All Kinds of Minds Fair is a way for you to learn more about learning. The Fair consists of a series of fun activities prepared and led by your child! In addition, you will receive a toolkit of strategies and resources to help your child achieve success in learning. We hope you are able to join us as we celebrate all kinds of minds! Best Wishes, TEACHERS SIGNATURE **Please note that your child will need to stay at the Fair until they have completed their responsibilities. Students will need to be at the school at TIME and stay until TIME.

Please complete and return the slip below by DATE.

Name of Student: __________________________________________________ Name of Parent or Caregiver: _______________________________________ CHECK ALL THAT APPLY ___I will attend the All Kinds of Minds Fair (please write number of adults attending) ___I will not attend the All Kinds of Minds Fair ___I will not attend the All Kinds of Minds Fair, but another adult will attend in my place. ___My child will not be available to participate at the All Kinds of Minds Fair. ___I would like to volunteer to help with preparation for the All Kinds of Minds Fair ___I would like to volunteer to help during the All Kinds of Minds Fair

Dear Parents and Caregivers, TEACHER NAME’s X grade class would like to invite you to the All Kinds of Minds Fair on DATE at TIME in the ROOM at NAME OF SCHOOL. The All Kinds of Minds Fair is a way for you to learn more about learning. The Fair consists of a series of fun activities prepared and led by your child! In addition, you will receive a toolkit of strategies and resources to help your child achieve success in learning. We hope you are able to join us as we celebrate all kinds of minds! Childcare will be provided upon request. Best Wishes, TEACHERS SIGNATURE **Please note that your child will need to stay at the Fair until they have completed their responsibilities. Students will need to be at the school at TIME and stay until TIME.

Please complete and return the slip below by DATE.

Name of Student: __________________________________________________ Name of Parent or Caregiver: _______________________________________ CHECK ALL THAT APPLY ___I will attend the All Kinds of Minds Fair (please write number of adults attending) ___I will not attend the All Kinds of Minds Fair ___I will not attend the All Kinds of Minds Fair, but another adult will attend in my place. ___My child will not be available to participate at the All Kinds of Minds Fair. ___I would like to volunteer to help with preparation for the All Kinds of Minds Fair ___I would like to volunteer to help during the All Kinds of Minds Fair ___I will need childcare (please indicate number of children) ___My child’s older sibling would like to participate in the activities (please indicate number of older siblings)

exploreyour kind of mind

at theALL KINDS OF MINDSfair

DATE:

LOCATION:

TIME:

FOR MORE INFO, LOOK FOR AN INVITATION FROM YOUR CHILD’S TEACHER

TO-DO LIST

All Kinds of Minds Fair - To-Do List ©2005 ALL KINDS OF MINDS

CHECK OFF ITEMS ONCE YOU’VE COMPLETED A TASK

GETTING STARTED

� Read Teacher Guide

� Set date

� Reserve room

� Send invitations

� Hang fl yers

� Recruit volunteers

PREPARING FOR THE FAIR � Decide on number of stations

� Introduce Fair to students

� Assign teams

� Assign Station Managers

� Make decorations (see Decorations section in Teacher Guide and Materials List in Fair Materials)� Prepare Station Managers

� Set up rehearsal

� Tally RSVPs

� Make extra puzzle pieces for students without adult participants

� Organize childcare (if applicable)

� Organize refreshments (if applicable)

IMPLEMENTING THE FAIR

� Gather materials (see Materials List)

� Set up room and stations

� Conduct rehearsal

� Replenish supplies

� Implement Fair

� Clean Up

AFTER THE FAIR

� Complete Teacher Survey

� Send Teacher and Participant Surveys to All Kinds of Minds

�

TEAM ASSIGNMENTS

Team assignments are optional. Teams may or may not include Station Managers; it depends on how many students you have. Feel free to customize your team tasks and responsibilities. For instance, there might be some decorating tasks (e.g., decorating each student’s silhouette) you would like to do as a class instead of as a small team. Students may participate on more than one team.

DECORATIONS TEAM CLERICAL TEAM SET-UP TEAM

DESCRIPTION OF TASKS > Create posters demonstrating link between each station and the classroom

> Cut out silhouettes> Cut out puzzle pieces> Make a title sign for each station> Make a defi nition sign for each station

> Make copies of Challenge Sheets> Make copies of Station Manager

Directions> Make copies of Toolkits> Assemble toolkits (staple)> Hang Flyers

> Collect non-paper materials> Set up tables and chairs > Hang decorations> Assist with station set-up

SUGGESTED SKILLS OR AFFINITIES

> Creativity> Fine Motor > Spatial Ordering> Art> Higher Thinking (for task #1)

> Attention to detail> Temporal-Sequential Ordering

> Attention to detail> Spatial Ordering> Gross Motor

NAMES OF STUDENTS

All Kinds of Minds Fair - Team Assignments ©2005 ALL KINDS OF MINDS

TRAFFIC CONTROL TEAM CLEAN-UP TEAM(MAY BE SAME GROUP AS SET UP) STATIONS TEAM

DESCRIPTION OF TASKS > Direct participants to stations> Encourage participants at crowded

stations to go to another station> Direct participants to waiting area

> Put away materials> Recycle unused paper> Return tables and chairs> Return silhouettes to teacher> Pick up trash

> Practice > Manage Fair Stations as outlined on

Station Manager Directions

SUGGESTED SKILLS OR AFFINITIES

> Spatial Ordering> Social Cognition

> Mental Energy> Gross Motor

See Neurodevelopmental Station Manager Assignment Guide for specifi c skills associ-ated with each station

NAMES OF STUDENTS

All Kinds of Minds Fair - Team Assignments ©2005 ALL KINDS OF MINDS

NEURODEVELOPMENTAL STATION MANAGER ASSIGNMENT GUIDE

The Neurodevelopmental Station Manager Assignment Guide is just that, a guide. The purpose of this guide is to layout the skills that are central to the management of a station. It is up to the teacher’s judgment to decide whether or not a particular student is likely to flourish in a role. A strength in the neurodevelopmental construct indicated next to a station is not required.

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GREETING & EXIT + +Keep in mind that this station might be quite crowded at fi rst. Choose Station Managers who are not likely to be overwhelmed.

AFFINITYLike the Greeting Station, this station has the potential to become quite crowded at fi rst.

ATTENTION + + +

Scoring of challenge sheets requires saliency determination, focal maintenance, and spatial ordering.

Instructions must be read slowly and clearly.

HIGHER THINKING

+ +

Instructions must be read slowly and clearly.

Station Manager should encourage anxious participants.

All Kinds of Minds Fair - Neurodevelopmental Station Manager Assignment Guide ©2005 ALL KINDS OF MINDS

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LANGUAGE + + + +

Instructions are dense.

Station Manager might have to participate in the challenge.

There are considerable materials management requirements.

Station Managers must be sensitive to any language issues of participants (e.g., English is not fi rst language, weak Expressive Language, etc.)

If you are in a school with population of parents who speak a particular language besides English, one of your managers should speak that language for this challenge.

MEMORY + +

Instructions are dense and must be read slowly.

This is a diffi cult activity. Station Managers should be empathetic and encouraging.

NEUROMOTOR – GRAPHOMOTOR

+ +

Station Manager must be alert to when participants are ready for second try.

This is a diffi cult activity. Station Managers should be empathetic and encouraging.

NEUROMOTOR –GROSS MOTOR + + +

There are no written instructions, so Station Manager must read slowly and clearly.

Station Manager should be able to demonstrate the activity. This would be a good station for a student who has a strength in gross motor function but does not necessarily excel in academics.

Station Manager must protect participants from humiliation.


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ORDERING –TEMPORAL-SEQUENTIAL

+Since there is a right or wrong answer in this activity, Station Managers should be empathetic and encouraging.

ORDERING –SPATIAL + +

Instructions are dense.

Station Managers should be able to demonstrate the correct path upon request.

SOCIAL COGNITION

+Station Managers should be able to explain answers upon request.

CONSOLIDATION+ + + + +

There is a lot going on at this station. Station Managers must be able to attend todifferent tasks simultaneously.

Participants may need clarifi cation on instructions.

Materials management is essential to managing this station. Also, there are two tables!

Station Managers should make sure participants are doing steps in the correct order.

Participants and station managers may be tapped out at this point. Station Managers should be encouraging and protect participants from humiliation.


STATION STUDENTS COMMENTS

GREETING

AFFINITIES

ATTENTION

HIGHER THINKING

LANGUAGE(NEED AT LEAST TWO STUDENTS)

MEMORY

NEUROMOTOR – GRAPHOMOTOR

NEUROMOTOR – GROSS MOTOR

ORDERING – TEMPORAL-SEQUENTIAL

ORDERING – SPATIAL

SOCIAL COGNITION

CONSOLIDATION (NEED AT LEAST TWO STUDENTS)

BACK-UPS


All Kinds of Minds Fair - Station Manager Directions ©2005 ALL KINDS OF MINDS

STATION MANAGER – GREETING & EXIT STATION

WHAT IS A GREETER?A greeter is someone who welcomes people, makes them feel comfortable, and helps them get started.

WHAT IS A PARTICIPANT?Participants are the visitors at your station.

WHAT WILL PARTICIPANTS LEARN AT THIS STATION?The goal of this station is for participants to feel welcome and to understand what they will be doing at the Fair.

GETTING READY!

� Read Managing the Greeting & Exit Station.

� Practice the activity with other students working at this station.

� At home, practice the activity with a family member or friend.

� If there is anything you don’t understand, ask your teacher. You can write your questions below.

IMPORTANT QUESTIONS I WANT TO ASK MY TEACHER:


MANAGING THE GREETING & EXIT STATION

1. You are the fi rst and last person the participants will see. Smile a lot so that people know you are happy to see them.

2. When a participant comes to your table, say

Hi, I’m ___________. Welcome to our All Kinds of Minds Fair.

3. If you feel comfortable, you can shake their hand.

4. Give the participant a Greeting Sheet and say

This is for you to read before you get started. Would you like me to read it to you, or would you like to read it to yourself?

(Some participants who do not read English very well might want you to read it to them. That’s OK!)

5. When they are done reading, say

Do you have any questions?

Be sure to start at the Affi nity Station, and have a great time.

6. When you notice people fi nishing the Fair, put your Participant Surveys and the box on the table.

7. When participants come to your table the last time, ask them to fi ll out a survey.

8. They should put their surveys in the box before they leave.

SPECIAL NOTE!

At the beginning of the Fair, you might have a lot of people at your table at one time. That’s OK! Just take your time. In a little while, you will only have a few people.

If someone looks nervous, remind them that they are not getting a grade. This is for fun!


STATION MANAGER – AFFINITY STATION

WHAT IS AN AFFINITY?An affi nity is something you really love to do or learn about.


WHAT WILL PARTICIPANTS LEARN AT THIS STATION?The goal of this challenge is for participants to learn what an affi nity is.

GETTING READY!

� Read Managing the Affi nity Challenge.

� Practice the challenge with other students working at this station.

� At home, practice the challenge with a family member or friend.




MANAGING THE AFFINITY CHALLENGE

1. All participants will come to your station fi rst. Help them fi nd a chair and give them:

> Challenge Sheet

> Blank nametag

> Marker

2. If participants ask, you can explain an affi nity by saying the words in this box:

An affi nity is something that you really love to do or learn about. For example, I really love __________.

You don’t have to be good at something for it to be an affi nity, you just have to be really interested in it.

3. When participants get up to leave, make sure they have fi lled out a nametag, and then tell them they can go to any station they want.


STATION MANAGER – ATTENTION STATION

WHAT IS ATTENTION?The parts of your mind that help you plan, stay alert, check your work and pick out the most important things for you to concentrate on.


WHAT WILL PARTICIPANTS LEARN DURING THIS CHALLENGE?The goal of this challenge is for participants to learn that Attention has many parts to it, all of which work together to help a person “pay attention.”

GETTING READY!

� Read Managing the Attention Challenge.






MANAGING THE ATTENTION CHALLENGE

1. Read the directions in this box exactly as written.

I am going to give you a sheet of paper that has different symbols on it.

At the top of the page in a box is the TARGET SYMBOL.

Your job is to circle as many of the target symbols as you can fi nd on the page.

For instance, if the target symbol was a dollar sign, you would try to circle as many dollar signs as you could fi nd on the page.

2. Hand out the Mental Energy Target Tag Sheet.

3. Station Managers should help participants correct their sheets. You will help participants count three kinds of answers:

� Total number of targets they correctly circled

� Total number of incorrect targets they circled

� Total number of targets that they should have circled, but missed

4. After participants check their answers, say the words in this box exactly as written.

In this activity, you saw an example of one part of attention. However, attention is made up of many parts. Before you go to the next station, please take a moment to read more about the other parts of attention.

5. Before the next participants start, hide the Target Tag Answer Sheet.


STATION MANAGER – GRAPHOMOTOR STATION

WHAT IS GRAPHOMOTOR?It is the connection between your brain and the little muscles at the ends of your fi ngers that help you hold and move a pencil or pen.


WHAT WILL PARTICIPANTS LEARN DURING THIS CHALLENGE?The goal of this challenge is for participants to understand how hard handwriting is for students who have graphomotor weakness.

GETTING READY!

� Read Managing the Graphomotor Challenge.






MANAGING THE GRAPHOMOTOR CHALLENGE

1. There is not a limit to how many people can do this station at one time. Just make sure everyone has a chair.

2. When participants come to your table, give them:

> Handwriting Challenge Sheet > #2 pencil


In the space provided on your challenge sheet, copy the sentence that appears in the box.

Here’s the hard part: You must write it with the hand you do not usually write with!

You will have two tries. Each time you write, you must make the sentence neater than the time before.

Any questions?

4. Let the participants write the sentence one time.

5. When participants are starting on their second try, offer them a different writing tool (pen, pencil, crayon or marker) from the container on the table. Let them choose whichever one they want.

6. When they are done, participants can take their Handwriting Challenge Sheets with them.

7. Before the next participants start, put the writing tools back in the container.

SPECIAL NOTE!

Some participants may not have a hard time with this activity. That’s OK.


STATION MANAGER – GROSS MOTOR STATION

WHAT IS GROSS MOTOR?It is the connection between your brain and the big muscles in your arms and legs that tells them how to move.


WHAT WILL PARTICIPANTS LEARN DURING THIS CHALLENGE?The goal of this challenge is for participants to understand that gross motor skills are used for different kinds of movement.

GETTING READY!

� Read Managing the Gross Motor Challenge.


� At home, practice the challenge with a family member or friend. Make sure you understand what it means to walk heel to toe as described in the directions.




MANAGING THE GROSS MOTOR CHALLENGE

1. Only one participant at a time can do this activity. Other participants should wait in line.

2. If the participant can walk with both legs, read the instructions in Box 1 exactly as written. If the participant is in a wheelchair or on crutches, read the instructions in Box 2 exactly as written.

Box 1

Start with both of your feet side by side on the X.

You are going to follow the line of tape all the way to the end.

Every time you take a step forward, the heel of your front foot should be touching the toe of your back foot.

You can hold out your arms if you want to.

This is not a race, so go at your own pace.

Any questions?

Box 2

Start at the X.

You are going to follow the line of tape all the way to the end.

When the line changes direction, try to stay between the cones.

If you want to make this extra hard, make a circle around the last cone.

Any questions?

SPECIAL NOTE!

Some participants will have an easy time keeping their balance. Others might not. For those people who have a hard time, tell them that it’s OK. Everyone has different Gross Motor strengths and weaknesses. Most importantly, do not laugh if someone struggles. If they fall, try to help them up without embarrassing them.


STATION MANAGER – HIGHER THINKING STATION

WHAT IS HIGHER THINKING?This is what your mind uses to think creatively, try new things, and understand and use steps to solve problems.


WHAT WILL PARTICIPANTS LEARN DURING THIS CHALLENGE?The goal of this challenge is for participants see that there are many parts of higher thinking.

GETTING READY!

� Read Managing the Higher Thinking Challenge.






MANAGING THE HIGHER THINKING CHALLENGE

1. As participants come to the station, ask them if they would like to do the challenge on their own or if they want to work with a partner.

(Some participants who don’t read English well might want to do this activity with a partner. That’s OK).

2. Read the words in the box below exactly as they are written.

It’s almost the end of the year. Your child’s class has worked hard all year, and the teacher wants to celebrate by taking a fi eld trip to the circus. The class needs $150.00 to cover the cost of sending all students, the teacher and chaperones to the circus.

You have been asked to serve on the fundraising committee.

Please complete the three steps on your paper.

When you are fi nished, look at the posters at the station to fi nd out more information about the different Higher Thinking steps you just used.

3. Give participants the “Field Trip!” Challenge Sheet.

4. When they are fi nished, participants may take their Challenge Sheets with them.

SPECIAL NOTE!

Some participants may have a hard time thinking of ideas, and others will have lots of ideas.

Tell participants this is not a competition, and there is no such thing as a bad idea.


STATION MANAGER – LANGUAGE STATION

WHAT IS LANGUAGE?Expressive language is the way we express our thoughts and ideas by writing or speaking.

Receptive language is the way we take in information by listening or reading.


WHAT WILL PARTICIPANTS LEARN DURING THIS CHALLENGE?The goal of this challenge is for participants to learn that there are two parts of language: getting information in and getting information out.

GETTING READY!

� Read Managing the Language Challenge.






MANAGING THE LANGUAGE CHALLENGE

1. This is a two-person challenge. If there are not two participants at the station, a station manager can fi ll in as the second person.

2. If English is not the language the participant is most comfortable speaking, he can do the activity in another language, as long as there is a partner (either you or another participant) who understands

that language.


-This is a two-person challenge. One of you will be Storyteller A and the other Storyteller B. Please sit by the card with your role on it (Storyteller A or B).

-Storyteller A will take the fi rst set of pictures and arrange them in any way they want.

-Storyteller A will then make up a story about those pictures. It can be long or short, funny or sad, silly or serious. If they don’t want to use all the pictures, that’s fi ne.

-Storyteller B will listen to the story, and then tell the story back to Storyteller A.

-Would either of you prefer to tell the story in another language?

If they say “yes,” make sure their partner understands that language. If their partner does not understand that language, ask if there is someone else here who understands their language who can be their partner.

-OK. Who would like to start?

4. After the story, say something nice to the storyteller so that they feel good about their stories. For example, you might say “That was a very interesting story.”

5. Then read the directions in this box exactly as written.

-Now you will switch roles.

-Storyteller B will arrange the other set of pictures in whatever way they want, and then tell a story about those pictures.

-Storyteller A will listen, and then tell the story back to Storyteller B.

SPECIAL NOTE!

There are no right or wrong answers to this challenge. The goal is for people to have fun and experience the difference between speaking and listening. Be friendly and encouraging of everyone’s kind of mind.


STATION MANAGER – MEMORY STATION

WHAT IS MEMORY?Your memory is like a fi le cabinet. It’s where you store important information so that you can fi nd it again later.


WHAT WILL PARTICIPANTS LEARN DURING THIS CHALLENGE?The goal of this challenge is for participants see how many different ways they use memory.

GETTING READY!

� Read Managing the Memory Challenge.






MANAGING THE MEMORY CHALLENGE

1. As participants come to the station, ask them if they would like to do the challenge on their own or if they want you to read it to them.

(Some participants who don’t read English well might want to do this activity with you. That’s OK).

2. If they want to do it alone, give them the “Search Your Memory” Challenge Sheet and remind them not to write anything down.

3. If they want you to read the challenge out loud, read the words in this box exactly as they are written. Be sure to read slowly and clearly.

Respond to the chain of statements. Please do not write anything down.

> Think of the number of days in a week. > Think of the number of months in a year. > Add those numbers together. > Think of the letter in the alphabet that matches that number. For example:

1 is “A” 2 is “B” 26 is “Z”

> Think of someone you know whose name starts with that letter. > Think of the color of that person’s eyes. > Think of a food you like that is the same color. > Think about what you like most about that food.

When you are fi nished, look at the posters at the station to fi nd more information about the different parts of memory you just used.

SPECIAL NOTE!

Some participants will fi nd this challenge easy. Others will have a harder time. For those people, tell them that it’s OK. Everybody has different strengths and weaknesses in Memory.


STATION MANAGER – TEMPORAL-SEQUENTIAL ORDERING STATION

WHAT IS TEMPORAL-SEQUENTIAL ORDERING?This is how your mind organizes information by putting things in order and understanding time.


WHAT WILL PARTICIPANTS LEARN DURING THIS CHALLENGE?The goal of this challenge is for participants to understand that the mind organizes information in different ways: sequentially and spatially. This is why the sequential ordering challenge and spatial ordering challenge are at the same station.

GETTING READY!

� Read Managing the Temporal-Sequential Ordering Challenge.






MANAGING THE TEMPORAL-SEQUENTIAL ORDERING CHALLENGE

1. There should only be one participant at each set of books.

2. Before a participant begins, make sure that the books are moved out of order.


Here are eight books.

Please put the books in alphabetical order by the LAST NAME of each author.

Do you have any questions?

4. If the participant is having trouble, gently remind them to ignore the fi rst and middle names of the authors.

5. When the participant fi nishes, show them the That’s An Order! Answer Sheet so they can check their answers.

6. Participants should leave the Answer Sheet at the station.

7. Before the next participant starts, remember to mix up the books and hide the That’s An Order! Answer Sheet.

SPECIAL NOTE!

Some participants may be good at the Temporal-Sequential Ordering Challenge. Some might be good at the Spatial Ordering Challenge. Some might be good at both or neither. If participants have a hard time with this activity, tell them that it’s OK. People have different strengths and weaknesses in ordering information.


STATION MANAGER – SPATIAL ORDERING STATION

WHAT IS SPATIAL ORDERING?This is how your mind organizes information by the way it looks or fi ts together.


WHAT WILL PARTICIPANTS LEARN DURING THIS CHALLENGE?The goal of this challenge is for participants to understand that the mind organizes information in different ways: sequentially and spatially. This is why the temporal-sequential ordering challenge and spatial ordering challenge are at the same station.

GETTING READY!

� Read Managing the Spatial Ordering Challenge.






MANAGING THE SPATIAL ORDERING CHALLENGE

1. When a participant comes to your station, read the words in this box exactly as written.

Today is your lucky day! You found a hidden treasure map!

However, the map maker forgot to mark the spot with an X.

But wait! You just found written directions!

Follow the directions on the Challenge Sheet.

On your map, you may move across, up, down, or diagonally.

When you think you’ve found the treasure, mark the square with an X.

When you are fi nished, check the answer key to see if you found the treasure.

2. Give the participant a Challenge Sheet.

3. Do not show them the answer key until they are fi nished.

4. Remember to hide the answer key before the next participant starts.

SPECIAL NOTE!

Some participants may be good at the Spatial Ordering Challenge. Some might be good at the Temporal-Sequential Ordering Challenge. Some might be good at both or neither. If participants have a hard time with this activity, tell them that it’s OK. People have different strengths and weaknesses in ordering information.


STATION MANAGER – SOCIAL COGNITION STATION

WHAT IS SOCIAL COGNITION?This involves knowing how to use words and actions to get along with others.


WHAT WILL PARTICIPANTS LEARN DURING THIS CHALLENGE?The goal of this challenge is for participants to learn that Social Cognition is big part of school and non-school activities.

GETTING READY!

� Read Managing the Social Cognition Challenge.






MANAGING THE SOCIAL COGNITION CHALLENGE

1. As participants come to the station, give them the “Is This Seat Taken?” Challenge Sheet.

2. Ask them if they would like to do the challenge on their own or with another person at the Social Cog-nition Station.

(Some participants who don’t read English well might want to do this activity with another participant. That’s OK. Help them fi nd a partner).

3. When participants have fi nished the challenge, let them compare their answers to the answers on the answer key.

4. Participants may take their Challenge Sheets with them.

5. Remember to hide the answer key before the next participant starts.

SPECIAL NOTE!

Some participants will get all the answers right; others might get a few wrong. For those people who get some answers wrong, tell them it’s OK. Everybody can learn more about Social Cognition.


STATION MANAGER – CONSOLIDATION STATION

WHAT IS CONSOLIDATION?Consolidation means putting a lot of little parts together to make one whole. For example, the stations are a lot of little parts of the whole All Kinds of Minds Fair.


WHAT WILL PARTICIPANTS LEARN DURING THIS CHALLENGE?The goal of this challenge is for participants to think about what they have learned at the Fair and to come up with a plan to use the information.

GETTING READY!

� Read Managing the Consolidation Challenge.






MANAGING THE CONSOLIDATION CHALLENGE

1. This is the last station participants will visit, so it might get pretty busy. Do not worry about it! Take your time and do not feel rushed. Everyone will have a chance to get through.

2. Give participants the Consolidation Challenge Sheet.


Welcome to the fi nal station! Now it is time to use what you’ve learned.

In just a moment, I will give you your Toolkit. You will be working on page 2. The directions for this station are on your Challenge Sheet. You can read the directions alone or with a partner.

I will be right here to help you with materials and to answer any questions you might have.

Any questions?

4. Give the participants the All Kinds of Minds Fair Toolkit.

5. When participants are fi nished, tell them to move to Table 2.

6. Help them make and hang their cutouts on the wall.

7. Then help them fi nd their child’s cutouts. They will tape puzzle pieces on their child’s cutouts.

8. Ask participants to go to the Exit station to fi ll out a survey.

TERM DEFINITION

AFFINITY Something you really love to do or learn about.

ATTENTION The parts of your mind that help you plan, stay alert, check your work, and pick out themost important things for you to concentrate on.

GRAPHOMOTOR FUNCTION

The connection between your brain and the small muscles in your fingers that helps you hold and move a pencil.

GROSS MOTOR FUNCTION

The connection between your brain and the big muscles in your body that helps you move.

HIGHER THINKING Thinking creatively, trying new things, and understanding and using steps to solve problems.

LANGUAGE The parts of your mind that help you to understand what you hear and read and to communicate your thoughts and feelings.

MEMORY The place in your mind where you store and fi nd information.

NEUROMOTOR FUNCTIONS

The connections between your brain and the different muscles of your body.

ORDERING The way your brain organizes information to understand it, use it, and remember it.

SOCIAL COGNITION The way you use words and actions to get along with others.

SPATIAL ORDERING Organizing information by the way it looks or fi ts together.

TEMPORAL-SEQUENTIAL ORDERING

Organizing information by putting things in order and understanding time.

DEFINITION OF TERMS

All Kinds of Minds Fair - Defi nition of Terms ©2005 ALL KINDS OF MINDS

All Kinds of Minds Fair - Function Defi nition Signs ©2005 ALL KINDS OF MINDS

MENTAL ENERGY

the part of attention that controls the energy level of

your brain so that it can work properly


PROCESSING

the part of attention that helps you know what to

concentrate on and how long you need to concentrate


PRODUCTION

the part of attention that helps you think about what

you are doing before, during, and after you do it


PROCESSING TARGET TAG

A. Total Number I Circled Correctly _______B. Total Number I Shouldn’t Have Circled But Did _______C. Total Number I Should Have Circled But Missed _______

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I’M HUNGRY!


PRODUCTION TARGET TAG

A. Total Number I Circled Correctly _______B. Total Number I Shouldn’t Have Circled But Did _______C. Total Number I Should Have Circled But Missed _______

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HIGHER THINKING FUNCTIONS

CREATIVITY & BRAINSTORMINGThinking independently and producing new thoughts and products

CRITICAL THINKINGEvaluating products, ideas, and opinions

PROBLEM SOLVINGApplying a systematic, stepwise approach to difficult questions or challenges

REASONING AND LOGICAL THINKINGComing up with sensible thoughtful answers to difficult issues

Congratulations! You used each of these functions to complete the challenge!


EXPRESSIVE LANGUAGE

Communicating and producing ideas by speaking or writing

Once

upon

a

time,


RECEPTIVE LANGUAGE

Processing and understanding information by hearing

or reading

Once upon

a

time,


LONG-TERM MEMORY

the part of memory that stores information for a

long time


SHORT-TERM MEMORY

the part of memory that stores information for a short

time until you decide what to do with it


ACTIVE WORKING MEMORY

the part of memory where information is suspended

while you’re using it


FINE MOTOR FUNCTION

The connection betweenyour brain and the small

muscles in your body that helps them move



The connection between your

brain and the little muscles at the ends of your fingers

that helps you hold and move a pencil



The connection betweenyour brain and the big

muscles in your body thathelp you move



Organizing information by putting it in order and

understanding time

9:00 AM Social Studies

Paper Due 2/14

10:00 AM Science Class

11:00 AM Study Hall

12:00 PM Lunch

1:00 PM Math

Test Today

TODAY’S LIST


SPATIAL ORDERING

Organizing information by the way it looks or fits together


SOCIAL BEHAVIOR

Acting in a way that helps you make and keep friends


SOCIAL LANGUAGE

Using and understanding language to make and

keep friends

“Thanks for your help!”

STATION TO COLLECT TO PRINT/COPY TO MAKE

GREETING & EXIT � 1 table� Empty box

� SMD*� Greeting sheet for each

ptc.*� Survey for each ptc.

� Station Sign

AFFINITY � 1 table� At least 3 chairs� Pencils� Nametag for each ptc.� 8 markers� Garbage can

� SMD� Challenge sheets for each

ptc.

� Station Sign� Affi nity Defi nition� Link to classroom

ATTENTION � 1 table� 2-3 chairs� Pencils

� SMD� Mental Energy Challenge

sheets for each ptc.� 2 Answer Keys� 1 Processing Target Tag� 1 Production Target Tag� 1 Processing Defi nition� 1 Production Defi nition� 1 Mental Energy

Defi nition

� Station Sign� Attention Defi nition� Link to classroom

HIGHER THINKING � 1 table� At least 3 chairs� Pencils


ptc.� 3 Higher Order function

Defi nitions

� Station Sign� Higher Order Defi nition� Link to classroom

LANGUAGE � 1 table� 4 chairs

� SMD� 2 Challenge sheets � 1 Expressive Defi nition� 1 Receptive Defi nition

� Station Sign� Language Defi nition� Link to classroom� Cut story cards � 2 Storyteller A signs� 2 Storyteller B signs

MEMORY � 1 table� 2-3 chairs


ptc.� 1 Long Term Defi nition� 1 Short Term Defi nition� 1 Active Working

Defi nition

� Station Sign� Memory Defi nition� Link to classroom

MATERIALS FOR FAIR

*SMD = Station Manager Directions ptc. = participant

All Kinds of Minds Fair - Materials for Fair ©2005 ALL KINDS OF MINDS

STATION TO COLLECT TO PRINT/COPY TO MAKE

NEUROMOTOR � 1 table� 2 chairs� #2 pencils� Container of markers,

crayons, pens� Masking tape� 3 cones

� SMD� Graphomotor Challenge

sheets for each ptc.� 1 Gross Motor Defi nition� 1 Fine Motor Defi nition� 1 Graphomotor Defi nition

� Station Sign� Neuromotor Defi nition� Link to classroom

ORDERING � 1 table� 2 chairs� Pencils� 6-8 books (no books with

multiple authors)

� SMD� Spatial Challenge sheets

for each ptc.� 2 Spatial Challenge

answer keys� 2 Temporal-Sequential

Challenge answer keys� 1 Spatial Defi nition� 1 Temporal-Sequential

Defi nition

� Station Sign� Ordering Defi nition� Link to classroom

SOCIAL COGNITION � 1 table� 2-3 chairs� Pencils


ptc.� 1 Social Behaviors

Defi nition� 1 Social Language

Defi nition

� Station Sign� Social Cognition

Defi nition� Link to classroom

CONSOLIDATION � 2 tables� 7-8 chairs� Pencils� 2 containers of markers,

crayons, pens� Scotch tape

� SMD� Toolkit for each ptc.� Challenge sheets for each

ptc.

� Station Sign� Student silhouettes with name (on wall)� Blank silhouette for each

ptc.� 4 puzzle pieces for each

participant

*SMD = Station Manager Directions ptc. = participant

All Kinds of Minds Fair - Materials for Fair ©2005 ALL KINDS OF MINDS

SAMPLE ROOM LAYOUT

Language Station

Memory Station

HigherThinking Station

Neuromotor Station

Attention Station

Ordering Station

SocialCognition

Station

Affi nity Station

ConsolidationStation

Greeting & Exit

Station

ENTER EXIT

WAITINGAREA

All Kinds of Minds Fair - Sample Room Layout ©2005 ALL KINDS OF MINDS

leave room for tape line

All Kinds of Minds Fair - Station Set-up Instructions ©2005 ALL KINDS OF MINDS

GREETING & EXIT STATION SET-UP


� This should be the fi rst station and last station participants see. It may be in the Fair room or just outside the door.

� The station needs one table.

� Put a Greeting Station sign where participants can see it easily.

� Greeters should stand on either side of the table. Just make sure you aren’t blocking the sign.

� Put the stack of Greeting Sheets on the table.

� If you have a map of the Fair, put a stack of maps on the table too.

� Put a stack of Participant Surveys behind the table. The Station Managers will put the surveys on the table for participants to fi ll out when they are leaving.

� Put a box on the table to collect participant surveys.

� Make sure each Greeter has a copy of their Stations Manager Directions close to where they will be standing.

�


AFFINITY STATION SET-UP


� This will be the fi rst station where participants do an activity.


� Put chairs around three sides of the table, but do not make it too crowded.

� Put the Affi nity Station sign where participants can see it easily.

� Put the defi nition sign where participants can read it easily when they are sitting at the table.

� Put the container of nametags in the middle of the table.

� Put at least eight different colored markers in the middle of the table.

� Put the stack of Challenge Sheets near where the Station Managers will be standing (on one side of the table).

� Put a box or garbage can near the table so participants can throw away the back of their nametags.

� Make sure each Affi nity Station Manager has a copy of their Station Manager Directions close to where they will be standing.

Station Managers stand on one side

Chairs can go here

Cha

irs

can

go h

ere C

hairs can go here

Challenge Sheets

Name Tags

Markers Markers

Trash

�



� Put two to three chairs in front of the table.

� Put the Attention Station sign where participants can see it easily.

� There are four different defi nition signs for this table. The Attention defi nition sign can go anywhere near or on the table. It should be the biggest defi nition sign.

� Tape the Processing defi nition and Processing Target Tag Sheet close to each other on one side of the table top (see picture).

� Tape the Production defi nition and Production Target Tag Sheet close to each other on the other side of the table top (see picture).

� Tape the Mental Energy defi nition on the middle of the table top (see picture).


� Put Challenge Answers next to the Challenge Sheets. Make sure participants cannot see the answers.

� Put some pencils on the table.

� Make sure each Attention Station Manager has a copy of their Station Manager Directions close to where they will be standing.


ATTENTION STATION SET-UP


Chairs can go here

Processing Target Tag

Production Target Tag

Processing Definition

Production Definition

Challenge Sheets

Challenge Answers

Mental Energy Definition

Pencils

�


HIGHER THINKING STATION SET-UP



� Put chairs around three sides of the table, but do not make it too crowded.

� Be sure to put the Higher Thinking Station sign where participants can see it easily.

� There are two different defi nition signs for this table. The Higher Thinking defi nition sign can go anywhere near or on the table. It should be the biggest defi nition sign.

� The smaller sign will have a lot of defi nitions on it. Tape three copies of this sign on the tabletop (see picture).

� Put a few pencils on the table.


� Make sure each Higher Thinking Station Manager has a copy of their Station Manager Directions closeto where they will be standing.


Chairs can go here

Smaller

DefinitionSign

Challenge Sheets

Pencils

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irs

can

go h

ere C

hairs can go here

Smal

ler

Def

init

ion

Sign

Smaller Definition

SignPencils

�



� Put four chairs at the table – two in the front and one on each side.

� Be sure to put the Language Station sign where participants can see it easily.

� There are three different defi nition signs for this table. The Language defi nition sign can go anywhere near or on the table. It should be the biggest defi nition sign.

� Tape the Expressive Language defi nition on one side of the table top (see picture).

� Tape the Receptive Language defi nition on the other side of the table top (see picture).

� Put a set of story teller cards (A and B) on each side of the table.

� Put a set of story pictures (a stack of bird cards and a stack of boy cards) on each side of the table.

� Tape a Challenge Sheet to each side of the table top.

� Make sure each Language Station Manager has a copy of their Station Manager Directions close to where they will be standing.


LANGUAGE STATION SET-UP


One

cha

ir

ExpressiveDefinition O

ne chair

One chair One chair

BoyCards

Challenge Sheet

Storyteller B

Storyteller A

BirdCards

BirdCards

BoyCards

Challenge Sheet

Storyteller B

Storyteller A

ReceptiveDefinition

��


MEMORY STATION SET-UP




� Be sure to put the Memory Station sign where participants can see it easily.

� There are four different defi nition signs for this table. The Memory defi nition sign can go anywhere near or on the table. It should be the biggest defi nition sign.

� Tape the Short-Term Memory defi nition on one side of the table top (see picture).

� Tape the Long-Term Memory defi nition on the other side of the table top (see picture).

� Tape the Active Working Memory defi nition on the middle of the table top (see picture).


� Make sure each Memory Station Manager has a copy of their Station Manager Directions close to where they will be standing.


Chairs can go here

Challenge Sheets

Active Working Memory Definition

Short-Term Memory

Definition

Long-Term Memory

Definition

�


NEUROMOTOR STATION SET-UP


� The station needs one table and an open fl oor space beside it.

� Put two chairs in front of the table.

� Put the Neuromotor Station sign where participants can see it easily.

� There are four different defi nition signs for this table. The Neuromotor defi nition sign can go anywhere near or on the table. It should be the biggest defi nition sign.

� Tape the Graphomotor defi nition on one side of the table top (see picture).

� Tape the Gross Motor defi nition on the other side of the table top (see picture).

� Tape the Fine Motor defi nition on the middle of the table top (see picture).

� Put the stack of Graphomotor Challenge Sheets near where the Graphomotor Station Managers will be standing (on one side of the table).

� Put a few #2 pencils near the Graphomotor side of table where participants can reach them.

� Put containers of other writing tools (pens, markers, crayons) near Station Managers, out of participants’ reach.

� On the fl oor next to the table, make a zigzag line with masking tape. Each part of the line should be 4-6 feet long (see picture). If you need help measuring, ask your teacher to help you.

� Put a cone in each place the line changes direction (see picture).

� Make sure there is enough room on either side of the line for a wheelchair to get through without hitting anything. If you’re not sure, try pushing a chair along the line.

� Choose which end of the tape will be the starting place, and mark it with a big X made out of masking tape.

� Make sure each Neuromotor Station Manager has a copy of their Station Managers Directions close to where they will be standing.

�


NEUROMOTOR STATION SET-UP CONTINUED


Chairs can go here

GraphomotorChallenge

Sheets

GraphomotorDefinition

Writing Tools

Fine Motor Definition

Gross Motor Definition

#2 Pencils


ORDERING STATION SET-UP



� Put three chairs at the table – two in the front and one on one side (see picture).

� Put the Ordering Station sign where participants can see it easily.

� There are three different defi nition signs for this table. The Ordering defi nition sign can go anywhere near or on the table. It should be the biggest defi nition sign.

� Tape the Spatial Ordering defi nition on one side of the table top (see picture).

� Tape the Temporal-Sequential Ordering defi nition on the other side of the table top (see picture).

� Fill in the Temporal-Sequential Challenge Answers by listing the books in alphabetical order by authors’ last names. Ask your teacher to check your work.

� Put the stack of books in front of one chair on the Temporal-Sequential side.

� Make sure the books are not in alphabetical order.

� Put the Temporal-Sequential Challenge Answers near where the Temporal-Sequential Station Managers will be standing, but make sure the participants cannot see them.

� Put the stack of Spatial Challenge Sheets near where the Spatial Station Managers will be standing.

� Put the stack of Spatial Challenge Answers next to the Challenge Sheets, but make sure the participants cannot see them.

� Put a few pencils on the Spatial side of the table.

� Make sure each Ordering Station Manager has a copy of their Station Manager Directions close to where they will be standing.

�


ORDERING STATION SET-UP CONTINUED

Temporal-Sequential Station Managers

stand here

SequentialChallenge Answers

One chair herePencils

One chair hereOne chair here

Spatial Station Managers stand here

SpatialChallenge Answers

SpatialChallenge

Sheets

Temp-Seq. Definition

Spatial Definition

Books


SOCIAL COGNITION STATION SET-UP




� Put the Social Cognition Station sign where participants can see it easily.

� There are three different defi nition signs for this table. The Social Cognition defi nition sign can go anywhere near or on the table. It should be the biggest defi nition sign.

� Tape the Social Language defi nition on one side of the table top (see picture).

� Tape the Social Behaviors defi nition on the other side of the table top (see picture).


� Put the stack of Challenge Answer Sheets near where the Station Managers will be standing. Make sure participants cannot see the answers.

� Put a few pencils on the table.

� Make sure each Social Cognition Station Manager has a copy of the Station Manager Directions close to where they will be standing.


Chairs can go here

Challenge Sheets

Challenge Answers

SocialLanguageDefinition

SocialBehaviorsDefinition

Pencils Pencils

Pencils

��


CONSOLIDATION STATION SET-UP


� The station needs two tables.

� Put four to fi ve chairs at one table and three in front of the other table.

� Be sure to put the Consolidation Station sign where participants can see it easily.

� At table #1, put the stack of Challenge Sheets near where the Station Managers will be standing (on one side of the table).

� At table #1, put the stack of All Kinds of Minds Toolkits near where the Station Managers will be standing.

� At table #2, put the containers of head and puzzle piece cutouts in the center of the table (see picture).

� At table #2, put a container of markers and pencils on each side of the table (see picture).

� On table #2, put the rolls of tape where station managers can reach them easily.

� Make sure each Consolidation Station Manager has a copy of their Station Manager Directions close to where they will be standing.

�


CONSOLIDATION STATION SET-UP CONTINUED


Chairs can go here

Cha

irs

can

go h

ere C

hairs can go here

Challenge Sheets

TABLE #1


TABLE #2

Chairs can go here

All Kinds of Minds Toolkits

Container of Head Cutouts

Markers and

Pencils

Container of Puzzle

Pieces

Markers and

Pencils

Challenge Sheets

Chairs can go here

W E H O P E Y O U A R E R E A D Y T O H A V E F U N .

Before you begin visiting the stations, please read the list below.

Visit the Affi nity (things you love to do) Station fi rst.

Visit the other learning stations in any order.

Visit as many stations as you like.

Each station has one to two activities, information about the station, and examples of how we use that part of learning at school.

There are no tests or grades, so relax and have fun.

Visit the Consolidation station. Be sure to:

� Get your Toolkit

� Develop an Action Plan

� Complete the “My Kind of Mind” activity

Visit the Exit station to: � Complete a survey

If you fi nish early, someone at the last station will direct you to the waiting area where your child will meet you after the Fair.

All Kinds of Minds Fair - Challenge Sheets ©2005 ALL KINDS OF MINDS

Welcome to our fairALL KINDS OF MINDS


WHAT ARE YOUR AFFINITIES?

An affi nity is something that you really love to do, learn about, or experience.

You don’t have to be good at it!

Affi nities are not about talent – affi nities are about passion and interest.

1. Think about your affi nities, and list some of them below.

AFFINITIES (THINGS I LOVE TO DO, LEARN ABOUT, OR EXPERIENCE)

2. Take a nametag.

3. Write your name and one of your affi nities on your nametag.

4. Put on your nametag and visit the other stations.


MENTAL ENERGY TARGET TAG

A. Total Number I Circled Correctly _________

B. Total Number I Shouldn’t Have Circled But Did _________

C. Total Number I Should Have Circled But Missed _________

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MENTAL ENERGY TARGET TAG

Total Number of Targets: 13

ANSWER SHEET

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HANDWRITING CHALLENGE

In the spaces below, copy the sentence that appears in the box. Here’s the hard part: You must write it with the hand you do not usually write with.

You will have two tries – each time you write, you must make the sentence neater than the time before.

This is what handwriting feels like to a person with graphomotor weaknesses.

First try:

Second try (using a different writing tool):


FIELD TRIP!

It’s almost the end of the year. Your child’s class has worked hard all year, and the teacher wants to celebrate by taking a fi eld trip to the circus. The class needs $150.00 to cover the cost of sending all students, the teacher and chaperones to the circus.

You have been asked to serve on the fundraising committee.

1. Think of two ways for the class to raise $150.00.

2. Compare both plans by listing the positive and negative things about each idea. For example:

Positive – It won’t take a long time.Negative – One parent will have to do all the work.

3. Decide which idea is best.

4. When you are fi nished, look at the posters at the station to fi nd out more information about the different Higher Thinking steps you just used.


TELL ME A STORY!

This is a two-person challenge. One of you will be Storyteller A and the other Storyteller B. Please sit by the card with your role on it (Storyteller A or B).

Storyteller A will take the fi rst set of pictures and arrange them in any way they want.

Storyteller A will then make up a story about those pictures. It can be long or short, funny or sad, silly or serious. If they do not want to use all the pictures, that is fi ne.

Storyteller B will listen to the story, and then tell the story back to Storyteller A.

Then you will switch roles.

Storyteller B will arrange the other set of pictures in whatever way they want, and then tell a story about those pictures.

Storyteller A will listen, and then tell the story back to Storyteller B.


TELL ME A STORY! PICTURES

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cut

alon

g do

tted

line

s


TELL ME A STORY! PICTURES

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cut

alon

g do

tted

line

s


SEARCH YOUR MEMORY!

Directions: Respond to the chain of statements below. Please do not write anything down.

Think of the number of days in a week.

Think of the number of months in a year.

Add those numbers together.

Think of the letter in the alphabet that matches that number. For example:

1 is “A” 2 is “B” 26 is “Z”

Think of someone you know whose name starts with that letter.

Think of the color of that person’s eyes.

Think of a food you like that is the same color.

Think about what you like most about that food.

When you are fi nished, look at the posters at the station to fi nd more information about the different parts of memory you just used.


THAT’S AN ORDER!

Compare your answers to the charts below.

ALPHABETICAL ORDER

AUTHOR (LAST NAME FIRST)

1.

2.

3.

4.

5.

6.

7.

8.

ANSWER SHEET


X MARKS THE SPOT

1. Go to the square that says start.

2. Move 3 spaces North.

3. Move 4 spaces East.

4. Move 1 space South.

5. Move 1 space Southwest (SW).

6. Move 2 spaces North.

7. Move 1 space Northeast (NE).

8. Move 2 spaces West.

9. Make an X in the square you are in.

10. Check the answer key.

START

W E

N

S


X MARKS THE SPOT

START

ANSWER SHEET


IS THIS SEAT TAKEN?

Directions: Clyde is 10 years old. He’s late for a baseball game. The stands are almost full, and Clyde is having a hard time fi nding a seat. He fi nally spots an empty one. Draw a line from Clyde’s statement about the empty seat to the person you think he is talking to. Each name will be used once. Some statements might have more than one good answer; pick the BEST answer.

CLYDE SAYS PERSON CLYDE IS TALKING TO

A. Hi. I’m Clyde. I sit behind you at school. Is this seat taken?

Maddie, a kindergartner who lives next door to Clyde

B. Excuse me, sir. Is this seat taken? Mrs. Jones, Clyde’s best friend’s mother

C. Hey! Move over! Did you go home and walk the dog after school? It’s your turn.

Mr. Roberts, the principal

D. Hi there! Is anyone sitting here? I told your mom I would walk you home so you don’t have to cross the street by yourself.

Max, Clyde’s brother

E. Hi. Is this seat taken? Thanks for inviting me to get pizza and have a sleep over with Dave after the game.

Maria, a new student at Clyde’s school


IS THIS SEAT TAKEN?

A = Maria, a new student at Clyde’s school

B = Mr. Roberts, the principal

C = Max, Clyde’s brother

D = Maddie, a kindergartner who lives next door to Clyde

E = Mrs. Jones, Clyde’s best friend’s mother

ANSWER SHEET

AAll Kinds of Minds Fair - Challenge Sheets ©2005 ALL KINDS OF MINDS

CONSOLIDATION STATION INSTRUCTIONS

TABLE 1

Get an All Kinds of Minds Fair Toolkit from the Station Manager.

This is yours to keep. Write your name on the front.

Turn to page 1, Bringing It All Together.

Complete Part I and Part II.

TABLE 2

When you’re done, move to Table 2.

Take one head cutout and four puzzle pieces.

Decorate two puzzle pieces to demonstrate a strength and an affi nity for YOUR kind of mind (you can use what you wrote in Part I).

Decorate two puzzle pieces to demonstrate a strength and an affi nity for YOUR CHILD’S kind of mind (you can use what you wrote in Part I).

Tape the fi rst two puzzle pieces on the blank cutout for your kind of mind, and then tape the cutout to the wall.

Find your child’s kind of mind on the wall. Tape the puzzle pieces you made about YOUR CHILD on his or her cutout.

Please leave all cutouts on the wall. Your child will have an opportunity to bring them home by the end of the school year.

When you are fi nished, please go to the Exit Station to complete your survey.

All Kinds of Minds Fair - Toolkit ©2005 ALL KINDS OF MINDS

tooltoolkitkit

Provided by the fairALL KINDS OF MINDS

PARTICIPANT’S

All Kinds of Minds Fair - Toolkit ©2005 ALL KINDS OF MINDS

TABLE OF CONTENTS

BRINGING IT ALL TOGETHER ................................................................................................... 1

GLOSSARY ...................................................................................................................................... 2

STRATEGIES FOR NURTURING:

Attention .................................................................................................................................... 3

Memory ...................................................................................................................................... 4

Language ................................................................................................................................... 5

Spatial Ordering ........................................................................................................................ 6

Temporal-Sequential Ordering ................................................................................................. 7

Gross Motor Function ................................................................................................................ 8

Graphomotor Function ............................................................................................................. 9

Higher Order Thinking ............................................................................................................ 10

Social Cognition ....................................................................................................................... 11

Affi nities ................................................................................................................................... 12

CONVERSATION STARTERS ..................................................................................................... 13

TIPS FOR TALKING TO KIDS ABOUT LEARNING ............................................................... 14

TIPS FOR TALKING TO TEACHERS ........................................................................................ 15

GUIDE TO THE LEARNINGBASE ............................................................................................. 16

RESOURCE LIST ....................................................................................................................17-19

All Kinds of Minds Fair - Toolkit - Page 1 ©2005 ALL KINDS OF MINDS

BRINGING IT ALL TOGETHER

PART I: REFLECTION

Directions: Now it is time to use what you’ve learned! On the chart below, please list at least one strength (something you’re good at) and one affi nity (something you enjoy) in the left column. Then list your child’s strength and affi nity in the right column. You can use words you learned tonight, but you do not have to.

MY KIND OF MIND MY CHILD’S KIND OF MIND

Strength:

Affi nity:

Strength:

Affi nity:

PART II: ACTION

Directions: In the space below, list two things you will do to use what you learned at the All Kinds of Minds Fair. For example, you might decide to have a conversation with your child about their strengths and affi nities. There are many tools (e.g., resources, strategies, tips) in this Toolkit to help you take your next steps. Feel free to look through the Toolkit right now or when you get home.

1.

2.


GLOSSARY

TERM DEFINITION

AFFINITY Something you really love to do or learn about.

ATTENTION The parts of your mind that help you plan, stay alert, check your work, and pick out themost important things for you to concentrate on.


The connection between your brain and the small muscles in your fingers that helps you hold and move a pencil.


The connection between your brain and the big muscles in your body that helps you move.

HIGHER THINKING Thinking creatively, trying new things, and understanding and using steps to solve problems.

LANGUAGE The parts of your mind that help you to understand what you hear and read and to communicate your thoughts and feelings.

MEMORY The place in your mind where you store and fi nd information.

NEUROMOTOR FUNCTIONS

The connections between your brain and the different muscles of your body.

ORDERING The way your brain organizes information to understand it, use it, and remember it.

SOCIAL COGNITION The way you use words and actions to get along with others.

SPATIAL ORDERING Organizing information by the way it looks or fi ts together.


Organizing information by putting things in order and understanding time.


STRATEGIES FOR NURTURING ATTENTION

Change your child’s homework schedule so that tasks requiring a great deal of effort are planned for times when your child has a high level of alertness.

Encourage your child to walk around, stretch, or exercise to burn off “extra energy” during a task or before settling in to do homework.

Tell your child how much effort or time a task will require.

Encourage a child who has trouble staying alert to take frequent breaks while studying or doing homework (e.g., every 15 minutes).

Praise your child for paying attention despite distractions.

Warn your child when important information is coming (e.g., “This is very important, so listen carefully to what I say next”).

Establish eye contact with your child when conveying important information. Repeat instructions and important information.

Ask your child to repeat or paraphrase instructions.

A consistent period should be set aside each weekday evening for your child’s work. Eliminate or minimize distractions as much as possible. Other family members should also be doing quiet work.

Assist your child in getting started on homework by helping him/her identify the steps involved in a given assignment and helping him/her start the fi rst step.

Provide reinforcement when an impulsive child does not act on his/her fi rst responses.

Provide strategies for self-control (e.g., STOP-THINK-ACT; Red light: Stop, Yellow light: Think and Plan, Green light: Act on plan).

Walk your child through problem solving steps (e.g., What is the problem? What can I do? What might happen if? Choose a solution. Did it work?).

Have your child evaluate his/her own work and self-correct during and after tasks or chores; provide your child with a self-monitoring checklist.


STRATEGIES FOR NURTURING MEMORY

Follow up on hands-on activities (cooking, putting something together) with a discussion or journal writing.

Give your child practice applying his/her knowledge to real life situations. Discuss how and when skills and information are needed in real life. For example, if your child is learning about fractions, assist them in doubling a recipe that gives them practice adding or multiplying fractions.

Post checklists, goal sheets, and task breakdowns (e.g., chore procedures) for your child to have as an ongoing reference.

Encourage your child to talk about what he/she is studying. Ask critical questions such as, “What else does this remind you of?”

Have your child practice consolidating information right before he/she goes to sleep. Your child should get into the habit of reading, practicing, or reviewing material just before dozing off. He/she should not watch television, listen to music, or conduct telephone conversations immediately after studying.

Play memory games such as “Concentration” (using numbers, words, symbols) and word games such as “Hangman,” “Scrabble,” Password,” and “Jeopardy” to increase how fast your child can retrieve information from memory.

Be aware that when memory does not work effi ciently, homework can take a very long time. Your child may need breaks and should not be made to feel guilty or anxious about his/her slow work pace. Your child’s speed may improve if he/she can use some devices that aid memory, such as a word processor, calculator, or thesaurus.

Encourage your child to carry a pad of sticky notes in his/her bookbag or pocket to jot down important information he/she may want to remember later.

Teach your child to use a daily planner or calendar to remember dates and assignments. Model your use of such materials. For instance, if your child asks when his dentist appointment is, say aloud, “Let’s try to fi nd it on the calendar.”

Ask your child to explain the method he/she is planning to use to remember something or to help you think of a way to remember something.


STRATEGIES FOR NURTURING LANGUAGE

When speaking to your child, speak clearly, slow down, and use gestures.

Keep your language simple, but not too simple. Find a balance in the words you use; avoid baby talk and vocabulary that is too advanced.

Encourage, or perhaps, require your child to read at a specifi ed time and for a specifi ed amount of time each day. Your child should try to read each day and/or listen to books on tape. Children with language diffi culties often dislike reading, but their inexperience in reading eventually will weaken their language skills even more. Provide well-illustrated reading materials that are highly interesting to your child.

Encourage your child to write regularly by keeping a journal or writing poems, stories, letters to friends or stars, or mock newspaper articles. Allow this writing to be free from evaluation and solely for fun.

Practice language skills using games such as crossword puzzles, “Scrabble,” and “20 Questions.”

Encourage your child to talk about things they know a lot about. If your child does not have a specifi c area of interest, help him/her to identify an area they can focus on that can help their communication skills.

Help your child learn to express himself by talking about something he can see. For example, show your child a picture from a magazine or newspaper and ask him to explain it and elaborate on what is going on in the picture.

Discourage your child from giving brief answers to questions in everyday life. In a supportive way, say, “Can you tell me more about that?”

After watching a movie or television program, ask your child to retell what happened in the storyline.

When your child has reading homework, ask them to summarize what they just read with you or ask them to write it down.


STRATEGIES FOR NURTURING SPATIAL ORDERING

Allow your child extra time to locate and arrange materials when necessary (e.g., setting the table, fi nding materials for crafts).

Reduce wasted time and potential misplacement of books, papers, and homework by providing an organized workspace for homework and school materials. Provide materials only as they are needed.

Demonstrate effective materials management by keeping areas organized. For instance, use labeled containers for toys, books, movies, and offi ce supplies.

Play games like “Simon Says” to help your child discriminate between left and right.

Provide opportunities for your child to fi nd a single object in a complex visual fi eld. For example, provide your child with time to read “Where’s Waldo?” or “I Spy” books.

Put plastic letters and numbers in a bag. Have your child reach into the bag and identify the number or letter by feeling its shape and visualizing it.

Practice map reading skills on family trips.

Ask your child to make maps to familiar places or blueprints of common buildings.

Take a picture of what you consider a “clean” room. When you ask your child to clean up her room, allow her to use the picture as a guide as she cleans. Compare her room to the picture when she is fi nished.

Set aside one session a week to help your child organize his notebooks. Keep reinforcements, paperclips, and labeled or color-coded folders on hand.


STRATEGIES FOR NURTURING TEMPORAL-SEQUENTIAL ORDERING

Encourage your child to summarize events of the day before going to bed (orally or in a journal).

Suggest that your child keep a daily journal or diary.

Assist your child in arranging steps in sequential order, such as ordering steps in a recipe or planning a group activity, to improve their processing and understanding of activities that have multiple steps.

Teach procedures through chaining: teach the fi rst step, add the second step, add the third and so on.

Allow for both individual and group planning. Group planning (e.g., planning a trip, choosing a menu) allows your child to observe how other people think, which may help her learn how to plan more systematically.

Stress the importance of schedules and teach your child how to make and use them.

Post regular schedules for sports practice or extracurricular activities where your child can view them.

Encourage your child to make homework plans. When making homework plans, your child should estimate how long each assignment will take and set priorities. After your child completes each task, he should compare the amount of time it took to the original estimate.

For activities that have time limits, give your child the job of “pace keeper,” responsible for making sure the activity stays on schedule. The child will need access to a watch, clock, or timer.

Provide locks with keys rather than combinations to reduce sequential memory demands.


STRATEGIES FOR NURTURING GROSS MOTOR FUNCTION

Allow your child to take active roles in sporting events in ways that do not require gross motor strength (e.g., scorekeeping, timekeeping, managing, or sports reporting).

Ask your child to practice walking, running, and jumping while calling out different instructions (e.g., sideways, in a circle, make a box, on their heels, on their toes).

Play “Simon Says” in which different movements are specifi ed for different parts of the body.

Play “Freeze” in which your child moves and dances to music. When the music stops, she must freeze in whatever position she is in until the music starts again.

Allow your child to verbalize the steps of a motor act or sequence (e.g., dancing, making a foul shot). Encourage him to say the steps out loud, then whisper them under his breath, and then say them only in his head, not out loud.

Use light weights to improve you child’s awareness of her body movements by increasing the feedback received when movement occurs.

Encourage your child to practice movements in a full-length mirror. This will provide a visual feedback system for monitoring body position.

Encourage your child to plan and visualize a complex gross motor activity before moving and then monitor his performance as it occurs.

Allow your child to videotape their gross motor performances. Viewing videotapes will provide feedback regarding strengths and weaknesses.

Some children struggle with sports that require a sequence of different movements. These children may do well in repetitive sports such as running or swimming.


STRATEGIES FOR NURTURING GRAPHOMOTOR FUNCTION

Allow your child to practice writing with different writing tools (e.g., ball point pens, felt tip markers, wide-tip markers, unusual pencils, mechanical pencils, etc).

Provide your child with a pre-shaped pencil grip (available where school supplies are sold).

Practice writing letters and words in Play-Doh, sand, shaving cream, etc.

Encourage your child to use a tape recorder to capture and organize ideas before transcribing them on paper.

Allow your child to type as early as possible, especially if they struggle with graphomotor function. There are excellent computer programs that make learning to type fun.

Encourage your child, with trouble multi-tasking during writing, to do her writing in stages rather than trying to spell, punctuate, and develop ideas all at once.

Incorporate fun activities to help improve your child’s recall of correct motor sequences for forming letters and numbers (e.g., tracing, drawing, directional arrows, putting together puzzle cutouts, and using verbal descriptions while forming letters and numbers).

Use a rubber band, piece of tape, or colored lines marked on the pencil to provide a reminder for fi nger placement.

Remind your child of proper positioning of the page and hands for writing. Left-handed children may need extra help with positioning such that they can view their writing above or to the right of their hand.

Ask your child’s teacher to allow alternative assignments instead of written reports (e.g., projects, photo essays, picture collages, or oral presentations).


STRATEGIES FOR NURTURING HIGHER ORDER THINKING

Help your child recognize the difference between fact and opinion. Provide information about a topic and have him identify which details are fact and which are opinion.

Encourage your child to explore different points of view. For instance, have her compare and contrast current and past school and world events from different perspectives.

Allow time for free play. Encourage your child to fi nd things he enjoys doing apart from structured activities both at school and at home.

Promote appropriate risk-taking. Encourage and reward your child for coming up with creative solutions.

Allow your child to role-play. Involve her in imaginative exercises in which she makes up stories or takes the role of others.

Create updated versions of traditional games. Ask your child to use his knowledge to design an original game. Make sure he addresses all basic areas, such as rules, materials, how to play, and how to win.

Encourage your child to look for patterns in problems. They should ask themselves if they have seen a problem like this before. If they have, ask them how they solved the problem before.

Find opportunities for your child to evaluate ideas, products, and people (e.g., watch a commercial and decide whether it would be successful in convincing people to buy the product).

Demonstrate what is involved in the kind of thinking that a task requires. For example, if your child asks you a question about how to solve a math word problem, say, “What’s the fi rst thing I do? I identify the problem. The problem is: how many pizzas should Mary order? What’s the next thing I do? The next step is to underline all of the important information. Let me look at the problem – the restaurant cuts pizzas into eight pieces and there are 28 guests. What is the next step? I need to select the math procedure to solve the problem…”

Encourage brainstorming and creative thinking by allowing your child to express all her ideas, however silly they may seem. Later you can choose the best ideas for the task at hand.


STRATEGIES FOR NURTURING SOCIAL COGNITION

Describe and model the type of language used in different social situations and role-play examples of these situations.

Recognize your child’s non-verbal attempts to communicate feelings (e.g., sighs, gestures, and facial expressions), and encourage them to express their feelings in words.

Allow your child to express thoughts in ways other than through oral discussion (e.g., writing a journal, matching pictures, answering true/false questions, or role playing).

Be mindful of the many reasons why your child may be making seemingly “off the cuff” remarks (e.g., It may be an inability to read the social situation properly or a feeling that they cannot contribute to the topic being discussed; therefore they feel left out and attempt to change the subject).

Provide examples of situations in which miscommunications are repaired successfully (e.g., a story that includes an interaction that moves from negative to positive after misunderstandings are clarifi ed).

Teach your child specifi c repair statements such as: “I can see you misunderstood me…,” “Let me say that another way…,” or “I could have said that better…”

Help your child refl ect upon social interactions following a conversation or exchange. Discuss ways she communicated well or how she could have communicated more clearly.

Help your child recognize the difference between friendly joking/teasing and rude remarks.

Help your child identify typical events that frustrate or anger him. Teach him alternative ways to deal with these frustrating events. Give him the chance to practice alternatives with role-play (e.g., walking away, asking for help).

Offer suggestions for how your child can start a conversation. These may be explicit directions (e.g., “Go ask Sarah if you can help her.”) or general suggestions (e.g., When working with others on a task, compliment members of your group on their work and offer to help them fi nish the task.”).


STRATEGIES FOR NURTURING AFFINITIES

If your child has an interest in nature, take them to a local museum, zoo, or aquarium.

Consider purchasing a magazine subscription to complement the affi nities of your child. For example, if your child enjoys video games, she might be interested in reading about electronics or robotics. Public libraries carry a wide selection of magazines as well.

Allow your child to join book clubs or age appropriate, parent approved chat rooms focused on an area in which your child is interested.

Help your child write letters to experts in a fi eld that coincides with their affi nities. For example, if your child loves basketball, encourage him to write a letter to Michael Jordan; a child interested in computer technology might write to Bill Gates.

Become a member of your local library and encourage your child to explore the literature on any subject of interest.

Encourage your child to be imaginative. For example, if your child has an affi nity for exploration, instigate an imaginative conversation or role play about what it would be like to discover America or what it would be like to walk on the moon.

Watch a movie or television show with your child about your child’s affi nity and then discuss the topics presented in the show. Find an adult in your community who works in your child’s fi eld of interest. Arrange to have the child shadow the professional for a day or participate in an internship.

Make an effort to learn more about your child’s affi nity.

Encourage your child to explore various affi nities. It is okay to have more than one!


CONVERSATION STARTERS

The “conversation starters” listed below are designed to help parents and caregivers initiate dis-cussions about learning with children. Visit www.allkindsofminds.org for additional ideas.

Read a book with your child. Many books include questions to guide discussion. For example, Dr. Levine created Guidelines for All Kinds of Minds: A Manual for Adults to Use in Their Work with Children to accompany the children’s book, All Kinds of Minds. You might visit an author’s website to fi nd out what other parents are doing to refl ect on books with their children.

After watching a movie or a television program, ask your child what he thought of the movie. To encourage your child to elaborate, refer to specifi c events in the program. You might ask, “What would you have done if you were in that situation?” or “Has anything like that ever happened to you? How did you handle it?”

Ask your child what she loves to do and what she thinks she is good at.

Ask your child, “If you had a magic wand and could change anything about school (besides having to go), what would you change and why?” If your child struggles with this, give him some structure. For example, tell him to pick one silly thing and one serious thing or give him an example of what you would have changed when you were in school.

Share a story about how you handled a learning diffi culty when you were in school or at work. Even if you did not have a signifi cant weakness, your child will benefi t from recognizing that no one is perfect and that everyone struggles.


TIPS FOR TALKING TO KIDS ABOUT LEARNING

Observe your child to fi gure out when she is most alert during the day. For instance, if she is a morning person, approach conversations in the morning. If she is a night owl, try talking to her at night.

Is your child better at listening, reading, or seeing? Use this preference to determine the best way to communicate with him. For example, if you want to talk to him about chores and he learns best when given visuals, provide pictures of particular chores or list the chores on a chart.

How does your child prefer to communicate? Is she more comfortable writing her thoughts? If so, provide a parent-child journal where you can write and respond to one another.

Choose a safe environment for serious discussions. Make sure you are in a private area where others cannot overhear the conversation. Consider having the conversation outside of your home; that way, no one has a home court advantage.

Start conversations on a positive note. Talk about your child’s strengths or something he’s accomplished recently.

End on a positive note. No one wants to leave a conversation with hurt feelings or anger. Give your child a sense of optimism.

Make an effort to have conversations with your child when something is right, not just when something is wrong. Your child will be less likely to avoid conversations.

Discuss what you see happening, not what you assume is going on. Give specifi c, concrete examples of concepts and behaviors. For instance, instead of saying “I’m so mad at you; you know what you did ”say, “I am disappointed because you did not fi nish doing the dishes and cleaning your room.”

Be an active listener.

Develop a “distress signal” for you and your child to use when you need a break from the conversation. You might have a special word or hand gesture that means you need a fi ve minute frustration break or to signal a feeling of discomfort. Both of you should be familiar with this signal and should respect it at all times without commentary.


TIPS FOR TALKING TO TEACHERS

Remember that you and your child’s teacher have a common goal – to help your child achieve success! You are on the same side.

Make an appointment to talk face to face.

Prior to the meeting, give the teacher a brief summary of what you would like to discuss.

Discuss what you see happening, not what you assume is going on.

Be an active listener.

Use “I” statements instead of “you” statements.

Offer suggestions and actions that you might take to help your child.

Try to separate your past school experiences from your child’s current experiences.

If you do not understand something, ask for clarifi cation as soon as possible.

Summarize the meeting aloud before you leave in order to make sure everyone is on the same page.


ALL KINDS OF MINDSGUIDE TO THE LEARNINGBASE

Welcome to the All Kinds of Minds Web Site Guide to the LearningBase. Go to www.allkindsofminds.org and follow the instructions below. Please feel free to explore the entire site as there is an abundance of information contained in the site for parents and caregivers that has not been addressed in this guide.

Now you are in the LearningBase! This section includes information on many different areas of learning. Here you’ll fi nd additional tips and strategies associated with different aspects of learning including reading, writing, attention control, motor mastery, communication, organization, and relating to others.

Click Library Click LearningBase


RESOURCE LIST

BOOKS

Lawrence-Lightfoot, Sara. The Essential Conversation: What Parents and Teachers Can Learn From Each Other. New York, NY.: Random House Publishing Group, 2003.Narrative that offers parents a way to open communication lines and collaborative alliances with teachers; captures the dynamics of the complex, intense relationship from the perspective of both parents and teachers. She also identifi es new principles and practices for improving family-school relationships and shows parents how to become an effective advocate for their child.

Levine, Melvin D. All Kinds of Minds. Cambridge, MA.: Educators Publishing Service, 199.A fi ctitious account of children coping with individual learning differences. Appropriate reading material for elementary age school children; the text promotes acceptance of all kind of minds and is aimed at increasing the self-esteem of any struggling student. ---. Educational Care: A System for Understanding and Helping Children with Learning Problems at Home and in School (Second Edition). Cambridge, MA.: Educators Publishing Service, 2002.Parent and teacher focused text that describes learning differences and offers strategies for demystifying learning challenges. The book identifi es and describes 26 common behaviors that can appear in students at different ages and interfere with learning and offers suggestions for managing learning problems.

---. Jarvis Clutch – Social Spy. Cambridge, MA.: Educators Publishing Service, 2001. The cornerstone of the book is the concept of social cognition, or your skills and ability in interacting with others. Through this lens of this concept, students examine the social challenges they face daily at school and at home. At the end of each chapter, discussion questions and “Jarvis Activities,” offer an opportunity to continue conversations on social interaction, and a glossary at the end of the books serves as a helpful reference to “tech talk” presented by Dr. Levine. The book concludes with a self-assessment questionnaire that gives students an outlet to evaluate their own social strengths and weaknesses and think about ways to refi ne their social skills.

---. Keeping a Head in School. Cambridge, MA.: Educators Publishing Service, 1990.This nonfi ction book, aimed primarily at 9 to 15 year olds, helps students struggling with learning differences gain insights into their own problems. The book helps students understand their strengths and weaknesses and appreciate their individuality. Dr. Levine empowers students by suggesting specifi c ways to approach schoolwork, to bypass or overcome learning disorders, and to manage the challenges that students face in their academic lives.


RESOURCE LIST CONTINUED

Olivier, Carolyn. and Rosemary F. Bowler. Learning to Learn. New York, NY.: Fireside, 1996.Discusses the nature of learning and how we process information. Gives guidelines for creating an education program tailored to the individual’s needs and abilities. Based on experiences at Landmark College, the fi rst college founded specifi cally to help students with language-based learning problems. Vail, Priscilla L. Smart Kids with School Problems: Things to Know and Ways to Help. New York: Dutton, 1987.A guide to identifying children with learning diffi culties, this book offers strategies for evaluating their problems and offers suggestions for dealing with them at school and at home. Techniques for taking standardized tests and remedial training are discussed with the goal of turning school failure into school success.


RESOURCE LIST CONTINUED

WEB SITES

The All Kinds of Minds Web site provides resources to help parents, educators, and clinicians understand why a child is struggling in school and how to help each child become a more successful learner. The Web site provides a free monthly newsletter, articles by Dr. Mel Levine and others, case studies, discussion groups, a LearningBase of strategies, and much more.http://www.allkindsofminds.org

FableVision’s mission is to help all learners discover their true potential. FableVision’s educational solutions include Stationery Studio, Brain Cogs, and Essay Express. These products provide activities that strengthen basic skills, including writing, reading, and comprehension, articulation of ideas, research, and problem solving. Educators (and parents) who expect the best from their students through meaningful challenges and authentic learning look to FableVision!http://www.fablevision.com/braincogs/index.html or http://www.fablevision.com/education/products/index.html

SchwabLearning.org is a “parent’s guide to helping kids with learning diffi culties” that emphasizes useful information and practical strategies for children in kindergarten through high school. With over 350 research based articles, resources, message boards, email newsletter and more, parents will fi nd the guidance and support that they need.http://www.schwablearning.org/

The Hello Friend / Ennis William Cosby Foundation website includes learning strategies, resources, programs, and tips for parents. http://www.hellofriend.org/

The Misunderstood Minds project consists of three elements: The PBS documentary; the companion Web site, and the Developing Minds Multimedia Library. Parents, teachers, and students looking for the scientifi c explanations behind learning differences and strategies to aid success in school can fi nd both on the companion Web site for Misunderstood Minds. The site includes profi les of the students in the documentary, as well as sections on Attention, Reading, Writing, and Mathematics. Interactive activities, called Experience Firsthand, are designed to give site visitors a sense of what it may be like for a student struggling with a basic skill.http://www.pbs.org/wgbh/misunderstoodminds/index.html

Brainy Kids Online is a site where children, parents, and teachers will fi nd activities, lab and lesson plans, and links to excellent resources about the brain.http://www.dana.org/kids/

It’s Mindboggling is a pamphlet that explains the brain in easy-to-understand language and is aimed at young children. The booklet includes several activities that test the brain and showcase its many abilities, as well as tips for protecting the brain. http://www.dana.org/pdf/brainweek/mindboggle.pdf

Dear Schools Attuned Educator: Congratulations on choosing to deliver the All Kinds of Minds FAIR! Because this is a new program from All Kinds of Minds, we are very interested in gathering your feedback on the quality and value of the FAIR. Following completion of your FAIR, please complete the attached Teacher Survey to provide us with this input.

Send your completed survey to All Kinds of Minds by fax: (919) 967-3590 or mail: 1450 Raleigh Rd, Suite 200, Chapel Hill, NC 27517, Attn: Research and Evaluation.

We also encourage you to gather feedback from your FAIR participants on the quality and impact of the FAIR you deliver. Also attached is a Participant Survey which you may choose to use.

If you do have participants complete surveys on your event, please send copies of completed Participant Surveys by mail to All Kinds of Minds at 1450 Raleigh Rd, Suite 200, Chapel Hill, NC 27517, Attn: Research and Evaluation. Our interest in these surveys is not to evaluate your delivery of the event, but rather to gather information on how participants themselves are rating the quality and value of this new program.

If you would like to email [email protected] , we will be

happy to send you a postage-paid envelope in which to return your surveys.

All Kinds of Minds FAIR: Teacher Survey Page 1 of 2

Dear Educator: Your feedback is very important. Thank you for providing this input!

1. Which All Kinds of Minds events have you previously delivered? (Mark all that apply)

O None, this is the first event. O SA Awareness Workshop

O AKOM FAIR O Schools Attuned Program

O Understanding All Kinds of Minds Learning About Learning Workshop

O Other: __________________________

2. Please provide the following information about this particular FAIR:

Date: _______________ Number of Participants that attended: ________________ School/Organization: __________________________ City: ___________________________ State: ________

3. Which stations did you include in this FAIR? (Mark all that were included)

O Affinities and Strengths O Language O Neuromotor

O Memory O Ordering O Higher Thinking

O Attention O Social Cognition O Consolidation

4. If you did not include all stations, what influenced your choice of stations to include/leave out?

5. Please rate the quality of the following:

Poor

Fair

Good

Excellent

a. Content of the Teacher’s Guide O O O O

Please explain:

b. Planning Materials (charts, lists, etc.) O O O O

Please explain:

c. Student Materials (station manager directions, etc.) O O O O

Please explain:

6. How much time was involved in preparing your students for this FAIR?

7. Was that preparation time a worthwhile experience?

Please explain:

O

Yes

O

No

Please continue→

All Kinds of Minds FAIR: Teacher Survey Page 2 of 2

8. Did you hold a rehearsal for this FAIR? O Yes O No

If Yes: Was that rehearsal a worthwhile experience?

Please explain:

O

Yes

O

No

Poor

Fair

Good

Excellent 9. How would you rate the value of the FAIR experience

for your students?

Please explain: O O O O

10. Please rate your agreement that this event has accomplished the following learning objectives:

Strongly Disagree

Disagree

Agree

Strongly Agree

a. Increased parents’ awareness that individuals have specific strengths and weaknesses in learning

O O O O

b. Will support parents’ ability to identify their

own children’s strengths and affinities O O O O

c. Will support parents’ ability to help their children use strategies to strengthen their learning

O O O O

Not at all Likely

Somewhat Likely

Very Likely Definitely

11. How likely are you to host a FAIR again in the

future? O O O O

If Likely: What would you do differently next time? What would you keep the same?

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12. Is there anything else you feel we should know or any additional comments you have?

Thank you for completing this survey! Please send to All Kinds of Minds by fax: (919) 967-3590 or mail: 1450 Raleigh Rd, Suite 200, Chapel Hill, NC 27517, Attn: Research and Evaluation.

All Kinds of Minds FAIR: Participant Survey

Dear Participant: Your feedback is very important. Thank you for providing this input!

Poor

Fair

Good

Excellent

1. Please rate the overall quality of today’s event:

O O O O

2. Please rate the quality of each Learning

Station that you visited:

Did Not

Visit

Poor

Fair

Good Excellent Station 1: Strengths and Affinities O O O O O

Station 2: Attention O O O O O

Station 3: Higher Thinking O O O O O

Station 4: Language O O O O O

Station 5: Memory O O O O O

Station 6: Neuromotor O O O O O

Station 7: Ordering O O O O O

Station 8: Social Cognition O O O O O

Station 9: Consolidation O O O O O

Please provide any comments about an individual Station, or the Stations in general:

3. Please rate your agreement:

Strongly Disagree

Disagree

Agree

Strongly Agree

a. This event has increased my awareness that individuals have specific strengths and weaknesses in learning

O O O O

b. This event will support my ability to identify my own child’s strengths and affinities

O O O O

c. This event will support my ability to help my own child use strategies to strengthen his/her learning

O O O O

Please continue→

Page 1

All Kinds of Minds FAIR: Participant Survey

Page 2

Not at all likely

Somewhat

likely

Very likely

Extremely

likely 4. How likely will you be to use the toolkit

provided to you as an ongoing resource? O O O O

5. Would you be interested in attending additional All Kinds of Minds events delivered by this school? (e.g., Learning about Learning Workshops)

O Yes

O No

6. Please rate the quality of the following: Poor Fair Good Excellent

a. Time of day/evening O O O O

b. Length/duration of event O O O O

c. Ease of parking, access to event O O O O

d. Childcare (if applicable) O O O O

Please provide any additional comments about this event: Want to learn more? Please feel free to complete the information below to receive additional information from All Kinds of Minds – including the free monthly email newsletter and biannual print newsletter. Name: Mailing Address: E-mail Address: All Kinds of Minds does not sell, distribute, barter, or transfer any personally identifiable information to any third parties.

Thank you for completing this survey!

Documents

TIME ROOM NAME OF SCHOOL> Cut out silhouettes > Cut out puzzle pieces > Make a title sign for each station > Make a deﬁ nition sign for each station > Make copies of Challenge Sheets