This three day training session is presented by CLC Network on June 10 – 12, 2013, led by Pam Maat.
Children vary widely in their Neurodevelopmental strengths and weaknesses, and this variation has powerful implications for educating all kinds of minds. No one can be good at everything. Many students possess highly specialized minds and deserve to be recognized for their abilities while not being declared defective for their shortcomings. Deficiencies need not be considered abnormal or somehow pathologically deviant.
All of us have highly individual Neurodevelopmental profiles (our current but ever-malleable spreads of strengths and weaknesses) which might work well at some ages and under certain circumstances, but not as well at other times or places. This Neurodevelopmental Profile looks at using eight (8) very specific learning constructs – attention, sequential ordering, spatial ordering, memory, language, neuromotor functions, social cognition, higher order thinking – to help us think about how students learn.
What You’ll Learn
• The Major Neurodevelopmental factors that affect academic themes relevant to your teaching responsibilities.
• How to adapt your instructional approach based upon: your own Neurodevelopmental profile, Neurodevelopmental demands of the task and strengths and weakness of students.
• How to communicate about Neurodevelopmentalstrengths and weakness with students in understandable and respectable terms – called demystification.
• How to apply strategies that leverage students’ Neuro-developmental strengths and interests and minimize and/or strengthen their weaknesses.
• The benefits of using a common Neurodevelopmental language that enhances collaboration with colleagues and students.
Pam Maat, an expertly trained All Kinds of Minds national facilitator and an experienced educator since 1979, will guide your learning journey.
B.S., Calvin College, 1979:
Elementary Education Teaching
Certificate, Grades K-8 Social Studies Group and Special Education
Endorsement, Grand Valley State University, 1989: Cognitive Impairment and Emotional Impairment
M.A., Grand Valley State University, 1989: Learning Disabilities, Grades K-12
• Cost: $380 for three-day session. Course cost is $100 per day plus $80 for all training materials.
• Two Michigan SB-CEU’s available through Calvin College for an additional fee of $40.
• One Graduate Credit available through Calvin College for an additional fee of $150.
• Payment by Credit Card
• Cancellation Policy: We will return 100% of your registration fee if you cancel prior to June 1. We will return 50% of your registration fee if you cancel after June 1 if you decide not to attend.
Register by Friday, June 1.
Registration for this training is at the bottom of this page.
Other Important Information
• Food: Daytime snacks will be provided, lunch is participant’s responsibility.
• Course is offered at CLC Network located at 4340 Burlingame Avenue SW in Wyoming, MI.
• Internet: Wireless internet access will be available, although not required for the course.
• Lodging: There is a Hampton Inn (616.261.5500) on 54th St. and US131 Highway (2 miles away).
Agenda at a Glance
The training has 20 total hours of class time:
Day One 8:00 AM to 3:30 PM
• Getting Started
• Introduction to the Science of Learning
• Understanding Ideas: Listening
• Personal Insights, Next Steps and
Day Two 8:00 AM to 3:30 PM
• Review of Wins
• Practices in Education
• Understanding Ideas: Reading
• Producing and Communicating
• Summary and Session Close
Day Three 8:00 AM to 2:30 PM
• Interactive Review
• Producing and Communicating
• Select Your Own Topic
• Pulling it All Together
Our Promise to You
By the end of the three-day course, you will have:
• Knowledge of the Neurodevelopment constructs that help you understand learning and its endless variations.
• New ideas and tools – including a participant workbook and access to online resources – to increase your sense of efficacy as you work with diverse learners.
• A common language about learners and learning to use with colleagues, students, and families, which allows conversations about student learning challenges to move beyond usual stereotypical labeling.
• Instructional strategies that leverage student strengths and interests while addressing weakness to help you manage students’ learning differences in a hopeful and optimistic manner.
For More Information Contact:
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