Martha Kaufeldt

Home , Martha (solitaire)

MARTHA KAUFELDT FRIDAY 17 MAY Session 1 Change Your Bait! Eight Great Strategies to Get Every Learner into FLOW MARTHA KAUFELDT Martha Kaufeldt specivalises in curriculum development, differentiated instruction, school restructuring, assessment and brain-compatible learning strategies. Martha began her research of brain-compatible teaching and learning strategies while working with several school districts in the US to develop gifted, talented and extended-learning programs. She delivers motivational presentations and dynamic workshops that address the fundamentals of brain-compatible learning and differentiated instruction for all year levels.

A message from Hawker Brownlow Education We hope that you have found these conference papers and the accompanying sessions useful. Please be aware that the contents of these papers are the intellectual property of the speaker and no reproduction for any purpose is authorised. We urge you to take care of this booklet. Replacement copies will not be made available either during or after this conference.

Published in Australia by

This handout was created by Hawker Brownlow Education for the proceedings of the Hawker Brownlow 16th Annual Thinking & Learning Conference. All rights are reserved by Hawker Brownlow Education. It is a violation of copyright law to duplicate or distribute copies of this handout by any means for any purposes without prior permission in writing from Hawker Brownlow Education. Professors and workshop presenters must ﬁ rst secure written permission for any duplication rights. For copyright questions, permission requests, or information regarding professional development contact: Hawker Brownlow Education P.O. Box 580, Moorabbin, Victoria 3189, Australia Phone: (03) 8558 2444 Fax: (03) 8558 2400 Website: www.hbe.com.au Email: [email protected] © 2019 Hawker Brownlow Education Printed in Australia CODE: MKT0201 0519 ATAKUED FRIDAY 17MAY2019 MARTHA KAUFELDT Proceedings of the Hawker Brownlow 16th Annual Thinking and Learning Conference, 16–19 2019 May Conference, Learning and Thinking 16th Annual Brownlow Hawker the of Proceedings MKT0201 reserved. rights All Education. © 2019 Brownlow Hawker

Change Your Bait! Using a Fishing Metaphor Eight Great Strategies to Get Every great angler prepares for Every Student Into FLOW fishing by evaluating the weather, location, the time of day, and fish habits & preferences. Based on past experiences, the most appropriate lure is selected. To increase success, after a while every great fisherman/woman reels in the line, turns to the Holland, MI Aug. 2002 tackle box and decides to "change 20 pound King Salmon Author the bait."

Remember the FLOW Theory: Mihalyi Csikszentmihayli “Strike Three” Rule FLOW is an optimal state of When a teacher has taught a concept, consciousness, a peak state skill, process, etc. in the same manner using three different examples, those students who where we both feel our best are able to learn it that way - have already and perform our best. “GOT IT” and are getting BORED! The others are waiting for you to “change your bait!” SESSION 1

FLOW: State of optimal engagement Where the following conditions exist: TASK

Ø Challenge and skill level are well matched -

Proceedings of the Hawker Brownlow 16th Annual Thinking and Learning Conference, 16–19 2019 May Conference, Learning and Thinking 16th Annual Brownlow Hawker the of Proceedings Ø Stressors are reduced - Relaxed & alert Ø Clear goals – You know what to do and why FLOW ZONE you’re doing it. CHALLENGE CHALLENGE Ø Flexibility: Choice and options are available SKILL – ABILITY (Perceived) Ø Feedback is available as needed © 2019 Hawker Brownlow Education. All rights reserved. MKT0201 reserved. rights All Education. © 2019 Brownlow Hawker

When experiencing “FLOW” DIFFERENTIATING INSTRUCTION Differentiating instruction involves structuring Ø Students are inspired by the task or activity lessons at multiple levels so that each student has to persevere (“I want to do this!”) an opportunity to work at a moderately challenging, Ø Students are attracted to the task to initiate developmentally appropriate level. engagement (“I think I can/want do this!”) Instruction may also be differentiated in: Ø Students make a connection to prior Content (What you expect the students to learn) experiences/knowledge (“I recognize this!”) Process (Providing a variety of multi-modal ways for Ø Time goes by unnoticed (“I want to keep students to explore and make sense of the content) going!”) Product (The outcome at the end of a lesson/task to demonstrate understanding) SESSION 1

7 Environment (The learning setting and materials)

© 2019, Martha Kaufeldt, Scotts Valley, CA USA ATAKUED FRIDAY 17MAY2019 MARTHA KAUFELDT Proceedings of the Hawker Brownlow 16th Annual Thinking and Learning Conference, 16–19 2019 May Conference, Learning and Thinking 16th Annual Brownlow Hawker the of Proceedings MKT0201 reserved. rights All Education. © 2019 Brownlow Hawker

Vary the PROCESS Vary the PRODUCT

“A product is a vehicle through which Create activities that incorporate aspects a student shows (and extends) what he of Learning Preferences, Modalities & or she has come to understand and can Intelligences do as a result of a considerable segment Don’t forget Kinesthetic Learners! of learning.” Carol Ann Tomlinson Utilize technology resources Culminating products might be models, writings, visual displays, demonstrations or exhibitions Include various, frequent Reflection Products used for evaluation should have precise activities expectations for content, quality, steps, behaviors.

Word Smart Number Smart How can I have students How can I incorporate use written or spoken numbers and calculations? language? How might we use logic? How can I build How can I encourage analysis vocabulary? and critical thinking? How can I encourage conversations? SESSION 1

Music Smart Picture Smart How can I bring in music How can I incorporate or environmental more visuals? sounds? How can I use more Proceedings of the Hawker Brownlow 16th Annual Thinking and Learning Conference, 16–19 2019 May Conference, Learning and Thinking 16th Annual Brownlow Hawker the of Proceedings Can I connect key points color, texture, design? to a melodic or rhythmic How can I encourage framework? visualization and imagination? © 2019 Hawker Brownlow Education. All rights reserved. MKT0201 reserved. rights All Education. © 2019 Brownlow Hawker

Body Smart Nature Smart How can I have students How can I make use their whole bodies? connections to the Can I provide a “first natural world? hand” experience? Can the students have Could there be outdoor exploration? performances or Can I use manipulatives demonstrations? from natural materials? SESSION 1

Self Smart People Smart Can I orchestrate time for Can I design collaboration personal reflection? opportunities? How can I evoke emotions Can I teach social skills? and memories? How can I encourage How can I teach conversations and “mindfulness” and “meta- partnerships? cognition?”

We SEEK and CHOOSE tasks that: Teach me in the ways Appeal to our Learning Preferences I learn best! Remind us of our past Successes Are within our realm of possibilities Students may grasp new concepts (I think I can!) more easily if they have Look like it might be FUN! opportunities to process the Might let me get up and MOVE! information in a way that makes sense to them - and comes more Will let me work with others SESSION 1 easily to them.

Multiple Intelligences

Change Your Bait! Eight Great Strategies to HOOK Every Learner – The Multiple Intelligences Presenter: Martha Kaufeldt As described by Howard Gardner, a leading researcher at Harvard on the understanding of the multiple intelligences (MI), an “intelligence” is the ability to solve problems or create meaningful products in a particular setting. Gardner and his team have identified at least eight ways that we learn and know about reality that are common to all cultures, and he believes there may be more. Each of us has unique strengths based on our genetics and our environment. Each person is “smart” in his or her own way. By discovering and building on those strengths we can help students use their intelligences to enhance their understanding of new concepts. The eight intelligences Gardner identified are the most common or preferred processing and problem-solving abilities:

• Verbal-Linguistic “Word Smart” • Logical-Mathematical “Logic Smart” • Visual-Spatial “Picture Smart” • Bodily-Kinesthetic “Body Smart” • Musical-Rhythmic “Music Smart” • Naturalist “Nature Smart” • Interpersonal “People Smart” • Intrapersonal “Self Smart”

Students may grasp new concepts more easily if they have opportunities to process the information in a way that makes sense to them - and comes more easily to them. The following list contains some indicators to help teachers and parents determine at a glance some of the students most developed intelligences.

Verbal-Linguistic = “Word Smart” Interpersonal = “People Smart” . A love of language and words . Great communicator . Enjoys reading and writing . Enjoys working with and . Good at word games & puzzles helping others. . Uses metaphors and colorful language . Very social and has a lot of friends. . Can read other’s intentions, Logical-Mathematical = “Logic Smart” moods and feelings. . Creates logical patterns . Good at strategy games like chess –often Intrapersonal = “Self Smart” competitive . Process and problem-solves best while alone . Enjoys numbers and calculations . Takes time for reflection and contemplation . Uses lists and step-by-step approach . Not very social – independent . Has strong intuitive sense

6 © 2019 Hawker Brownlow Education. All rights reserved. MKT0201 Proceedings of the Hawker Brownlow 16th Annual Thinking and Learning Conference, 16–19 May 2019 MARTHA KAUFELDT FRIDAY 17 MAY 2019 SESSION 1

Multiple Intelligences

Visual-Spatial =“Picture Smart” Musical-Rhythmic = “Music Smart” . Can transform images easily to another medium . Easily recognizes tones and such as drawing, sculpture, construction rhythms. . Vivid imagination and visualization skills- . Often sings, hums or taps when creates “mental movies” working and processing . Interested in color, arrangement, texture, . Know the words to many songs balance, design . Sensitive to environmental sounds . Likes pictures, video, computers, TV . Might play an instrument or sing

Bodily-Kinesthetic = “Body Smart” Naturalist = “Nature Smart” . Prefers to learn by doing! . Sensitivity and connection to . Likes to use the whole body to the natural world process . Notices seasonal and other . Often very athletic and likes environmental changes sports . Recognizes patterns in nature . Often a performer, dancer or actor . Works best outdoors or near a . Likes to construct and de- window. construct . Likes to have plants and animals around

EIGHT GREAT STRATEGIES:

Word Smart: R.A.F.T. & Books of Correspondence

Number - Logic Smart: T-Charts and Timelines

Picture Smart: Graphic Organizers & Illustrations

Body Smart: Tableaux (Living Dioramas) & Four Corners

Nature Smart: Nature Metaphors and Safari’s

Music-Rhythmic Smart: Chants, Raps, and Songs

Self Smart: Mental Movies and Exit Cards

People Smart: Process Partners and Discussion Do

© 2019 Hawker Brownlow Education. All rights reserved. MKT0201 7 Proceedings of the Hawker Brownlow 16th Annual Thinking and Learning Conference, 16–19 May 2019 MARTHA KAUFELDT FRIDAY 17 MAY 2019 SESSION 1

Varying the Products

Products and Performances Using the Multiple Intelligences

VERBAL- LOGICAL- VISUAL- BODILY- LINGUISTIC MATHEMATICAL SPATIAL KINESTHETIC

•Write a poem. • Make a diagram. • Illustrate the topic. • Dramatize the •Write a book. • Create a timeline. • Build a model. event. • Give a speech. • Design a flow •Take and display • Conduct an •Keep a journal. chart. photographs. experiment. •Write an essay. • Calculate a total. • Design a comic • Role-play a •Write a letter to the • Make a bar graph. book. character. editor of a • Organize a • Create a diorama. • Describe what newspaper. checklist. • Make a poster or happened through • Conduct a phone brochure. interpretive dance. or email survey of • Create a human others’ opinions. tableau. • Construct a prototype.

MUSICAL- NATURALIST INTERPERSONAL INTRAPERSONAL RHYTHMIC

.CHPUS.com

• Compose a song, • Display a collection •Participate in a • Assess your own such as a rap. you have made. roundtable participation and • Create a jingle or •Write a brochure discussion or effort. rhyme. about traveling to debate. •Write your opinion • Compose the another country. • Survey others for as an editorial on musical score to a • Classify objects their opinions. the topic. found in a location. video or slide show. • Conduct interviews •Keep a personal •Visit a location • Record sounds or about others’ journal or log of over time and interviews with experiences. events.

© 2005 Crown House Publishing Ltd. • www © 2005 report your people related to observations. • Choose others to •Take time for the topic. • Look for patterns work with reflection, then • Make up a hand in weather, collaboratively. share your opinion jive and chant to geology, and the in a speech. remember a key environment and point. make predictions.

Teachers, Change Your Bait! Change Your Teachers,

8 © 2019 Hawker Brownlow Education. All rights reserved. MKT0201 Proceedings of the Hawker Brownlow 16th Annual Thinking and Learning Conference, 16–19 May 2019 ATAKUED FRIDAY 17MAY2019 MARTHA KAUFELDT Proceedings of the Hawker Brownlow 16th Annual Thinking and Learning Conference, 16–19 2019 May Conference, Learning and Thinking 16th Annual Brownlow Hawker the of Proceedings MKT0201 reserved. rights All Education. © 2019 Brownlow Hawker

Tic Tac Toe - Literature Study Understand Evaluate Create

SUMMARIZE key events in the RECOMMEND (or not!) this book With a partner, CREATE and story using a Mind Map with as a novel to be on the list for next DEMONSTRATE a TV Game Show colorful graphics or icons. year. Submit it as a letter. based on elements of the story.

Intrapersonal/Word Smart Interpersonal, Logic, & Logic & Picture Smart Body Smart Create Analyze Remember

With a partner, CREATE & WRITE ANALYZE the story using a P-M-I LIST descriptive words or phrases an epilogue for the story that takes (plus-minus-interesting) graphic from the book for each of the place 20 years from the ending. organizer characters. (Provide page numbers as evidence). Interpersonal & Word Smart Logic Smart Word Smart Remember Understand Apply

MAKE a mini-dictionary of 10 DESCRIBE character traits of at DRAW a colorful illustration of a unusual words or phrases from the least three characters from the dramatic event in the story. novel. story. Use your own words.

Word Smart Word Smart Picture Smart SESSION 1

Developing Student Profiles

Eight Kinds of Smart Student Checklist

Name: ______Date: ______

These intelligences are common ways in which people process information and solve problems. Which are your strongest intelligences, and which are your least developed? Check those statements that apply to you most often.

Verbal-Linguistic: Word Smart ___ Books are important to me. ___ I have a pretty easy time memorizing poems, stories, facts, and so on. ___ I enjoy talking and telling stories. ___ I enjoy games like Scrabble, Boggle, and Hangman. ___ I like to write in a journal or write stories. ___ I like to look things up in books and encyclopedias. ___ I like to listen to people read aloud to me. ___ When I ride in a car, I like to read signs or play the A-B-C Game. ___ I enjoy tongue twisters, rhymes, and puns. ___ I like to use big words when I write or speak.

.CHPUS.com Logical-Mathematical: Logic Smart ___ I enjoy counting things. ___ I like to make patterns, and I notice patterns in my world. ___ I often ask adults questions about how things work or about things in nature. ___ I can add and subtract in my head. by Martha Kaufeldt, © 1999 Zephyr Press. Used with permission. by Martha Kaufeldt, © 1999 ___ I like to measure, sort, and organize things.

© 2005 Crown House Publishing Ltd. • www © 2005 ___ I like to do games or solve problems that require logical thinking. ___ I am interested in new inventions and theories in science. ___ I like to set up experiments. Begin with the Brain, ___ I enjoy doing math at school. ___ I like watching science shows or nature programs on TV.

Teachers, Change Your Bait! Change Your Teachers, Adapted from

10 © 2019 Hawker Brownlow Education. All rights reserved. MKT0201 Proceedings of the Hawker Brownlow 16th Annual Thinking and Learning Conference, 16–19 May 2019 MARTHA KAUFELDT FRIDAY 17 MAY 2019 SESSION 1

Chapter 2

Visual-Spatial: Picture Smart ___ I enjoy drawing and painting pictures and designs. ___ I love colors, and I have some special favorites. ___ I enjoy putting together puzzles. ___ I like playing with blocks, Legos, Tinker Toys, and so on. ___ I have vivid and colorful dreams. ___ I can close my eyes and visualize things in my head. ___ I can usually find my way around my neighborhood or town. ___ I like to take pictures or videos. ___ I love to look at picture books or magazines that have a lot of photos. ___ I can pick and match clothes to create great outfits to wear. Bodily-Kinesthetic: Body Smart ___ I play at least one sport on a regular basis. ___ I find it difficult to sit still for long periods of time. ___ I like working with my hands, doing activities like building, weaving, carving, and so on. ___ I think I am pretty coordinated. ___ I need to touch things in order to learn more about them. ___ I love wild rides at the amusement park and other

.CHPUS.com thrilling experiences. ___ I often spend my free time outside. ___ I like to ride a bike or skateboard or go skating. ___ I enjoy dancing. ___ I can act and imitate other people’s movements.

Begin with the Brain,

Teachers, Change Your Bait! Change Your Teachers, Adapted from

© 2019 Hawker Brownlow Education. All rights reserved. MKT0201 11 Proceedings of the Hawker Brownlow 16th Annual Thinking and Learning Conference, 16–19 May 2019 MARTHA KAUFELDT FRIDAY 17 MAY 2019 SESSION 1

Developing Student Profiles

Musical-Rhythmic: Music Smart ___ I have a pretty good singing voice. ___ I can tell when someone sings or plays a wrong or off-key note. ___ I like to play or would like to learn how to play a musical instrument. ___ I like to listen to music on the radio or on a stereo or computer. ___ I sometimes catch myself humming a tune when I am working or learning. ___ I love to have music in my life. ___ I like to tap or bang out a rhythm on things. ___ I’ve made up songs. ___ I notice nonverbal sounds (dog barking, waves, etc.) and hear things pretty well. ___ I sometimes get a melody or advertisement jingle stuck in my head. Naturalist: Nature Smart ___ I love nature, animals, and the outdoors. ___ I can sense and notice patterns in nature, and I enjoy pointing them out to others. ___ I am able to use patterns to navigate (get around), and I am not afraid of becoming lost in nature or a new environment. ___ I am sensitive to the changes in seasons, moon phases, tides, star

.CHPUS.com patterns, and so on. ___ I am interested in learning the names and characteristics of various plants and animals. ___ I enjoy watching nature shows and programs about exploration and other cultures. ___ I find it fascinating, not frightening, to be in environments different from my own. by Martha Kaufeldt, © 1999 Zephyr Press. Used with permission. by Martha Kaufeldt, © 1999 ___ I enjoy watching natural phenomena, like comets, sunsets, thunderstorms,

© 2005 Crown House Publishing Ltd. • www © 2005 and waves. ___ I blend in easily within nature or a new culture; sometimes I even feel more comfortable in these situations than in others. Begin with the Brain, ___ I often want to be out in nature when I am thinking about something or solving a problem.

Teachers, Change Your Bait! Change Your Teachers, Adapted from

12 © 2019 Hawker Brownlow Education. All rights reserved. MKT0201 Proceedings of the Hawker Brownlow 16th Annual Thinking and Learning Conference, 16–19 May 2019 MARTHA KAUFELDT FRIDAY 17 MAY 2019 SESSION 1

Chapter 2

Interpersonal: People Smart ___ I usually have an easy time making friends. ___ I am good at helping others solve problems. ___ I often want to help others. ___ I usually know what is going on with my friends and family (gossip!). ___ I am often a leader in clubs or cooperative learning groups. ___ I am the kind of person that others seem to come to for advice. ___ I prefer group sports to individual activities. ___ I like to play games with others rather than doing things on my own. ___ I feel comfortable in crowds and at social gatherings. ___ I think I notice when people are upset or having a hard time. Intrapersonal: Self Smart ___ I am pretty independent; I don’t rely that much on others. ___ I have hobbies that I like to do on my own. ___ Sometimes I have opinions or ideas that set me apart from others. ___ I like to keep a personal diary or journal. ___ I would prefer to spend time alone in the woods

than at a busy, fancy resort. .CHPUS.com ___ I enjoy playing games by myself (video games, solitaire) rather than with others. ___ I like to think about important ideas and my goals. ___ I need time to work on things by myself rather than in a cooperative group. ___ I have a secret place or fort that I like to go to in order to get away from others. ___ I sometimes have a difficult time talking with others in a small group.

Begin with the Brain,

Teachers, Change Your Bait! Change Your Teachers, Adapted from

© 2019 Hawker Brownlow Education. All rights reserved. MKT0201 13 Proceedings of the Hawker Brownlow 16th Annual Thinking and Learning Conference, 16–19 May 2019 ATAKUED FRIDAY 17MAY2019 MARTHA KAUFELDT 14 Proceedings of the Hawker Brownlow 16th Annual Thinking and Learning Conference, 16–19 2019 May Conference, Learning and Thinking 16th Annual Brownlow Hawker the of Proceedings © 2019 Hawker Brownlow Education. All rights reserved. MKT0201 reserved. rights All Education. © 2019 Brownlow Hawker

• Fill in the number of items you identified in each category. 5 or more might indicate a SESSION 1 strong PREFERENCE for that “Intelligence.” • Less than 5 may indicate an area you have YET to develop. MARTHA KAUFELDT FRIDAY 17 MAY 2019 SESSION 1

© 2019 Hawker Brownlow Education. All rights reserved. MKT0201 15 Proceedings of the Hawker Brownlow 16th Annual Thinking and Learning Conference, 16–19 May 2019 MARTHA KAUFELDT FRIDAY 17 MAY 2019 SESSION 1

16 © 2019 Hawker Brownlow Education. All rights reserved. MKT0201 Proceedings of the Hawker Brownlow 16th Annual Thinking and Learning Conference, 16–19 May 2019 MARTHA KAUFELDT FRIDAY 17 MAY 2019 SESSION 1

Available from Hawker Brownlow Education

QTY CODE TITLE PRICE

SOT0607 Best Practices at Tier 1: Daily Differentiation for Effective Instruction, Elementary $48.40 SOT0591 Best Practices at Tier 1: Daily Differentiation for Effective Instruction, Secondary $48.40

115041 The Motivated Brain: Improving Student Attention, Engagement, and Perseverance $35.95

SOT9263 Think Big, Start Small: How to Differentiate Instruction in a Brain-Friendly Classroom $27.95 117002 Teaching Students to Drive Their Brains: Metacognitive Strategies, Activities, and Lesson Ideas $32.95 CRH9495 Teachers Change Your Bait!: Brain-Compatible Differentiated Instruction $35.95 SOT7323 Differentiation and the Brain: How Neuroscience Supports the Learner-Friendly Classroom, Second Edition $42.95 116017 The Power of the Adolescent Brain: Strategies for Teaching Middle and High School Students $39.95 Total (plus freight) $

115041 SOT9263 SOT0591 SOT0607

117002 CRH9495 SOT7323 116017

Attention ...... Order Number ...... TERMS OF TRADE • Prices are quoted in Australian dollars ($AUD) and include GST Name of School ...... • All prices are subject to change without notice. Address ...... • Full money-back guarantee. • We do realise it is diffi cult to order sight unseen. To assist you in your selection, please visit our website . Go to ‘Browse Books’ and most titles will give you the option to view ...... State ...... P/Code ...... the fi rst few pages of the book. Click ‘View Contents’ on your selected book page. • We will supply our books on approval, and if they do not suit your requirements we will accept Country ...... undamaged returns for full credit or refund. Posters are for fi rm sale only and will not be sent on approval. Please be aware that delivery and return postage is the responsibility of the customer. Email: ...... • Freight costs are determined at Australia Post rates, with a minimum delivery charge of $9.50 within Australia and $15.00 for New Zealand for each order. Yes, I would like to receive emails from Hawker Brownlow Education about future • Please provide your street address for delivery purposes. workshops, conferences and the latest publications.

To place an order or to ﬁ nd out more about our resources visit www.hbe.com.au

Do you want to know all about the latest professional development events in your area? Be the ﬁ rst to ﬁ nd out about new releases from world- renowned and local authors with the HBE e-newsletter! Upcoming titles will feature authentic assessment and digital media, along with a strong focus on success in mathematics and literacy. Sign up to our FREE e-newsletter at www.hbe.com.au.

Online ‘On Account’ ordering now available! If you have a pre-existing account with Hawker Brownlow Education, you can now order online and pay using that account.