Cognitive  Training  In  Catholic  Schools
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  • 1. Cognitive Training In Catholic Schools
  • 2. KATHY’S BACKGROUND
    • EDUCATION
    • The Ohio State University
    • Master of Arts in Educational Administration
    • The Ohio State University
    • Bachelor of Science in Elementary Education
    • EXPERIENCE
    • 17 years as an elementary principal
    • 11 years at Saint James the Less
    • 6 years at Saint Brigid of Kildare
    • 10 years as an educator at Saint Paul’s Elementary School in Westerville
    • Kindergarten
    • 3 rd grade
  • 3. Saint Brigid of Kildare
    • Mission Statement:
    • The Saint Brigid of Kildare School community provides Catholic faith formation and strong academic foundations to inspire life long learners and leaders in the twenty first century.
  • 4. Belief Statements: 1. Catholic faith formation through student learning is the priority of our school. 2. Our school’s culture respects the diversity of all God’s people and creation. 3. Each student is a valued individual with unique spiritual, intellectual, physical, social, cultural, and emotional needs. 4. Each student is provided with a variety of instructional approaches and meaningful experiences in order to reach his or her greatest potential as a Catholic citizen. 5. Administrators, teachers, students, parents, and the parish community share the responsibility of living out our Catholic school’s mission.                           
  • 5.
    • EDUCATION
    • The University of Michigan-Dearborn
    • In Progress: Master of Special Education
    • The University of Akron
    • Master of Arts in Communicative Disorders: Speech-Language Pathology
    • The Ohio State University
    • Bachelor of Arts in Speech and Hearing Science
    • CERTIFICATION
    • Certification of Clinical Competence in Speech-Language Pathology
    • American Speech Language Hearing Association
    • State of Ohio License in Speech-Language Pathology
    • Board of Speech-Language Pathology and Audiology
    • Special Education K-12 in Speech-Language Pathology
    • Ohio Board of Education
    LAURA’S BACKGROUND
  • 6. LAURA’S CONTINUING EDUCATION HIGHLIGHTS
    • Ready S.E.T. Go! Sensorimotor Early Childhood Themes
    • Working With Children With Auditory Processing Disorders
    • It Takes Two To Talk: The Hanen Program
    • Involving Parents As Language Facilitators
    • Autism/Asperger’s
    • Ritalin, Prozac & Kids
    • The Explosive Child
    • Asperger’s Disorder: Diagnosis, Neurobiology & Treatment
    • Attention Deficit Update
    • Beyond Multisensory: Integrating Movement, Language and Meaning
    • Orton-Gillingham Multisensory Approach To Learning
  • 7. America is enduring an epidemic right now that causes its victims lifelong pain and misery. It’s called the high school dropout crisis. Each year, approximately 1 million students do not finish school in time to graduate with their peers. First, we need to recognize that this is not just a high school problem. It’s a kindergarten-Grade 12 problem. It starts in the elementary years, when standards and expectations are set. Children who do not learn to read or do basic math in the early grades find it very difficult to catch up in the faster-moving middle and high school years. SO. . .WHAT’S THE PROBLEM? FACT SHEETS, OP-EDS National Epidemic, Economic Necessity This op-ed by Secretary Margaret Spellings and Senator Edward M. Kennedy appeared in The Politico on May 12, 2007.
  • 8. Math Scores Rise, but Reading Is Mixed By Sam Dillion America’s public school students are doing significantly better in math since the federal No Child Left Behind law took effect in 2002, but gains in reading achievement have been marginal, with performance declining among eighth graders, according to results of nationwide reading and math tests released Tuesday. The results also showed that the nation had made only incremental progress in narrowing historic gaps in achievement between white and minority students, a fundamental goal of the federal law. The New York Times
  • 9. September 26, 2007 The New York Times
  • 10. SO . . .WHAT ARE WE DOING ABOUT THE PROBLEM?
    • Our current ideas are:
    • focus on the strengths of a student
    • accommodate for the student’s learning struggles
    • provide tutoring in deficit areas
    • modify the underachieving student’s curriculum
    • refer to physicians who would provide medication for students who do not perform like a “typical” student
    • Any new ideas???
    A definition of INSANITY : Repeating the same activity over and over while expecting a different outcome.
  • 11. GOT MILK?
  • 12. NO?! WHAT ABOUT COGINTIVE SKILLS TRAINING?
  • 13. Given that 90% of what we know about the brain has been learned in the past ten years, it is time that we as educators move past simple "right brain-left brain" theories to embrace new ideas to accommodate for learning differences in our students. -Eric Jensen
  • 14. SO . . .WHAT ARE COGNITIVE SKILLS?
    • Cognitive skills are not the same as academic subjects taught in school.
    • Cognitive skills are mental tools needed to process and learn what is taught in the academic environment.
    • Cognitive skills are also called intelligence, learning skills, critical thinking and processing skills.
    • Cognitive skills are a set of skills to process and generate information and beliefs.
    • Cognitive skills are the habit, based on intellectual commitment, of using those skills to guide behavior.
  • 15. SO. . .WHY DO WE NEED COGNITIVE SKILLS?
    • It’s not how much you know (the information that has been crammed into your head), but how effectively you process the information you have received.
    Cognitive skills are the processors of this incoming information.
    • In other words, cognitive skills are the learning skills used to:
      • Attend to and retain information
      • Process, analyze, and store facts and feelings
      • Create mental pictures, read words, and understand concepts
  • 16. SO. . .WHICH COGNITIVE SKILLS ARE MOST IMPORTANT FOR SUCCESS?
    • Attention
      • Sustained Attention : enables you to stay on task for a period of time.
      • Selective Attention : allows you to stay on task even when a distraction is present
      • Divided Attention : allows you to handle two or more tasks at one time.
    • Working Memory
      • The ability to retain information for short periods of
      • time while processing or using it
    • Processing Speed
      • The rate at which the brain handles information
    • Long-Term Memory
      • The ability to both store and recall information for later use
  • 17.
    • Visual Processing
      • The ability to perceive, analyze and think in visual images
    • Visual Discrimination
      • Seeing differences in size, color, shape, distance, and the orientation of objects
    • Auditory Processing
      • The ability to perceive, analyze, and conceptualize what is heard and is one of the major underlying skills needed to learn to read and spell
    • Logic and Reasoning
      • The abilities to reason, prioritize and plan
    SO. . .WHICH COGNITIVE SKILLS ARE MOST IMPORTANT FOR SUCCESS?
  • 18. So . . . WHAT IS COGNITIVE SKILLS TRAINING?
    • Cognitive Skills Training consists of a variety of exercises designed to help improve functioning in areas such as:
          • Sustained Attention
          • Selective Attention
          • Divided Attention
          • Working Memory
          • Processing Speed
      • If an individual is having attentional or learning problems, tutoring or drill and practice in academic areas are often not effective.
    • The principle underlying cognitive training is to help improve the "core" abilities and self-control necessary before an individual can function successfully academically.
          • Long-Term Memory
          • Visual Processing
          • Visual Discrimination
          • Auditory Processing
          • Logic and Reasoning
  • 19.  
  • 20. We now have the opportunity to identify-and even localize-the essential brain processes and “neurodevelopmental functions” that must be activated in a student for optimal learning and productivity to be realized.” -Dr. Mel Levine
  • 21. Dr. Mel Levine All Kinds of Minds www.allkindsofminds.org
    • Attention Memory Language
    • Neuromotor Functions Spatial Ordering Temporal-Sequential Ordering
    • Higher Order Cognition Social Cognition .
    “ As we continue to understand more about how the brain functions and its essential role in learning , we adjust and amend the material we provide to teachers and administrators,” says Mary-Dean Barringer, CEO, All Kinds of Minds. “ This program equips teachers to make the best instructional decisions to ensure that each student can find academic and social success. When implemented within schools, this program enriches the way all children are educated.” Schools Attuned Program: provides a focused study of eight neurodevelopmental constructs that affect learning and building successes in school:
  • 22. SoundSmart® consists of three modules: A. ATTENTION COACH (Beginner, Intermediate, Advanced): Spoken instructions become increasingly complex as you progress through these alphabet games. You must remember what to do even when the instructor gives multi-step instructions, then changes her mind. B. MATH & MEMORY COACH (Levels A, 1, 2, 3, and 4): Improve working memory by learning to do math in your head. When set up for a child, each of these five programs addresses the corresponding grade level of the elementary school math curriculum, grades K through 4. Adult users are presented with more challenging problems. C. SOUND DISCRIMINATION COACH   (Beginner, Intermediate, Advanced): These challenging phonemic awareness drills train the player to listen well under all types of conditions. Captain's Log®... builds attention, reasoning, memory, listening skills, impulse control, processing speed...the basic skills you need for academic and life success. Provides over 1000 hours of challenging, exciting training exercises for ages 5 to 105. Ranges from very simple tasks all the way up to programs that challenge normal adults. BrainTrain Changing The Way People Think Since 1989 www.braintrain.com
  • 23. SmartDriver ® Visual Attention Builder Trains visual attention and perception, visual tracking, & self-control; 90 progressive levels of difficulty with detailed record-keeping. BrainTrain Changing The Way People Think Since 1989 www.braintrain.com
    • SmartMind Neurofeedback System with Captain's Log and Evaluator $5,995.00
    • Captain's Log Complete $3,595.00
    • Captain's Log Complete with Evaluator $3,995.00
  • 24. The Critical Thinking Co. www.CriticalThinking.com Mind Benders ® $9.99 Deductive thinking puzzles, develop the logic, reading comprehension, and mental organization skills vital to achieving high grades and top test scores in all subjects. They're also great for developing real-life problem-solving skills. Methods: Students carefully analyze each Mind Benders® story and its clues, identifying logical associations between people, places, and things. The key is to start with the most obvious associations, then deduce less obvious associations until everything finally fits together. Memory Challenge! $64.99 Program for developing and testing visual memory skills. Its beginning through advanced levels of challenge make it useful for students of all ages and abilities.
  • 25.
    • Grades 2-3 Software Bundle $375.99
    • Building Thinking Skills® Level 1 Software
    • Mind Benders® A1-A2 Software
    • Memory Challenge!
    • Reading Detective® Beginning Software
    • Editor in Chief® Beginning Software
    • Science Detective® Beginning Software
    • Math Detective® Beginning Software
    The Critical Thinking Co. www.CriticalThinking.com
  • 26. Lash and Associates www.lapublishing.com
    • Pay Attention! Attention Training for Children Ages 4-10
    • Cognitive Remediation on attention and memory for children with traumatic brain injury, ADD, ADHD, brain tumors. By Jennifer Thomson and Kimberly Kerns.
    • Price:  $350.00
    Attention Process Training APT-II for Persons with Mild Cognitive Dysfunction Cognitive rehabilitation training for adults with attention and memory disorders and mild cognitive dysfunction from post-concussion syndrome or traumatic brain injury. By McKay Moore Sohlberg and Catherine Mateer Price:  $450.00
  • 27. Scheduling Ideas
    • Where do we find the time?
        • seeing Kindergarteners during morning KEDS program (kindergarten extended day school)
        • Early Bird Sessions?
        • Tuesday/Wednesday/Thursday?
        • Take most needy students out of Spanish during the day?
        • After School Sessions?
        • Integrating cognitive skills training into classroom time?
  • 28.
    • SPICE Program
    • Grants
    • Auxiliary Services
    Funding Ideas
  • 29. Questions? Please Contact: 7175 Avery Road Dublin OH 43017 phone: 614-718-5825 fax: 614-718-5831 Kathy O’Reilly Principal [email_address] Laura Gran Inclusive Education Specialist [email_address]