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ALL KINDS OF MINDS The Learning Theories of  Mel Levine, M.D.
MEL LEVINE <ul><li>Professor of Pediatrics, UNC </li></ul><ul><li>Co-Founder, All Kinds of Minds  Institute </li></ul><ul>...
A PEDIATRIC PERSPECTIVE <ul><li>“ IN” </li></ul><ul><li>Learning Differences </li></ul><ul><li>Profiling </li></ul><ul><li...
“ Every one of our children ambles down the highly judgmental corridors of school each day dragging along his mind’s profi...
THE NEURODEVELOPMENTAL PROFILE The unique way in which each brain is “wired.” The  tool chest  of the mind. Connections, M...
HOW A PROFILE IS CREATED Genetics Temperament/Emotions Environment Peer Influence Family Physical Health Educational Exper...
THE NEURODEVELOPMENTAL SYSTEMS Attention  Control  System Social Thinking  System Higher Thinking System Memory System Lan...
Analysis of the Eight Neurodevelopmental Systems
ATTENTION CONTROL SYSTEM <ul><li>Mental Energy Controls </li></ul><ul><li>Intake Controls </li></ul><ul><li>Output Control...
THE ATTENTION SYSTEM AND EDUCATIONAL AIMS Levine, 2002 Educate students to be reflective, to slow down and think through a...
MEMORY SYSTEM <ul><li>Short Term Memory </li></ul><ul><li>Active Working Memory </li></ul><ul><li>Long Term Memory </li></ul>
THE MEMORY SYSTEM AND EDUCATIONAL AIMS To educate students to be thoughtful and systematic in managing their memory files ...
LANGUAGE SYSTEM <ul><li>Types of Languages </li></ul><ul><li>Automatic  ----  Literate </li></ul><ul><li>Concrete  ---  Ab...
THE LANGUAGE SYSTEM AND EDUCATIONAL AIMS To educate students to derive gratification and knowledge from language input and...
SPATIAL ORDERING SYSTEM <ul><li>Perceiving </li></ul><ul><li>Remembering </li></ul><ul><li>Creating </li></ul><ul><li>Orga...
THE SPATIAL ORDERING SYSTEM AND EDUCATIONAL AIMS To educate students to make good use of mental imagery and analogy, to en...
SEQUENTIAL ORDERING SYSTEM <ul><li>Perceiving </li></ul><ul><li>Remembering </li></ul><ul><li>Creating </li></ul><ul><li>O...
THE SEQUENTIAL ORDERING SYSTEM AND EDUCATIONAL AIMS To educate students to be wise consumers of time, to understand how to...
MOTOR SYSTEM <ul><li>Gross </li></ul><ul><li>Fine </li></ul><ul><li>Graphomotor </li></ul><ul><li>Oromotor </li></ul><ul><...
THE MOTOR SYSTEM AND EDUCATIONAL AIMS To educate students regarding the ways in which they can achieve a satisfying level ...
HIGHER THINKING SYSTEM <ul><li>Concepts </li></ul><ul><li>Problem Solving </li></ul><ul><li>Critical Thinking </li></ul><u...
THE HIGHER THINKING SYSTEM AND EDUCATIONAL AIMS To educate students as thinkers, so they become adept conceptualizers, cre...
SOCIAL THINKING SYSTEM <ul><li>Friendship </li></ul><ul><li>Popularity </li></ul><ul><li>Politics </li></ul>
THE SOCIAL THINKING SYSTEM AND EDUCATIONAL AIMS To educate students to understand and practice effective interpersonal ski...
CONSTRUCTING NEURODEVELOPMENTAL PROFILES <ul><li>Search for highly specific strengths and weaknesses through: </li></ul><u...
OUTPUT INVENTORY
CONSTRUCTING NEURODEVELOPMENTAL PROFILES <ul><li>Breakdown Points </li></ul><ul><li>Trouble mastering skills </li></ul><ul...
MANAGEMENT BY PROFILE <ul><li>Demystification </li></ul><ul><li>Accommodations </li></ul><ul><li>Interventions at Breakdow...
SCHOOLS ATTUNED <ul><li>Schools should tolerate, educate and celebrate all kinds of minds. </li></ul><ul><li>Teachers </li...
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All Kinds Of Minds

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Overview of Dr. Mel Levine's research and theories.

Published in: Education
  • I used to make slideshows of this kind a lot to present a paper at a seminar, a workshop, or an International Conference. I was a physicist, now retired, making a living doing research and presenting the results. Before the PowerPoint, we were using slides. Occasionally the slide projector operator accidentally messed up the sequence of the slides. Trying to resort them was such a pain. We got smart, we handed them the carousel already mounted with the slides. But PowerPoint made life so much easier. Greetings,
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All Kinds Of Minds

  1. 1. ALL KINDS OF MINDS The Learning Theories of Mel Levine, M.D.
  2. 2. MEL LEVINE <ul><li>Professor of Pediatrics, UNC </li></ul><ul><li>Co-Founder, All Kinds of Minds Institute </li></ul><ul><li>Author: All Kinds of Minds A Mind at a Time Ready or Not, Here Life Comes The Myth of Laziness </li></ul>
  3. 3. A PEDIATRIC PERSPECTIVE <ul><li>“ IN” </li></ul><ul><li>Learning Differences </li></ul><ul><li>Profiling </li></ul><ul><li>Systems Analysis </li></ul><ul><li>Specificity </li></ul><ul><li>Demystification </li></ul><ul><li>“ What’s right?” </li></ul><ul><li>“ OUT” </li></ul><ul><li>Learning Styles </li></ul><ul><li>Labeling (ADD, LD) </li></ul><ul><li>Pathology </li></ul><ul><li>Generalization </li></ul><ul><li>Secrecy </li></ul><ul><li>“ What’s wrong?” </li></ul>
  4. 4. “ Every one of our children ambles down the highly judgmental corridors of school each day dragging along his mind’s profile, a partly hidden spreadsheet of personal strengths and weaknesses. And throughout every moment of the school day that profile gets put to the test.” “ It’s taken for granted in adult society that we cannot all be ‘generalists’ skilled in every area of learning and mastery. Nevertheless, we apply tremendous pressure to our children to be good at everything.” A Mind at a Time , Levine
  5. 5. THE NEURODEVELOPMENTAL PROFILE The unique way in which each brain is “wired.” The tool chest of the mind. Connections, Misconnections and Disconnections
  6. 6. HOW A PROFILE IS CREATED Genetics Temperament/Emotions Environment Peer Influence Family Physical Health Educational Experience Cultural Values
  7. 7. THE NEURODEVELOPMENTAL SYSTEMS Attention Control System Social Thinking System Higher Thinking System Memory System Language System Sequential Ordering System Motor System Spatial Ordering System
  8. 8. Analysis of the Eight Neurodevelopmental Systems
  9. 9. ATTENTION CONTROL SYSTEM <ul><li>Mental Energy Controls </li></ul><ul><li>Intake Controls </li></ul><ul><li>Output Controls </li></ul>
  10. 10. THE ATTENTION SYSTEM AND EDUCATIONAL AIMS Levine, 2002 Educate students to be reflective, to slow down and think through alternatives, to unite previous experience with foresight and vision. OUTPUT CONTROL Educate students to think about what’s important, delay gratification, and become active processors of information. INTAKE CONTROL Educate students so they can reliably concentrate their mental resources and be capable of expending adequate work effort. MENTAL ENERGY CONTROL
  11. 11. MEMORY SYSTEM <ul><li>Short Term Memory </li></ul><ul><li>Active Working Memory </li></ul><ul><li>Long Term Memory </li></ul>
  12. 12. THE MEMORY SYSTEM AND EDUCATIONAL AIMS To educate students to be thoughtful and systematic in managing their memory files and be able to merge understanding with remembering. Levine, 2002
  13. 13. LANGUAGE SYSTEM <ul><li>Types of Languages </li></ul><ul><li>Automatic ---- Literate </li></ul><ul><li>Concrete --- Abstract </li></ul><ul><li>Basic --- Higher </li></ul><ul><li>Receptive --- Expressive </li></ul><ul><li>Language Levels </li></ul><ul><li>Metalinguistics </li></ul><ul><li>Discourse </li></ul><ul><li>Syntax </li></ul><ul><li>Semantics </li></ul><ul><li>Morphemes </li></ul><ul><li>Phonemes </li></ul>
  14. 14. THE LANGUAGE SYSTEM AND EDUCATIONAL AIMS To educate students to derive gratification and knowledge from language input and to become effective verbal communicators. Levine, 2002
  15. 15. SPATIAL ORDERING SYSTEM <ul><li>Perceiving </li></ul><ul><li>Remembering </li></ul><ul><li>Creating </li></ul><ul><li>Organizing </li></ul><ul><li>Thinking on a Higher Plane </li></ul>
  16. 16. THE SPATIAL ORDERING SYSTEM AND EDUCATIONAL AIMS To educate students to make good use of mental imagery and analogy, to engage in some productive and attractive nonverbal thinking. Levine, 2002
  17. 17. SEQUENTIAL ORDERING SYSTEM <ul><li>Perceiving </li></ul><ul><li>Remembering </li></ul><ul><li>Creating </li></ul><ul><li>Organizing </li></ul><ul><li>Thinking on a Higher Plane </li></ul>
  18. 18. THE SEQUENTIAL ORDERING SYSTEM AND EDUCATIONAL AIMS To educate students to be wise consumers of time, to understand how to think and act in a step-by-step fashion. Levine, 2002
  19. 19. MOTOR SYSTEM <ul><li>Gross </li></ul><ul><li>Fine </li></ul><ul><li>Graphomotor </li></ul><ul><li>Oromotor </li></ul><ul><li>Musical </li></ul>
  20. 20. THE MOTOR SYSTEM AND EDUCATIONAL AIMS To educate students regarding the ways in which they can achieve a satisfying level of motor effectiveness. Levine, 2002
  21. 21. HIGHER THINKING SYSTEM <ul><li>Concepts </li></ul><ul><li>Problem Solving </li></ul><ul><li>Critical Thinking </li></ul><ul><li>Rule-Guided Thinking </li></ul><ul><li>Creativity </li></ul>
  22. 22. THE HIGHER THINKING SYSTEM AND EDUCATIONAL AIMS To educate students as thinkers, so they become adept conceptualizers, creators, problem solvers, and critical analysts. Levine, 2002
  23. 23. SOCIAL THINKING SYSTEM <ul><li>Friendship </li></ul><ul><li>Popularity </li></ul><ul><li>Politics </li></ul>
  24. 24. THE SOCIAL THINKING SYSTEM AND EDUCATIONAL AIMS To educate students to understand and practice effective interpersonal skills and to be tolerant of differences in social values and styles. Levine, 2002
  25. 25. CONSTRUCTING NEURODEVELOPMENTAL PROFILES <ul><li>Search for highly specific strengths and weaknesses through: </li></ul><ul><ul><ul><li>Direct observation by multiple parties </li></ul></ul></ul><ul><ul><ul><li>Testing for specific functions </li></ul></ul></ul><ul><ul><ul><li>Discussions with the subject </li></ul></ul></ul><ul><ul><ul><li>Analysis of work products </li></ul></ul></ul>
  26. 26. OUTPUT INVENTORY
  27. 27. CONSTRUCTING NEURODEVELOPMENTAL PROFILES <ul><li>Breakdown Points </li></ul><ul><li>Trouble mastering skills </li></ul><ul><li>Trouble acquiring facts or knowledge </li></ul><ul><li>Trouble accomplishing output </li></ul><ul><li>Trouble understanding </li></ul><ul><li>Trouble approaching tasks systematically </li></ul><ul><li>Trouble with the rate and amount of demands </li></ul>
  28. 28. MANAGEMENT BY PROFILE <ul><li>Demystification </li></ul><ul><li>Accommodations </li></ul><ul><li>Interventions at Breakdown Points </li></ul><ul><li>Strengthening Strengths </li></ul><ul><li>Protection from Humiliation </li></ul><ul><li>Other Services </li></ul><ul><li>Coaching and Mentoring </li></ul>
  29. 29. SCHOOLS ATTUNED <ul><li>Schools should tolerate, educate and celebrate all kinds of minds. </li></ul><ul><li>Teachers </li></ul><ul><li>Parents </li></ul><ul><li>Students </li></ul><ul><li>Setting </li></ul><ul><li>Atmosphere </li></ul>

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