Our After-School Curriculum - A Perfect Fit!

Not long ago, a local non-profit, Communities in Schools of North Texas (CISNT) came to us requesting materials for use in their after school program. CISNT had been working to provide after school programs for at-risk students as part of a grant awarded by the Texas Education Agency (TEA) but was having a difficult time finding quality, academic curriculum to fit the needs of their after-school programs.

What a perfect match!  CISNT needs after-school curriculm and MindWorks Resources has it!

Our curriculum, specifically designed for after-school programs, combines the best of both worlds...fun and academic enrichment.  It takes the grade level concepts that students are required to learn and teaches them using fun, interactive and hands-on activities.

CISNT loved what we had to offer and will begin implementing the curriculum this summer on 5 elementary, 2 middle and 1 high school campus.  That's right...our curriculum is designed for kindergarten through 12th grade!

The first set of lessons they will begin implementing are all based on a chocolate theme!  YUM!  The lessons motivate kids to learn using chocolate, chocolate, and more chocolate!  Students explore topics like where chocolate comes from, how chocolate is made, creating your own candy bar, how to figure out calories and fat in different candy bars and SO much more!

Take a look at some sample lessons on the MindWorks curriculum page.  I know you'll like what you see!

Beating a Dead Horse: Abstract Sequential Learners

I just finished providing a training for a group of teachers on how learning styles impact education.  During this session I was talking about Gregorc's Abstract Sequential learning style, using my own husband as an example.

You see, my husband is an off the charts abstract sequential learner. He has the ability to talk non-stop about a topic he cares or is concerned about, and seemingly cannot or will not stop.

And - not for the first time - I had a teacher approach me after the session and say, "I have one of those husbands at home, too. I never understood why he has to keep talking. And now it makes perfect sense."

Very different learning styles resulting in a lesson it took me 14 years of marriage to learn... Why can't he just say what he is thinking once and stop? Why does he have to "beat a dead horse"?

The answer... abstract sequentials sometimes HAVE to keep talking to process their own information! They must verbally satisfy their inherent need to explore all avenues before coming to a conclusion and need an ear to listen to their thought process.

Likewise, in the classroom when an abstract sequential student is not given the opportunity to completely solve a problem or thoroughly explore the answer to a question, academic and behavioral problems can arise.

So how do we deal with Abstract Sequential students in the classroom?

• Assign a "problem solving buddy". Another student to share thoughts and ideas with. This buddy allows the abstract the opportunity to orally problem solve while keeping the student from dominating the teacher's time.
• Ask questions. Engage in a dialog to allow the abstract sequential time to explore his thoughts, play devils advocate, and work out the answer in his mind - after examining all of his options.
• Help stay on topic. Allow the abstract sequential time and space to explore, but help him learn to stay focused, discarding the ideas and thoughts as he rules them out.
• More ways to interact with your students
  

Problem solved? Well, maybe not completely. But these ideas should help you survive, while allowing him to thrive. Are we still talking about the classroom or the marriage?

For additional information on the various learning styles:

How to determine your own personal learning style
Learning styles database