ORGANIZED FOR LEARNING

Transcription

1 Learning about Learning Workshops: ORGANIZED FOR LEARNING HELPING STUDENTS BETTER MANAGE TIME & MATERIALS UNDERSTANDING ALL KINDS OF MINDS FACILITATOR NOTES

2 All Kinds of Minds and Understanding All Kinds of Minds are trademarks of All Kinds of Minds. All Rights Reserved No part of these materials may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording, or otherwise, without written permission from All Kinds of Minds.

3 LEARNING ABOUT LEARNING WORKSHOPS ORGANIZED FOR LEARNING PARTICIPANT OBJECTIVES > Appreciate that there are all kinds of minds > Understand that being organized is affected by one s neurodevelopmental strengths and weaknesses > Learn strategies for helping children become better organized for learning Activity Facilitator Materials Video Participant Materials Time I.A. Introductory Video & Reflection Clip 1 Journal Page 1 10 min. I.B. Icebreaker 5 min. I.C. Presentation: Workshop Contextualization I.D. Activity: Where s the Restroom? PowerPoint slides 8-11 PowerPoint slides 2-7 Journal Page 2 7 min. Journal Page 3 Handout 10 min. II.A. Time Management Video Clip 2 Journal Pages min. II.B. Activity: Time Management Journal Pages min. BREAK 10 min. III.A. Materials Management video Clip 3 Journal Pages min. III.B. Activity: Materials Management Journal Pages min. IV.A. Activity: Action Plan Journal Page min. V.A. Closing Reflection Journal Page 15 5 min. V.B. Video PowerPoint slide 12 Clip 4 1 min. TOTAL TIME 120 min. ORGANIZED FOR LEARNING FACILITATOR NOTES

4 WORKSHOP SETUP 1. Create and make copies of a handout called Directions to Restroom. Choose a restroom with which participants may not be familiar (e.g., a staff bathroom) or is some distance away (e.g., a restroom on the second floor or other side of the building). On one side of the handout draw a map from the workshop room to the restroom. On the other side give step-by-step written directions. (If there is a separate men s and women s room in different locations, you will have to do two handouts.) Have someone check both your map and written directions to make sure they are clear and accurate. If you feel your spatial or sequential challenges prevent you from creating the directions, ask a colleague who is strong in that area to help you (and be sure to disclose this to participants when you debrief the activity, so that they can see that even teachers have weaknesses in different learning functions). NOTE: If you feel that everyone in your group knows where the restroom is, you can give them directions to another place (e.g., directions to vending machines). 2. Before participants arrive, place a participant journal at each seat. 3. Project the Welcome PowerPoint slide 1. ADVANCE PLANNING NOTES Welcome to Learning about Learning: Organized for Learning Please sign in and fill out a nametag with your name, the names of your children, and the ages of your children. ORGANIZED FOR LEARNING FACILITATOR NOTES 1

5 I. INTRODUCTORY ACTIVITIES (32 MINUTES TOTAL) A. INTRODUCTORY VIDEO & REFLECTION (10 MINUTES) 1. As participants enter, direct them to a seat and have them follow the instructions on the slide while they are waiting for the session to begin. 2. Once everyone is settled, introduce yourself and welcome participants to the Learning about Learning Workshop: Organized for Learning, from All Kinds of Minds. Tell them that by way of introduction to the topic, you d like them to meet a few students who struggle with organization. FACILITATION POINT: If several participants are late, and you have some latitude about your start and stop time, consider a slight delay in the start of the workshop so that no one misses this video and accompanying reflection. 3. Play video clip 1. Stop video at the PAUSE screen. 4. Ask participants to open their journals to page 1 and take the next few minutes to reflect on what they saw in the video by completing the sentence starters I saw my child I saw myself.. Say: > If you did not see yourself or your child reflected in the video, that s fine. > Perhaps you saw another child or adult you know and you can write about them. > You are not required to write your responses. > You will not be asked to share responses. FACILITATION POINT: There are five minutes allotted for this reflection time. If participants do not seem to need the full five minutes, move on to the next activity. ORGANIZED FOR LEARNING FACILITATOR NOTES 2

6 I. INTRODUCTORY ACTIVITIES B. ICEBREAKER (5 MINUTES) 1. Ask participants to put down their pens and tell them that you are now going to spend a few minutes getting to know one another. 2. Say: > I m going to introduce myself by sharing something about my organizational abilities. If what I share is true for you as well, I want you to raise your hand and say Just like me! FACILITATION POINT: Rather than ask if there are questions, start by saying your name and something about yourself that might be shared by other people in the room. For instance, you might say, My name is, and keeping my desk and file drawers neat is a constant challenge for me. If you sense hesitation on the part of participants to raise their hands, give them a moment before asking something like, Is there anyone else who struggles to keep their desk neat? If there is no one just like you, choose another aspect of your organizational abilities or if you have an assistant facilitator, ask him or her to share something. 3. When one or more participants raise their hand, choose one person (the others may sit down) and ask her to share her name and something about her organizational abilities. If other participants can relate, they should raise their hand and say just like me. If a participant shares a detail for which no one can stand, ask another of the participants who has just stood to share something. Continue this way for about five minutes. If, at the end of five minutes, you have one or more participants who have not stood, ask them to share their names and something about themselves. 4. Thank everyone and move on to the PowerPoint presentation. ORGANIZED FOR LEARNING FACILITATOR NOTES 3

7 I. INTRODUCTORY ACTIVITIES C. PRESENTATION: WORKSHOP CONTEXTUALIZATION (7 MINUTES) 1. Show slide 2 and read aloud the bullets, explaining that you will address each of these questions in the next five minutes, so that participants have a better understanding of how the workshop works. Some Preliminary Questions > What are the Learning about Learning workshops? > What is my role in the workshop? > What is your role in the workshop? > What is the Parking Lot? FACILITATION POINT: If you have given more than one of the Learning about Learning workshops and most of your participants are repeat visitors, you can consider modifying the PowerPoint presentation. For instance, you can give a copy of the background information (slides 2-3) for participants to review on their own, but you should still present slides 4-7, which remind participants of your and their roles in the workshop, as well as the role of the Parking Lot. 2. Display slide 3 and go over the bullets, using your own words if you wish. What are Learning about Learning workshops? > Developed by All Kinds of Minds, a nonprofit organization co-founded by Dr. Mel Levine and Charles Schwab > Facilitated by educators who have attended the Schools Attuned Program, a program that prepares educators to meet the learning needs of all students in their classroom > Additional topics include mastering the challenge of homework, paying attention, learning and self-esteem, and building learning alliances with your children and their teachers ORGANIZED FOR LEARNING FACILITATOR NOTES 4

8 I. INTRODUCTORY ACTIVITIES C. PRESENTATION: WORKSHOP CONTEXTUALIZATION CONTINUED 3. Display slide 4. What is my role in the workshop? Facilitator = encourage and guide conversation among you Facilitator provide expertise on neurodevelopmental variation FACILITATION POINT: Explain the difference between a facilitator and an expert. It is very important for participants to understand that you are NOT an authority on neurodevelopmental variation and that they may have questions that you cannot answer. It s also important to validate participants own wisdom about their child. In your own words, let participants know that: > I may say I don t know to some of your questions. > I may pose the question to the group and let you hear the wisdom of your peers. > You are the ultimate expert on your child. ORGANIZED FOR LEARNING FACILITATOR NOTES 5

9 4. Display slide 5. I. INTRODUCTORY ACTIVITIES C. PRESENTATION: WORKSHOP CONTEXTUALIZATION CONTINUED What is your role in the workshop? > Listen > Discuss > Collaborate Explain the following points in your own words: > One of the goals of these workshops is to promote conversation among parents and caregivers that allows them to learn from one another and share their wisdom. > Your job today is to: > Listen thoughtfully to the new information you will be learning. > Have thoughtful conversations with fellow participants about the information in order to deepen your understanding. > Work with fellow participants to come up with ideas and strategies to help your children become more successful learners. ORGANIZED FOR LEARNING FACILITATOR NOTES 6

10 I. INTRODUCTORY ACTIVITIES C. PRESENTATION: WORKSHOP CONTEXTUALIZATION CONTINUED 5. Display slide 6 and show participants where you have posted the Parking Lot. What is the Parking Lot? > A temporary place for unanswered questions Explain in your own words the following points about the Parking Lot: > These workshops are designed to explore learning differences in general. > Most likely, you will relate the information you are learning to your own children and, to the extent that you are comfortable, share your experiences with your fellow participants. > However, there is not enough time in the workshop to dwell on one child or one problem, and I hope you will be mindful of this during discussions. > Questions will come up that need answers. We will park them in the parking lot and return to them before the end of the workshop. > If we can answer these questions with our collective wisdom in the time allotted, we will attempt to do so. It s possible, however, that these questions may require further discussion beyond the time we have for the workshop. 6. Display slide 7, ask participants to turn to page 2 of their journals, and go over the workshop goals. ORGANIZED FOR LEARNING FACILITATOR NOTES 7

11 I. INTRODUCTORY ACTIVITIES C. PRESENTATION: WORKSHOP CONTEXTUALIZATION CONTINUED Workshop Goals > Appreciate that there are all kinds of minds > Understand that being organized is affected by one s neurodevelopmental strengths and weaknesses > Learn strategies for helping children become better organized for learning FACILITATION POINT: If you have prepared an agenda for the workshop, you may now distribute and discuss it as well as any procedures or logistics. However, DO NOT discuss the location of the restrooms at this point. If someone happens to ask you where the restroom is, walk them to the door and quietly show them its location. 7. Now say something like: > In this workshop we will spend approximately two hours looking at how we can help children become better organized for learning by being on time and organizing their materials > These are two skills that we all know are essential, not only for school, but for life. > We ll see video clips and do activities that will help us better understand and help these children s kinds of minds. ORGANIZED FOR LEARNING FACILITATOR NOTES 8

12 I. INTRODUCTORY ACTIVITIES D. WHERE S THE RESTROOM ACTIVITY (10 MINUTES) 1. As a way of closing the introduction, distribute the handout Directions to Restroom (see Workshop Setup). Say the following EXACTLY AS WRITTEN, BUT DO NOT SEEM AS IF YOU ARE READING A SCRIPT: > Before we move on, let s talk about the location of the restrooms so you will know where they are located before break time. > Note that there are two sides to the handout one is a map and one is step-by-step directions. Either will get you to the restroom. > Please take a moment to review either side of the handout and then we will proceed. FACILITATION POINT: IMPORTANT! Be very careful not to tell participants to read the directions as they may interpret that to mean the side of the handout that has the directions in words. 2. While participants are reviewing the handout, notice which are looking at the map and which are reading the step-by-step directions. You will probably notice some people flipping back and forth between the two. After about 30 seconds (no more than that; you can make it less) ask people for their attention. 3. Ask participants which format was easier to understand. The map? The step-by-step directions? Flipped back and forth between both? If there is some unusual pattern (e.g., only one map-reader in the group), note it out loud. 4. Now, ask participants the following questions to help them reflect on the experience. Entertain brief responses. > Ask the map-readers: Why didn t you read the step-by-step directions? FACILITATION POINT: Some might say that they are visual learners and that is why they used the map. Others might say they are more comfortable with pictures than words. Participants whose native language is not English may say that they were more comfortable with the map. Accept all statements without commentary. > Ask the step-by-step-readers: What would happen if I hadn t given you step-by-step directions? FACILITATION POINT: If you had trouble drawing the map or writing out step-by-step directions, share that with participants and how you compensated for your difficulty (e.g., asked a colleague to draw the map, had someone check your work, etc.). ORGANIZED FOR LEARNING FACILITATOR NOTES 9

13 D. WHERE S THE RESTROOM ACTIVITY CONTINUED 5. Display slide 8 and direct participants to page 3. I. INTRODUCTORY ACTIVITIES The Ordering Systems Two ways that the brain orders or organizes information to understand, use and remember it Say something like: > What you just experienced was a demonstration of what we call the Ordering Systems. > Two primary ways that the brain orders or organizes information to understand it, use it and remember it > Throughout this workshop, we ll learn about the ordering systems and how they affect being organized for learning. 6. Display slide 9. Say something like: Temporal-Sequential Ordering > The ability to organize information by putting things in order (sequencing) and understanding time > As we will see in the next video clip, time management can be affected by the mind s ability to understand sequences, which is called Temporal-Sequential Ordering. ORGANIZED FOR LEARNING FACILITATOR NOTES 10

14 I. INTRODUCTORY ACTIVITIES D. WHERE S THE RESTROOM ACTIVITY CONTINUED 7. Display slide 10 and say the following in your own words: Spatial Ordering > The ability to organize information by the way it looks (visually) or fits together (spatially) > There s another function of the mind that organizes information in a different way. It is called Spatial Ordering. > You use Spatial Ordering when you draw geometric figures, or organize your closet, or even load the dishwasher. > Spatial Ordering can affect another really important aspect of organization, called Materials Management. 8. Now, ask participants to reflect on the Where s the Restroom exercise by asking the following questions, in your own words: > Think back to the Where s the Restroom activity. > Remember how some of you read the step-by-step directions? > Which Ordering System do you think you used? > Why do you think so? Solicit responses; if participants don t know, tell them it was Temporal-Sequential Ordering because the directions consisted of a sequence of steps that had to be followed in a specific order. > Some of you used the map. > Which Ordering System was needed then? > Why do you think so? ORGANIZED FOR LEARNING FACILITATOR NOTES 11

15 I. INTRODUCTORY ACTIVITIES D. WHERE S THE RESTROOM ACTIVITY Again, solicit responses; if participants don t know, tell them it was Spatial Ordering because they organized the directions in visual representation of the school space. They could take in the information as a whole, not in step-by-step fashion. > The important thing to realize is that both ways Temporal-Sequential or Spatial Ordering would have gotten you to the bathroom. > There s no right or wrong here, only the way each of our minds work. FACILITATION POINT: Some participants may point out that they used reading/language skills for the written directions. Acknowledge that s true, explaining that most tasks usually make demands on more than one learning function. 9. Now, display slide 11 and say something like: There Are All Kinds of Minds People who struggle with organization do so because of the way their minds work, not because of flaws in their personalities. > It s tempting to think that kids who can t keep their room neat or who are always late act that way because they re being spacey or that they re not trying hard enough. > If we are to help these students, it s very important to understand that their minds perceive and understand time and space differently than other minds. > Blaming them for being disorganized or late is like blaming them for being left or right-handed. > Our goal is to help children find strategies to strengthen and work around the way their minds work. 10. Transition directly into the next activity. ORGANIZED FOR LEARNING FACILITATOR NOTES 12

16 II. TIME MANAGEMENT (40 MINUTES TOTAL) A. TIME MANAGEMENT VIDEO (5 MINUTES) 1. Tell participants they are now going to see part of a video made by public television station WGBH, in cooperation with All Kinds of Minds. The video focuses on organization and learning. This first segment looks at a critical component of organization time management. 2. Ask participants to turn to page 4 in their journals and say something like: > Because we have all kinds of minds, there are all sorts of ways that we learn and remember information. > If your kind of mind likes to take notes while you listen, you can use this Video Viewing Guide to do so. > On the other hand, if your kind of mind works best by just listening, you can do that and then refer to the Video Viewing Guide later. > On page 5 you ll find a list of definitions of vocabulary you ll hear in the video segment. > Please DO NOT worry if you do not catch everything that Dr. Levine or the narrator says. The important points are captured in your journal. > I am not going to give you a pop quiz and you can always go back to these materials for later reference. 3. Play video clip 2. Stop video at the PAUSE screen. ORGANIZED FOR LEARNING FACILITATOR NOTES 13

17 II. TIME MANAGEMENT B. TIME MANAGEMENT ACTIVITY (35 MINUTES - INCLUDING BREAK) SET UP THE ACTIVITY 5 MINUTES 1. Ask participants to turn to page 6 in their journals. Read the description of Tamara and the instructions for the activity out loud while participants read along silently. FACILITATION POINT: Reading aloud is helpful to those participants who may not have strong reading skills. However, it may also be hard for people with weak oral receptive language abilities, so be sure to read slowly and clearly and check faces for understanding. Time Management Activity Directions Tamara is supposed to do her homework as soon as she gets home from school. However, most days she puts it off with all sorts of distractions, from watching TV and talking on the phone to playing with the cat. When her mom gets home from work around six, she finds that Tamara hasn t even started her homework. Then she gets mad and makes Tamara sit down to start her work. Tamara is immediately overwhelmed by her assignments, especially when she has to write a report. I don t know where to begin! she cries. When Tamara does begin, she spends so much time on the first steps of the task that by bedtime she is nowhere near finished and is panicked because the assignment is due tomorrow! Tamara is not trying to be difficult. She doesn t like the stress of homework anymore than her mother does. But for Tamara, planning her time makes no sense. Her mind is not set up to help her use time efficiently. She needs help with time management skills so that homework is not such a nightmare at her house. Tamara s mom is asking you for your advice. On the next page, you will find a list of time management strategies. With your partner, choose three that you think might help Tamara manage her time better so she can complete her homework. The strategies are generic. Your job is to think about how Tamara and her mother could really put that strategy to work. For instance, for Help child develop a schedule for completing her work, Tamara and her mother could agree that Tamara has to make a plan for her homework when she gets home from school, which her mom will review when she gets home. After dinner, Tamara must begin work, following the plan she made. FACILITATION POINT: Make sure participants realize that there are two pages for the activity the list of generic strategies (page 7) and the form on which to customize them (page 8). 2. Ask participants to pair with another person for the activity. If someone came with their spouse or partner, encourage them to work with another person. If there is an uneven number of participants, create one group of three. FACILITATION POINT: If some people prefer to stay with their spouse/partner, that s fine. They may be more open to switching partners in the second activity. ORGANIZED FOR LEARNING FACILITATOR NOTES 14

18 II. TIME MANAGEMENT B. TIME MANAGEMENT ACTIVITY CONTINUED CONDUCT THE ACTIVITY 10 MINUTES 3. As teams work, circulate among them, listening for ideas that you can bring up in the debrief. Help those teams that seem to be stuck or off-task. Try asking probing questions (e.g., How could Tamara s mom help her estimate time better? ), or if necessary, idea starters ( What if Tamara made an outline of her report first and then estimated how much time she should spend on each section? ). FACILITATION POINT: The goal of this exercise is not for participants to finish the chart, but rather to engage in meaningful conversation. Teams may end up focusing on just one strategy. This is perfectly fine, and you should make this goal explicit to participants, in case some of them are having their own time management problems trying to finish the worksheet. In addition, conversation may naturally turn to participants talking about their own children and strategies they have used. This is not only appropriate, it s good. Be observant, however, for participants who may tend to use these conversations to talk about their own child to the exclusion of everything else, and intervene as appropriate (see Managing Participant Discussions in the Facilitator Toolkit). DEBRIEF THE ACTIVITY 10 MINUTES 4. Ask participants if they would like to share their strategies with the group. Encourage as many teams as possible to contribute their ideas. If time permits, ask participants to share strategies they have implemented at home. 5. Announce a 10-minute break. As a time management strategy, let participants know the clock time by which they are expected to be back in their seats. ORGANIZED FOR LEARNING FACILITATOR NOTES 15

19 III. MATERIALS MANAGEMENT (32 MINUTES TOTAL) A. MATERIALS MANAGEMENT VIDEO (7 MINUTES) 1. Explain that you are now going to watch a short video segment on materials management, another big component in being organized for learning. Tell participants that the video clip will also touch on some other aspects of organizational abilities. 2. Direct participants to page 9 in their journals. Let them know that definitions for the vocabulary terms used in the video can be found on page Play video clip 3. Stop video at the PAUSE screen. ORGANIZED FOR LEARNING FACILITATOR NOTES 16

20 III. MATERIALS MANAGEMENT B. MATERIALS MANAGEMENT ACTIVITY (25 MINUTES) SET UP ACTIVITY 3 MINUTES 1. Ask participants to turn to page 11 in their journals. Slowly and clearly read the description of Misha and the instructions for the activity aloud while participants read along silently. Materials Management Directions Misha is a mess! That s what everybody says about him. His notebook and his desk are stuffed with papers, books, and a million other things, so that he can never find anything. He spends more time looking for the materials he needs to do his homework than actually doing the homework. Oftentimes he forgets his homework assignment at school or he leaves his school books at home. When you ask him where something is, he looks at you with a blank, panicked stare. Misha isn t trying to frustrate his parents and teachers. He hates losing things. But his kind of mind simply does not know how to keep things organized. To Misha, it is a complete mystery why the things he puts into his desk never seem to come out of it. Misha really needs help organizing his materials and then keeping them organized. His parents are looking to you for your ideas. On the next page, you ll find another list of generic strategies. Just like with Tamara, you and your partner will choose three strategies and describe how Misha and his parents might put those strategies to work. For instance, Misha s father might sit down with Misha 10 minutes before homework time starts and help him make a checklist of everything he needs for that evening s assignments. As Misha gathers the materials, his dad can check them off the list. 2. Now ask participants to pair with a new partner (again, preferably not their spouse or partner). If there is an uneven number of participants, create a group of three. FACILITATION POINT: If two spouses/partners worked together last activity, check in with them now and encourage them to try a new partner for this activity. CONDUCT ACTIVITY 10 MINUTES 3. Give participants 10 minutes to do the activity. Circulate among them, listening for ideas to bring up in debrief and helping those teams that seem to be stuck. Try asking probing questions, or if necessary, give idea starters. FACILITATION POINT: If participants seem to be finished before 10 minutes have elapsed, go right into the debrief. If they are still working intently, and you can let the workshop go longer, give them a few more minutes. Again, if necessary, let participants know that meaningful conversation is more important than finishing the chart. If conversations in some teams seem to be on diversionary topics, gently put them back on task. ORGANIZED FOR LEARNING FACILITATOR NOTES 17

21 III. MATERIALS MANAGEMENT B. MATERIALS MANAGEMENT ACTIVITY CONTINUED DEBRIEF THE ACTIVITY 12 MINUTES 4. Ask participants to share their strategies. Honor the wisdom that is coming from participants and point out how much expertise they already possess. ORGANIZED FOR LEARNING FACILITATOR NOTES 18

22 1. Tell participants you would like to introduce the Resource Section of their journals, which contains additional tools and information for them to use at home. Ask them to turn to pages to see the list of management strategies. 2. Ask participants to turn to pages to see the Adult-Child reading, and explain that this essay written by Dr. Levine provides them with more information about today s topic, which they can read at home and reflect on with their child. 3. Finally ask them to turn to page 24 to see the list of resources on the workshop topic. Let them know they can find more information and strategies on this topic and other learning issues by going to the Families page of the All Kinds of Minds Web site ( 4. Tell participants that they are now going to take some of the thinking and strategizing that they have been doing for the past hour and a half and apply it to their own child. 5. Ask them to turn to page 14 in their journals. Explain: IV. ACTION PLAN (10 MINUTES) > For the next 10 minutes you are going to write a plan to help your child be more organized at home. > You are to work alone (or with their spouse/partner if they came with one), but I will be circulating to help out as needed. > You are not required to share this plan with me or anyone else, nor are you going to turn it in. No one needs to see it but you. > It is a planning tool for you, and you can keep it as private as you choose. FACILITATION POINT: To protect weak readers or writers from humiliation, you might want to walk participants through the SEE, THINK, DO process. 6. Circulate to answer questions, help people get started, ask probing questions, or offer any other form of assistance participants may need. 7. After 10 minutes, ask them for their attention. If they are not finished (and many may not be), and if you are willing, tell participants that you will be glad to go over their action plans with them at a later time (e.g., after school, via , parent-teacher conferences, etc.). ORGANIZED FOR LEARNING FACILITATOR NOTES 19

23 A. CLOSING REFLECTION (5 MINUTES) 1. Announce that the workshop is just about over, but before everyone leaves, you d like everyone to get a sense of whether or not the workshop helped them think a little differently about learning differences and children who struggle with organization. 2. Ask participants to turn to page 15 in their journals. Read the three sentences aloud and ask participants to complete them. Explain: > You may choose whether or not to share your responses with the group. > You are not required to write your responses. V. CLOSING (6 MINUTES) FACILITATION POINT: As an alternative, you may ask participants to return to their initial reflections ( I saw my child/i saw myself ) and consider them again. Do they have any new insights into their children or themselves from the work they did in the workshop? 3. At the end of two minutes, ask if any participants would like to share their sentences/reflections. You may want to begin by sharing with them a sentence of your own. FACILITATION POINT: Gauge the comfort level of participants before you model a statement. If they seem open and easy-going, you may want your example to be more affective (e.g., I was surprised by how much I unconsciously assumed that disorganized kids were just not trying hard enough ). If the group seems more anxious, you may want to choose a more neutral example (e.g., I was happy to learn that there are strategies that can help kids be more on time ). ORGANIZED FOR LEARNING FACILITATOR NOTES 20

24 V. CLOSING B. CLOSING VIDEO (1 MINUTE) 1. Tell participants that you would like to close the workshop with some words of optimism from Dr. Levine. Play the last video clip. As the video plays, display the last PowerPoint slide. 2. Circle back to the Parking Lot to see if there are any questions that remain open and decide with those participants how you will address them (see Managing Participant Discussions in the Facilitator Toolkit). 3. Thank participants for their good work. Hand out the feedback form and ask participants to fill it out before they leave. A Message of Optimism Students who struggle with organization have every hope to succeed in school and in life. ORGANIZED FOR LEARNING FACILITATOR NOTES 21