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European APT MMTIC preconference workshop

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									Every child appreciated. Every child engaged.™



        European APT
      Pre-conference
        Workshop
     Danish Centre for
  Leadership, Copenhagen
       May 15, 2008
                     with
   Elizabeth Murphy, Ed.D.
• “Moving from Self-
  Awareness to Self-
  Management”
     Workshop Goals

• Explore the MMTIC instrument
• Review materials for
  administration, scoring,
  reporting, and interpreting type
  to students
• Examine student workbooks
• Examine teacher workbook
     Goals continued

• Practice developing
  assessment and lessons
  based on type preferences
• Identify parenting challenges
  by types
• Observe a feedback model
• Identify school and home
  strategies for respecting type
  preferences
    Take the MMTIC

• 43 items
• Based on latent class analyses
• Items have weighted answers
• Ages 7 through 18
• Answer by completing online or
  with paper/pencil
• All are computer scored
            MMTIC Reports

• Sample report for ages 7-10
• Sample report for ages 11-13
• Sample report for ages 14-18

•   Career supplement
•   Professional report
•   Classroom Type Table
•   Classroom Manager

• Parent report for child (available
    soon)
Manager.
        Common Questions




1.   Age range?
2.   Who can administer?
3.   Group administration?
4.   Norms?
5.   Reading level?
6.   Scoring choices?
7.   Feedback process?
        Workbooks

• Student workbooks
• Teacher workbook – The
  Chemistry of Personality
       My Journal Log


These are journal starters for each
  of the five days between
  presentations. They can also be
  spread out throughout the year.


Journal writing:

1. Gives opportunity for brief
   reflection of self and others
2. Helps you monitor misconceptions.


3. Tracks the individual’s development
   of self-awareness
These can be used for discussion
  starters as well as journal logs.
       My Journal Log

1. What I now know about me…

2. What I now know about others…

3. My natural preference for ___
  gets me in trouble when I…

4. My natural preference for ___
  helps me most when I…

5. People with my preference are
  valued and respected because

6. People with the opposite
  preference are valued and
  respected because...
          Restate the Rule



The rule is: No noise in the
halls.

Restate this so that each type will hear it most
   clearly.
1. SENSING
2. INTUITION
3. THINKING
4. FEELING
 How to Work with the
  Sensing Dominants
• To include Sensing, ask:
  – What has past experience
    shown us?
  – What can be verified?
  – What is observable?
  – What is going on right now?
  – Ask for examples.

  – Write complex ideas with simple
    sentences.
  How to Work with the
   Intuitive Dominants
• To include Intuition, ask:
  – How do the facts relate?
  – What interpretation can be
    made?
  – What patterns exist?
  – What are the possibilities?

  – Write open-ended questions.
    Include a rubric to identify critical
    elements that will be scored.
  How to work with the
  Thinking Dominants
• To include Thinking, ask:
   – What are the logical
     consequences?
   – What are the pros, cons, and
     interesting alternatives?
   – What will be most effective?
   – What goal is being served?

  – Draft your answer to apply to an
    operating group (systems).
    Explain your reasoning.
  How to Work with the
   Feeling Dominants
• To include Feeling, ask:
   - What makes this important ?
   – What are other people’s needs
     and reactions?
   – What values are being served?
   – Will this help or hurt others?
   – What exceptions need to be
     made?

  – Let the student personalize the
    answer or the examples.
Drafting Assessment
Tools



Drafting Lesson Designs



Reviewing instructional
strategies
                 Selecting Words
                 Type Preferences

    * Forecast                * Describe
    * Graph                   * Review
    * Name                    * Brainstorm
    * Collect                 * Explore
    * Web                     * Measure
    * Connect                 * Demonstrate
    * Observe                 * Construct
    * Define                  * Invent
    * Compose                 * Design
    * Sort                    * _____
                              (Fill-in choice)



by Elizabeth Murphy, Ed.D.
     The Solar System - Assessment
              Word Swaps
1. Design a game to teach the planets in
   order from the sun.
2. Draw each planet in relation to the sun.
   Each must be proportional.
3. Write a story about how each planet was
   created. Describe how the planet looks.
4. List the planets in order. Tell three
   facts about each of the planets.
5. Create a model of the solar system. Do
   not use commercial kits.
6. Create a song or dance for each of the
   planets.
Questioning Techniques


              For Specifics




For Logical
                          For Themes
Conclusions



     For Impact on Others
 Parenting Challenges

• Divide by dichotomies
• Identify 3 potential challenges
  a parent might face rearing a
  child with that preference




• Either/Or Language
Impact of Development
  Learning
how to use a
 preference
   and gain
  control of
      that
 preference
occurs over
     time.
Extraverts:
•   how to “hold” a thought in memory
•   to “move mentally” rather than physically
•   require quiet for difficult thinking tasks




Introverts:
• need to request help (IFs don’t want to
 mpose; ITs don’t think they need it.)
• need to tell someone they are still
“thinking”-deciding
Sensors:
• need to learn to sort relevant from
 rrelevant details
• need to learn to skim read to find answers
and how to highlight main ideas



Intuitives:
• need to learn to memorize and recall
specific details
• need help producing the designs they
 magine
Thinkers:
• need to learn social skills; may impose on
others
• need to allow themselves a “learning curve”
to provide opportunities for practice before
mastery
• need to resist blaming others/ things/
circumstances for their incompetence

Feelers:
• need to learn to self-evaluate rather than
turning to others for evaluation of their self-
worth
• need to learn to take care of self and not
abandon personal needs while they take care
of others
Judgers:
• need to learn to coping skills for when the
schedule is full
• need to develop a prepared response to
potential emergencies


Perceivers:
• need to develop a “sense of timing”—
especially with work
• need to recognize that their last minute
energy rush can impose on others
    The Four Lenses



* Normal difference


* Temporary problem


* Disability


* “Disobedient”

								
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