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

1. ALL KINDS OF MINDS The Learning Theories of Mel Levine, M.D.

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. THE NEURODEVELOPMENTAL PROFILE The unique way in which each brain is “wired.” The tool chest of the mind. Connections, Misconnections and Disconnections

6. HOW A PROFILE IS CREATED Genetics Temperament/Emotions Environment Peer Influence Family Physical Health Educational Experience Cultural Values

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. Analysis of the Eight Neurodevelopmental Systems

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

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

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

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

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

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

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

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

26. OUTPUT INVENTORY