Model One: Analyze Strengths, Needs and Interests

To start thinking in terms of the three brain networks when analyzing student strengths, needs and interests, revive qualities and categorize. Below are two examples. We have copied and pasted student characteristics in the appropriate brain network from the student description.

To determine which brain network to choose, consider whether a trait relates to taking in information (recognition), learning how to perform a skill or process (strategy), or being enthusiastic, persistent, and engaged (affect).

Student: Sophia

Sophia is a soprano in her school's top singing group who is legally blind but has significant residual vision. She cannot sight read music, but she has such a good ear that she can learn her parts quickly, and the group depends on her as one of the most talented and consistent members. Sophia's good ear helps her with language comprehension and social relationships. She is adept at interpreting nuance and intonation when others are speaking.
Although she reads Braille well, she prefers to use a desktop magnifier to read printed text. This enables her to use the textbook, but it creates other difficulties for her. For example, with the magnifier she cannot skim and scan text - a problem that makes reading a long assignment very time consuming.

STUDENT NAME: Sophia
Curriculum: Science – Choose and write a report on a flower

Student: Miguel

Throughout his schooling, Miguel has struggled with reading and math basics, but with support from his family and adjustments to his assignments, he has progressed well. Miguel's world has recently been thrown into turmoil by his parents' divorce and a grandparent's illness. Miguel's varying and unpredictable emotional states are impairing his school performance.. Miguel's art teacher reports that Miguel has started to produce detailed and skillful art projects and seems, in that subject, able to become deeply engaged.

STUDENT NAME: Miguel
Curriculum: Science – Choose and write a report on a flower