Return to flip book view

ABCDEOF LEARNER NEEDS

CONTENTSDeepen Your Learning ..................................................26Introduction .......................................................................3The Inspired Teaching Approach ..................................4Start with Asset Framing ................................................7An Overview of the ABCDEs .......................................10Autonomy .........................................................................11Belonging ..........................................................................12Competence .....................................................................13Developmental Appropriateness ................................14Engagement .....................................................................15Fun .....................................................................................16Ways to Use ABCDE in Your School .........................17Using ABCDE with Parents ..........................................23Fall 2023Dear Teachers, Administrators,Parents/Guardians, and Caregivers, We are all born into this world full of potential.As we learn and grow we are driven byaspirations, and develop the ability to makemeaningful contributions to the world around us.But fulfilling our potential is dependent on howwell our needs are met. Over the past several years, both our own andour children’s needs have been tested. We are allstill recovering from the trauma and loss broughton by a global pandemic and the widespreadinstability that accompanied it. As a result, both children and adults are behavingdifferently. And all behavior is communication.This guidebook is designed to help answer thequestion: What are these behaviors telling us? There is something powerful that happens inour relationships with one another when weswitch from viewing problematic behavior asdisruption, defiance, and disobedience toviewing it as a result of unmet needs. When paired with an understanding of oneanother's aspirations and contributions, anunmet need is something we can address. Itbecomes less of an obstacle and more of asignpost—guiding us in what to do next. Andwhen we begin to see that unwanted behavior isa result of unmet needs, we start looking forlasting solutions rather than short-termpunishments. This approach builds connection,fosters learning, and leads to real, positive,sustainable change.May these pages equip you with the tools youneed to teach and learn in the year ahead. With appreciation, Aleta MargolisFounder and PresidentCenter for Inspired TeachingCopyright 2023 © Center for Inspired TeachingGuidebook created by Jenna FournelGuidebook designed by Jenna Fournel and Jaqueta Abbey

Psychologist William Glasser defined several core human needs "which provide motivation for all thatwe do." In this Guidebook, we've framed them in the context of school: Autonomy, Belonging,Competence, Developmental Appropriateness, Engagement, and last but not least, Fun. We learn and grow best when our needs are met. Therefore when we’re not thriving these unmetneeds are often at the root of the problem. Identifying these unmet needs is the first step towardaddressing them.In this Guidebook, you'll find:Key to meeting needs is also understanding individual aspirations and contributions. This is the central thesis ofthe work of Trabian Shorters, an activist, author, and social entrepreneur who advocates for using asset framingwhen we think about how to help people. Shorters describes asset framing as “defining people by theiraspirations and contributions before you get to their challenges.”A variety of tools to help you gather data and identify which ofthe ABCDEs might be in need of attention.Standards-based activities, and planning and reflection documentsto help integrate the ABCDEs into your practice.Taking the time to identify unmet needs will reveal ways to redirect unwantedbehaviors. The following pages offer concrete activities and researched-basedrecommendations for how to do so. Students are motivated to work hard and learn when lessons are designed withtheir needs in mind.INTRODUCTION:WHAT CAN THIS GUIDEBOOK DO FOR ME?Suggestions for taking care of your own well-being.Whether you are a teacher, parent, guardian, or all of the above, becomingfamiliar with the ABCDEs, signs to look for when the needs aren’t being met,and strategies for meeting them, can help you help yourself. You cannot fill aglass from an empty pitcher, which is why these pages offer suggestions forhow to keep your own full. In the classroom, this entails finding the answers to questions like: What does this child aspire to do or be? Howdo they contribute to our community? What particular strengths do they bring? When we start with assetframing in developing relationships with our students, we build a strong knowledge base about each child. Fromthere, we are able to make wiser decisions about how to meet their needs. (More about asset framing on page 7.)You can use the resources in this Guidebook with confidence, knowing they are grounded in years of researchand practice. Inspired Teaching has taught thousands of teachers, parents, and school leaders to implement thistool as they engage with young people. Page 26 offers a reading list filled with research articles and resourcestied to all of the learner needs. In addition, your own experience with the tools provided will deepen yourunderstanding. We hope you’ll share what you try and learn with us by using this form.We look forward to learning with you! Jenna FournelDirector of Teaching and Learning Copyright 2023 © Center for Inspired Teaching3

Since its founding in 1995, Center for Inspired Teaching has taught teachers and school leaders across theUnited States and around the world to build their practice in engagement-based education. Through intensive,in-person courses and fellowships and an array of digital programs and resources, Inspired Teaching createsclassrooms where students solve complex problems, collaborate, and pursue continuous learning and growth.While the ABCDE of Learner Needs is a central component of our work, it exists within a larger framework ofwhat we believe students should be doing in school. Inspired Teachers are Instigators of Thought© who center all instruction on the 4 I’s: Intellect, Inquiry,Imagination, and Integrity. They build their classrooms around Five Core Elements: Mutual Respect; StudentAs Expert; Purpose, Persistence, and Action; Joy; and Wide-Ranging Evidence of Student Learning. In orderto make these classrooms work, learner needs must also be met.THE INSPIRED TEACHING APPROACHStudent as ExpertPurpose,Persistence,and ActionWideRangingEvidence ofStudentLearning JoyMutualRespectINTELLECTINQUIRYIMAGINATIONINTEGRITYWhat is INTELLECT? Learning, understanding, and applying contentknowledge in reading and literature, mathematics,science, social studies, civics, and the arts, to addresspersonal, communal, national, and global problems andexperiences. Thinking critically and learning in a mannerthat is self-directed and fully engaged: intellectually,emotionally, and physically.What is INQUIRY?Acting as a researcher: problem-solving, generatingquestions, collecting and analyzing information, andproposing solutions. Relying on curiosity andcollaboration, internal motivation to learn, wonder, keenobservation; paying close attention to detail and data,and devising possibilities for further investigations.What is IMAGINATION?Exhibiting the skills of creative and independentthinkers: the courage to create, a joyful spirit, the abilityto generate ideas and devise solutions, and the abilityto learn through play. Facing challenges—in school andeverywhere in life—with resourcefulness, ingenuity, andoptimism. What is INTEGRITY?Acting as a member of a democratic society.Demonstrating honesty: the ability to stand up forone’s beliefs; the confidence to make decisionsaccording to one’s value system; the ability to listen to,respect, collaborate, and learn from others; and thecapacity for empathy, curiosity, and compassion.Copyright 2023 © Center for Inspired Teaching4

5 CORE ELEMENTSMUTUAL RESPECTEveryone’s voice matters: every student, every teacher, every parent or guardian, every school leader, everystaff member, every custodian. Everyone. Students’ ideas and teachers’ ideas are encouraged and appreciatedas part of academic instruction. Students and teachers are partners in setting and maintaining highexpectations.Instead of looking to behavior management or other crowd control mechanisms, adults in school embracerelationship-based discipline, restorative justice, and other philosophies that authentically build self-disciplineand intrinsic motivation, and teach genuine responsibility. Students are not expected simply to comply withrules. The expectation is that school will help students thrive.STUDENT AS EXPERTAdults trust that students have the ability, and the inclination, to solve academic and social problems, insteadof assuming students need adults to solve problems for them. This means student voice and ideas areabundant in every lesson, in every interaction. As a result, the Wonder-Experiment-Learn Cycle becomes ahabit of mind and a strategy for problem-solving in academic and non-academic settings. Putting students in the role of expert, or emerging expert can be as simple as saying, "How did you make thefirst bunny ear? Can you figure out how to make the second one?" instead of, "Let me take care of that foryou," when a young child asks for help tying his shoe. Another simple example: responding when a secondgrader asks how much longer until lunch with, "Take a look at the clock and see if you can figure it out,"instead of, "30 minutes."Putting students in the role of expert can be as complex as insisting the student take the lead in figuring outhow to add two-thirds and three-fourths, instead of telling her how to solve the math problem, orrecalibrating the plan for an entire lesson to embrace the interests and questions of a student.PURPOSE, PERSISTENCE, AND ACTION Students are fully engaged, intellectually, emotionally, and physically, in what they are doing. They perseverein solving problems, making discoveries along the way. They experience failure as a necessary part of thelearning process.Just as an engineer wouldn’t expect to design a properly functioning bridge on her first try, and would gainvaluable insights from each failed attempt, students engage in productive struggle as they navigate theactivities of each school day. They rarely sit and receive information; their minds and bodies are in action,moving in the direction of their objectives. A child learning to ride a bike is naturally engaged in Purpose,Persistence, and Action, as she experiments with different approaches to mounting her bike, different speedsof pedaling, and different ways of balancing her body on, or above, the seat.Her body and mind are busy taking in new information with every attempt, and using that data to makeadjustments in her next attempt. She perseveres because her goal matters to her. While parents or friends canoffer feedback and support, and ask questions to deepen her learning, no one can ride the bike for her. Sheunderstands that it is up to her alone to learn to ride her bike. Purpose, Persistence, and Action in school feels the same way. Whether solving a math problem or preparinga speech, students are engaged in mind, heart, and body. They are willing to push forward through frustrationbecause their learning matters to them. Teachers offer feedback and support and ask thought-provokingquestions, but the students themselves are in the driver's seat.Copyright 2023 © Center for Inspired Teaching5

JOYJoy means students and teachers know they are valued, and feel a sense of belonging in school. It meansstudents and teachers embrace an asset-based stance, and take pride in their work, including their work-in-progress. It means learners know their work is worthwhile. Joy can be sparked by a special event—a danceperformance or soccer game or camping trip. However, joy is also an important component of the everydayexperience of teaching and learning. Joy can happen when a student gives something a try and experiences success. Sometimes learning doesn’tcome easily; sometimes students have to try and fail and try again and again as part of the learning process.As long as the focus is on process and progress, that’s joy too. According to psychologist Mihaly Csikszentmihalyi, author of Flow: The Psychology of Optimal Experience, “Thebest moments usually occur when a person’s body or mind is stretched to its limits in a voluntary effort toaccomplish something difficult and worthwhile…For a child, it could be placing with trembling fingers the lastblock on a tower she has built, higher than any she has built so far; for a swimmer, it could be trying to beathis own record; for a violinist, mastering an intricate musical passage. For each person there are thousands ofopportunities, challenges to expand ourselves.”WIDE-RANGING EVIDENCE OF STUDENT LEARNING Multiple forms of student learning data are collected, analyzed, displayed, valued, and used to informinstruction. Students write essays, create artwork and dances, give speeches, build models, design andadminister surveys, write code, create apps, create videos and podcasts, and much more—in addition to takingtests and exams. Teachers provide rich feedback to students, and students have the opportunity and responsibility to assesstheir own work as well. In schools that embrace Inspired Teaching’s 5 Core Elements, all kinds of evidence ofstudent learning is visible. Classroom and hallway walls are covered with student work—essays, explanations,artwork, photography, blueprints, models, and more. When visitors enter the school, students have a lot totell them—about what they are studying and why, what they’ve figured out so far and what they are strivingto discover next.Copyright 2023 © Center for Inspired Teaching6

The Inspired Teaching Approach is rooted in a fundamental belief that all students want to learn, and that they areall full of potential. Before jumping into the needs that must be met in order to realize that potential, it’s importantto get to know and understand each student’s assets—an approach that research shows is vital to their success.Learning about our students' aspirations and contributions provides us with valuable data to inform ourpractice and deepen our relationships. Here are some ways to begin: Profile PagesWe are most successful as teachers when we know our students well, and when we foster a trustingcommunity of learners in the classroom. Profile Pages is a simple yet powerful activity that helps you to learnmore about your students, to make sure introverts and extroverts alike feel heard and valued, and to revealand strengthen meaningful connections among peers.3 Closing Activities to Connect with FamiliesNewsletters home to families often offer broad brushstrokes of the major things students learned over thecourse of a week or month. They are generally teacher-generated and not always well-read by their intendedaudience. These forms of family connection do well to document what transpires in school, but they don’toften foster engagement. The activities we offer here invite a back-and-forth and elevate student voice.Sunshine vs. Up-At-Night Students(Pages 8-9)A sunshine student is one whom you cannot wait tosee when class begins. An up-at-night student isthe one you go to sleep ruminating over how toreach. We all have these students in ourclassrooms, often several at the same time! Whatdo we know about their aspirations and contributions?The following two pages offer reflection sheets tohelp teachers observe their relationships withthese students - and in turn deepen theirunderstanding of ALL students. When youcomplete these pages and discover gaps in yourknowledge, you know where to ask questions andhow to get to know your students better. Whencomplete these pages periodically throughout theschool year, you discover your own growth as ateacher and your capacity to grow ever more tunedin to your students. START WITH ASSET FRAMING“Research in psychology and education demonstrates that focusing onpeople’s strengths—that is, what they already possess inherently orhave learned and experienced—can lead to far greater academic andsocial-emotional success than does focusing on what we perceive astheir weaknesses.” - Debbie Zacarian and Diane Staehr Fenner, coauthors of Breaking Down the Wall: Essential Shifts for English Learners’ SuccessCopyright 2023 © Center for Inspired Teaching7

What does this student like?What does this student dislike?What are this student's aspirations?What are this student's contributions? Describe a situation in which you’ve seenthis student succeed:Describe a situation in which you’ve seen thisstudent struggle:Describe any specific problems you arehaving reaching this student:What have you already tried?Think about a student who brings you joy. Jot down all youknow about this student in each of the categories below.EXTSUNSHINE STUDENTReflection SheetCopyright 2023 © Center for Inspired Teaching8

What does this student like?What does this student dislike?What are this student's aspirations?What are this student's contributions? Describe a situation in which you’ve seenthis student succeed:Describe a situation in which you’ve seen thisstudent struggle:Describe any specific problems you arehaving reaching this student:What have you already tried?Think about a student who keeps you up at night. Jot down allyou know about this student in each of the categories below.EXTUP-AT-NIGHT STUDENTReflection SheetCopyright 2023 © Center for Inspired Teaching9

AUTONOMY"I want to have a say in what happens to me." Autonomy is the need for independence; the ability to make choices, to create, to explore, andto express oneself freely; to have sufficient space, to move around, and to feel unrestricted withopportunities to exercise free will.BELONGING“I want to feel connected to and valued by those around me.” Belonging is our psychological need to love and care for others and to believe that we are lovedand cared for in family relationships, friendships, and working relationships. To belong, we mustconnect with people by cooperating, caring, sharing, and being involved.COMPETENCE"I want to feel a sense of significance, worth, and accomplishment."For us to feel capable, we need a sense of empowerment, worthiness, and achievement.Competence is both an inner sense of pride, importance, and self-esteem and an outer sense ofbeing heard and respected.DEVELOPMENTAL APPROPRIATENESS "I am nurtured in my continual growth."Learners need the right amount of challenge, fueled by just enough skill to get through thedifficulty. If children are tasked with assignments that are too far beyond where they aredevelopmentally or too easy, they are likely to disengage.ENGAGEMENT"I want to be actively involved."Engagement can happen through play and laughter, but joyful learning also occurs whenwe are creating, problem-solving, making interesting decisions, and interacting withothers through worthwhile tasks.AN OVERVIEW OF THE ABCDEs“I want to do something that brings me joy.”Fun is engaging in an activity, with or without a goal in mind, because you enjoy doing it.We learn through play, and fun is essential to our learning. You have fun when you aresmiling, feeling joyful or relaxed, laughing, and doing something outside the ordinary.Once we are well-versed in our students’ aspirations and contributions we are better able to meet their needs.Center for Inspired Teaching frames these needs in terms of the ABCDEs (and F for fun!) Here is an overviewof what each of these needs looks like in action. Copyright 2023 © Center for Inspired Teaching10FUNFUN

Autonomy is the need for independence; the abilityto make choices, to create, to explore, and to expressoneself freely; to have sufficient space, to movearound, and to feel unrestricted with opportunitiesto exercise free will.Apathy and disengagement with a taskRejection of or seeking ways to “work around” rules andexpectationsA disconnect between the work being produced and theskills and capabilities of the student creating that workMore choices, for example: where to sit, what to eat,read, or wear Unstructured time to explore interestsOpportunities to help make decisions, includingclassroom rules Invitations to share feedback and input into what andhow we learnSpace to work independentlyWhat more can my students do on their own? Where can I create more space for their voices? Where can I give up more control? How can I listen more and speak less? What it looks like when this need is NOT being met:Ways to help meet this need:Ask yourself:AUTONOMY"I WANT TO HAVE A SAY IN WHAT HAPPENS TO ME." - Barbara McCombs,Activities That Foster AUTONOMY:Finding Yourself on the LineThis activity helps students learnabout how their own minds work,an essential component of building independence andexercising autonomy.Museum of MeStudents choose artifacts from their own life to create a mini-museum on their desk thatrepresents and shares who they are. Having choices allows children throughyoung adults to feel empowered that theyhave control or ownership over their ownlearning. This, in turn, helps them develop asense of responsibility and self-motivation. - Centers for Disease Control and Prevention When students feel their teachers are open totheir ideas and allow them to make choicesregarding their learning and schoolwork, theyare more engaged in school, less disruptive inclass, and report feeling a stronger sense ofbelonging and connectedness to their school.Copyright 2023 © Center for Inspired Teaching11

Belonging is our psychological need to love and carefor others and to believe that we are loved and caredfor in family relationships, friendships, and workingrelationships. To belong, we must connect with peopleby cooperating, caring, sharing, and being involved. Low self-esteem, talking negatively about self-worthHesitancy to work with othersIsolation and lack of engagement in group activitiesBullying, either perpetrated or experienced byindividuals in the classroomFear of sharing personal interests or activitiesStructured opportunities to get to know and sharewith peersFree time to play and learn collaborativelyActivities that highlight and celebrate what makes usuniquePractice with sharing and receiving kindnessOpen discussions or experiences that create space forunderstanding the role belonging plays in our livesHow else can my students get to know one another? What connections can I make with my students’ lives? What can I do to make sure students feel at home inour classroom? How can I help my students develop a healthyunderstanding of their feelings related to belonging?What it looks like when this need is NOT being met:Ways to help meet this need:Ask yourself:BELONGING"I WANT TO FEEL CONNECTED TO AND VALUED BY THOSE AROUND ME." - Michael Ralph Activities That Foster BELONGING:Random WalkThis activity challenges students tothink about concepts collaborativelyin a physical way and completelywithout words. You can learn a lotfrom observing a class engaged inthis activity. The prompts requireeveryone to participate, so by designstudents cannot be left out.Warming Up with Mutual RespectThese warm-up activities activatethe mind and body, and offer theopportunity for students to feelseen and heard right as class begins. Everyone experiences a lesser sense of belonging at times, and teachers can provide support fornormalizing periodic feelings of not belonging. They can also help students frame their experiencesto understand when the causes of those feelings are internal or external to themselves.Copyright 2023 © Center for Inspired Teaching12

Frustration due to lack of understandingInability to articulate the purpose or goals of the learningMistakes are seen as failures rather than learningopportunitiesFew opportunities for a student to shine and/orcontribute to the communityLow sense of purpose and well-beingMultiple opportunities to build expertise withoutjudgment Meaningful, positive feedback that highlights effortSetting goals and assessing progressReflecting on learning and sharing accomplishmentEmbracing mistakes as essential to growthCan all my students articulate how they are learning and growing? Do my students feel capable of reaching theexpectations I have set for them? What are my students’ expectations for themselves? How can I create space for my students to recognizetheir inherent worth? What it looks like when this need is NOT being met:Ways to help meet this need:Ask yourself:COMPETENCE"I WANT TO FEEL A SENSE OF SIGNIFICANCE,WORTH, AND ACCOMPLISHMENT." - Haleh YazdiActivities That Foster COMPETENCE:Student-Led Museum TourStudents share their observations afterstudying a piece of art. This simpleprocess develops emerging expertiseand builds competence through sharingwhat they have learned.Interesting, Important, UsefulA key to meeting students’ need forcompetence in the classroom isrecognizing and appreciating what theyfind interesting, important, and useful.Creating space for them to talk aboutwhat matters to them can go a longway toward building their investment inwhat we’re trying to teach them. Students need to be challenged by schoolwork and know that expectations are high, but they alsoneed competence, or a feeling that they are equipped to meet these challenges and standards.Studies show that once students perceive themselves as competent in learning class material, theydevelop more intrinsic learning motives.For us to feel capable, we need a sense of empowerment,worthiness, and achievement. Competence is both aninner sense of pride, importance, and self-esteem and anouter sense of being heard and respected.Copyright 2023 © Center for Inspired Teaching13

High levels of anxiety around assessments and projects“Zoning out” or inability to engage with a lesson;difficulty staying focused for a given time period (forinstance, in early childhood classrooms, lessonsrequiring too much sitting will be difficult fordeveloping bodies that need to move)Outbursts and expressions of frustration with assignedtasksRefusal to participate in a task and difficulty explainingwhyNurture relationships with families to betterunderstand students and share learning.Recognize and value home cultures.Provide multiple means of engagement, representation, and action and expression following Universal Designfor Learning guidelines. Keep informed of the latest research on childdevelopment and neuroscience so practices arecurrent. See page 26 for a list of sources.Ask effective questions to identify where a learningstruggle is occurring.What more can I learn about how humans learn? How can I incorporate the foundations of knowledgemy students bring with them into the learning I needthem to do? How can my students learn to identify and strivetoward their own zone of proximal development? What supports do I need to differentiate my instructionfor each student in my care?What it looks like when this need is NOT being met:Ways to help meet this need:Ask yourself:DEVELOPMENTAL APPROPRIATENESS"I CAN ONLY DO WHAT MY BRAIN AND BODY ARE READY TO DO."Activities That Foster DEVELOPMENTALAPPROPRIATENESS:3 Ways to Check theMood of the RoomGauging the temperature of the roomright off the bat can give you a betteridea of what you’re working with.Finding the Zone of Proximal DevelopmentThis activity helps students becomeaware of their zones of proximaldevelopment (Lev Vygotsky), thosespaces that push them to stretch beyondwhat they already know and can dotoward what might be possible.Learners need the right amount of challenge, fueledby just enough skill to get through the difficulty. Ifchildren are tasked with assignments that are too farbeyond where they are developmentally or too easy,they are likely to disengage.COMFORT/KNOWN = HABITUAL ACTION/NOT MUCH LEARNINGDISCOMFORT/UNKNOWN = LEARNINGALARM = SHUT DOWNZONE OF PROXIMAL DEVELOPMENTCopyright 2023 © Center for Inspired Teaching14

Engagement can happen through play and laughter,but joyful learning also occurs when we are creating,problem-solving, making interesting decisions, andinteracting with others through worthwhile tasks.Trying to distract others and/or refusing to participate Low mood, dozing off or staring into spaceLooking for reasons to get up, or leave the roomDemonstrating minimal effortNot interacting with peers or staying off task if it is agroup activityExperiences that engage both the body and the mindOpportunities to be spontaneousActivities that allow students to explore and applylearning in areas that pique their curiosityMultiple chances to work collaboratively with peersMeaningful, hands-on assignments and activitiesHow else can my students exercise their creativity tosolve real problems?When was the last time I saw my class in a state offlow? What might I do to make flow more frequent? How can I incorporate more physical movement intomy teaching? Are my goals for my students relevant, clear, andenticing? Does student input shape these goals? Do my students actively seek to extend their learning?If not, how can I encourage them to do so?What it looks like when this need is NOT being met:Ways to help meet this need:Ask yourself:ENGAGEMENT"I WANT TO BE ACTIVELY INVOLVED." - Jill SuttieActivities That Foster ENGAGEMENT:4 Ways to Start Class With MovementStarting class with movement canmake a world of difference in focus,attention, and engagement.Finding PiEven if pi isn’t a mathematical conceptyour students will learn this year, thestructure of this activity illustrates a wayto make conceptual learning engaging.“Teachers want their kids to find “flow,”that feeling of complete immersion in anactivity, where we’re so engaged that ourworries, sense of time, and self-consciousness seem to disappear. Sincepsychologist Mihalyi Csikszentmihalyi (whofirst coined the term) started studying flow,it has been linked to feelings of happinessand euphoria, and to peak performanceamong workers, scientists, athletes,musicians, and many others...Research byCsikszentmihalyi and others has found thatflow deepens learning and encourages long-term interest in a subject.”Copyright 2023 © Center for Inspired Teaching15

Laughter or smiles are infrequent Mood may be subdued or melancholy Peers do not engage much or well with one another Difficulty handling uncertainty, fear of “messing up”or doing something unfamiliarTrouble solving problems or solutions lack creativity Low-stakes games that allow students to play andlearn togetherLearning opportunities that are not tied to gradesbut instead work to build community and creativeproblem-solvingHands-on activities that allow for multiple outcomes.Intentional experiences with humor (i.e. entertainingstories, videos, opportunities for sharing jokes) Experiences outside the classroom such as campuswalks, field trips, speaker visits, community projectsetc. that provide a unique context for learningWhen was the last time my students and I laughed? When do my students have opportunities to playfreely during the school day? What brings me and my students joy? Where is there room in my curriculum for studentsto engage in their own creative explorations? What could my students and I try together thatwe’ve never done before?What it looks like when this need is NOT being met:Ways to help meet this need:Ask yourself:FUNFUN"I WANT TO DO SOMETHING THAT BRINGS ME JOY."Activities That Foster FUN:Word-At-A-Time StoriesStudents construct a narrative “oneword at a time.” The challenge is tocreate something cohesive whiledepending on the creative input ofeach individual.Finding SmilesFocused and specific feedback on howwe positively relate to others is goodfor our self-esteem and encourages usto lean into our authentic, joyful selves.Fun is engaging in an activity, with or without a goalin mind, because you enjoy doing it. We learn throughplay, and fun is essential to our learning. You have funwhen you are smiling, feeling joyful or relaxed,laughing, and doing something outside the ordinary. - Learning Through Play, The Lego FoundationPlayful experiences appear to be a powerfulmechanism that help children not only to behappy and healthy in their lives today but alsodevelop the skills to be the creative, engaged,lifelong learners of tomorrow.Copyright 2023 © Center for Inspired Teaching16

The Value of a Common LanguageA common language around learner needs can bring adults together and amplify our collective ability to supportstudents. Too often as teachers, we function in isolation and cannot benefit from the insights of our peers,because we come at our work so differently. A common language around learner needs offers common groundand as we build and share our toolkits for meeting these needs, we amplify our collective ability to supportstudents.Start with aspirations and contributions. Invite your students to articulate their own dreams and what theybring to the class. See the activities on page 7. Open a conversation about needs. Ask students what they need in order to learn. Show them how theiranswers map to the ABCDEs. Provide individual feedback. As students begin to verbalize their needs (use the handout on page 18), affirmtheir observations and work together to meet those needs.A Tool for Self-ReflectionJust as ABCDE provides a common language for the adults in a school, it also serves as a powerful reflection toolfor students. When individuals are able to make a connection between our distress, discomfort, ordisengagement and our unmet needs, we develop self-awareness and eventually the capacity to self-advocate.Tips for introducing ABCDE to your students:Sharing this Guidebook and initiating conversations with your colleagues around the ABCDE of Learner Needswill not only benefit your students, it will benefit the whole school community. Share this Guidebook. Arrange for a team meeting to discuss how theseresources might be applied in your school. Start personal. Invite your peers to think about how their own needs are, orare not, met in the school and what you can do to help each other meet them. Take baby steps. Consider looking collectively at one need per month andinviting colleagues to share strategies to address it. Bring us in! Inspired Teaching can lead schoolwide workshops on ABCDE. Setup a call about our customized professional development with this form.Tips for starting the conversation:Have a plan for your data. Surveys are only as good as the action you take with the results. Ensure everyoneis committed to action if you’re going to seek schoolwide feedback on areas of need. Seek solutions from the source. When you’ve discovered, for example, that many students, or staff, arestruggling to feel a sense of belonging—seek community input on solutions rather than applying a quick fix. Embrace an iterative process. When you make a commitment to meeting the ABCDEs, you’re never donebecause the people, context, and experiences of your school community are always changing. Each newstrategy builds your knowledge, but stay curious about what else there is to try and to learn. A Community-Wide BarometerAs you build familiarity with ABCDE, your whole school community can begin to use it as a way to addresschallenges and make improvements. School leaders: gathering input from staff on collective areas where theirneeds are not being met can help you make productive changes. (Consider peer observations using the tool onpage 19.) Gathering input across grade levels from students about their needs can reveal school-wide trends andinform strategic interventions.Tips for using ABCDE systemically:WAYS TO USE ABCDEIN YOUR SCHOOLCopyright 2023 © Center for Inspired Teaching17

AUTONOMY "I get to make my own choices." BELONGING “I am welcome here.” COMPETENCE "I feel smart in school."DEVELOPMENTAL APPROPRIATENESS "My school work is not too hard or too easy."ENGAGEMENT "I am doing important work."For students: Where are my needs?Often Sometimes RarelyOften Sometimes RarelyOften Sometimes RarelyOften Sometimes RarelyOften Sometimes RarelyFUN "I enjoy learning."Often Sometimes RarelyCopyright 2023 © Center for Inspired Teaching18

AutonomyBelongingCompetenceDevelopmentalAppropriatenessEngagementFunMakingchoicesWorking withdifferent peersElevatingyouth voicesDifferentiatedactivitiesOpportunitiesto createLaughterExpressingoneself freelySharingidentitiesBuilding aninner sense ofprideOpportunitiesfor reflectingon learningPracticemakinginterestingdecisionsSmilingSpace tomove aroundfreelyActivelycreating theschoolcommunityBeing heardand respectedAdjustmentswhenchallenge istoo great ortoo littleProblemsolvingPlaying gamesPracticingindependenceStrengtheningrelationshipsthroughcooperationCelebratingachievementsAssignmentstailored tostudentcuriosityWorking withothers onworthwhiletasksEnjoyment inthe learningprocessMeeting Student Needs How many of these elements can you find in your school? How many can you create?Copyright 2023 © Center for Inspired Teaching19

Meeting My Learners' NeedsUse your answers to the following questions to identify ways you can meet learnerneeds. Implement these approaches in your lessons and watch your students thrive!Examples: allowing students to choose seats or partners; students choosing how to showtheir learning for a project; expectations that allow for free movement around the classroomHow can Imeet mystudents’need forAutonomy?How can Imeet mystudents’ need forCompetence?How can I meet my students’ need forDevelopmentalAppropriateness?How can Imeet mystudents’need forEngagementand Fun?How can Imeet mystudents’need forBelonging?Example s: displ ayi ng st ude nts ’ wor k/p hotos /qu estio ns/ ide as on a class roo m wal l;meaning ful grou p w ork; opp ort uniti es to sh owc ase s tud ent expe rti seExample s: multi ple oppo rtu nit ies t o p racti ce a ski ll, so lve a pr oblem , a nd/or ac com plish agoal; s hin ing a li ght o n g row th (s o s tuden ts can a ckn owl edge the incr eas e of the ircompete nce )Example s: utili zin g app rop ria te gr ade leve l o f sta nda rds ; sca ffo lding to help st ude ntsstretch to ward mee ting a g oal ; hav ing conv ers ation s a bou t com for t zon esExample s: playi ng music to st art o ff the d ay; acti ve lea rning th at in vol ves t he who lebody; i nte racti ve games ; l ess ons t hat requ ire hand s-o n a ctivi tyInspired Brainstorming:Copyright 2023 © Center for Inspired Teaching20

Where is this need in your life right nowaccording to this spectrum?UNMET MET How is this need being met in your life right now?What changes might be necessary?AUTONOMY "I have a say in what happens to me." BELONGING “I feel valued by those around me.” COMPETENCE "I feel a sense of worth and accomplishment."DEVELOPMENTAL APPROPRIATENESS "I am nurtured in my continual growth."ENGAGEMENT "I am actively involved in my work."For educators: Where are my needs?FUN "I find joy in what I do."Where is this need in your life right nowaccording to this spectrum?UNMET MET How is this need being met in your life right now?What changes might be necessary?Where is this need in your life right nowaccording to this spectrum?UNMET MET How is this need being met in your life right now?What changes might be necessary?Where is this need in your life right nowaccording to this spectrum?UNMET MET How is this need being met in your life right now?What changes might be necessary?Where is this need in your life right nowaccording to this spectrum?UNMET MET How is this need being met in your life right now?What changes might be necessary?Where is this need in your life right nowaccording to this spectrum?UNMET MET How is this need being met in your life right now?What changes might be necessary?Copyright 2023 © Center for Inspired Teaching21

AUTONOMYTo have a say in whathappens, make choices,and buildindependence. All Learners Need...ENGAGEMENTTo problem-solve, makeinteresting decisions,and interact withothers throughworthwhile tasks.COMPETENCEAn inner sense of pride,importance, and self-esteem and an outersense of being heardand respected.BELONGINGTo be valued by andconnected to othersthrough collaboration,sharing, and caring.FUNTo learn through play,experience joy, andhave learningopportunities beyondthe ordinary.DEVELOPMENTALAPPROPRIATENESSThe right amount ofchallenge, fueled byjust enough skill to getthrough the difficulty.Copyright 2023 © Center for Inspired Teaching22

Apply the ABCDEs at HomePower struggles, sibling conflicts, and other unwanted behaviors are frustrating, to be sure. But they are alsoforms of communication! Parents can use ABCDE to better understand what message their children’s actions aretrying to send. The full descriptions of ABCDE found on pages 11-16 of this Guidebook are as relevant in thehome as they are at school. Page 24 is a poster you can put on the fridge with a short version of each of theABCDEs. When a challenge arises, look at these 6 needs and consider where there might be gaps. Then look topage 25 for ways to address them. Strive to create an open dialog with your child in which they learn to articulate their own needs and you are ableto do the same. Here are some examples of what that might sound like from your child’s perspective:Child's StatementArea of NeedEvery day you pick my clothes out for school but they’re not the ones I really want towear. I would like to be able to make my own choices about my outfits.AutonomyTonight you only asked Jael about her day at school and you didn’t ask me about howmine went. That made me feel left out. BelongingThis drawer is a mess and it frustrates me to not be able to find a straw when I need it.I think I can organize it better, could I dump it out and try? CompetenceThis book is really hard for me to read but I want to know what happens next. Can youread it out loud and I’ll follow along on the page? DevelopmentalAppropriatenessI just saw something on TV where someone made ice cream in a bag. We just needmilk and sugar and salt and ice. Can I try it?EngagementI know the rain canceled our picnic, but wouldn’t it be cool if we still had one withblankets on the kitchen floor?FunWAYS TO USE ABCDE WITH PARENTSStart with Asset FramingBefore beginning to address a child’s challenges it’s vital to understand their aspirations and contributions.Parents often know these aspects of their children inherently, but they can deepen their own understandingby regularly asking questions and sharing what they learn with their child’s teacher so everyone is on thesame page. Consider questions like:What were you most proud oftoday?What’s one thing you’d like to dodifferently tomorrow?What are you really good at?What do you most like to do? What are you curious aboutright now? The ABCDE of Learner Needs can also serve as an effective tool for family engagement.What is a new skill or activitythat you would like to try?How would you like to help outaround the house this week? Copyright 2023 © Center for Inspired Teaching23

AUTONOMYTo have a say in whathappens, make choices,and practice doingthings for ourselves. In this home we need...ENGAGEMENTTo be physically,mentally, andemotionally active, andincluded in solving realproblems.COMPETENCETo have opportunitiesto be helpful, feelproud of ourselves, andto be heard andrespected.BELONGINGTo actively love andcare for each other andknow that we are lovedand cared for.FUNTo play, experiencejoy and laughter, andtry new andinteresting things.DEVELOPMENTALAPPROPRIATENESSTo be asked to do whatour brains and bodiesare ready to do.Copyright 2023 © Center for Inspired Teaching24

NeedWhat it looks like when it’s not being metWays to meet this needIrritation when a child can’t “do it myself”Ignoring or working around rules andexpectationsLashing out at requests for complianceChoices whenever possible Freedom to explore interests Opportunities to help make decisions Invitations to share opinions Space to play independentlyWithdrawal from gatheringsFrustration about not being heard orincluded Acting out to attract attention or garner aresponseTaking time to ask thoughtful questions Providing positive feedback and notingcontributions Creating opportunities for quality time togetherStrong negative reaction to makingmistakesLow self-esteemTendency to quit things as soon asfrustration arisesEmbrace mistakes as learning opportunities Recognize accomplishments and reflect ongrowthShare your own experiences, as an adultnavigating challenges—let your child know aboutthings that are hard for youHigh levels of anxiety Zoning out, disengaging, or struggling tostay focused Outbursts and expressions of frustrationwith tasks (either “too hard” or “too easy”)Ask questions to identify what is too hard or tooeasy: What is your brain and body ready to doright now? Provide new experiences to grow skillsLow mood, dozing off or staring into spaceDemonstrating minimal effort Not sharing curiosity or seeking newexperiences and opportunities to learnActivities that engage the body and the mindOpportunities to be spontaneousMeaningful, hands-on projectsConversations about the why behind tasksLaughter or smiles are infrequentMood may be subdued or melancholy Difficulty handling uncertainty, or doingsomething unfamiliarLow-stakes gamesImaginative projects and experiencesIntentional experiences with humor (i.e. funnymovies / sharing jokes / kitchen dance parties)Meeting your child’s needs is highly dependent on the child and the context in which the needs aren’t being met.You know your child and you know your context better than anyone else. Therefore the suggestions below aredesigned to be broad enough for you to make adjustments.STRATEGIES FOR MEETINGCHILDREN'S NEEDS AT HOMEAutonomyBelongingCompetenceDevelopmentalAppropriatenessEngagementFunCopyright 2023 © Center for Inspired Teaching25

As the previous pages illustrate, the ABCDE of Learner Needs is grounded in years of research and experience. Thefollowing articles, studies, and resources offer more background on the concepts you’ve just explored. Your ownexperience with ABCDE in the classroom will add to this growing body of knowledge. We welcome questions, examples,and anecdotes from your ABCDE journey which you can post via this form.Where to go for the latest research into child development and neuroscience: NIH. National Institute of Child Health and Development. NIH. Child TrendsEducation Development Center. Early Childhood Development and Learning. Education Development Center. Johns Hopkins Neuro-Education Initiative. Neuro-Education Initiative. Johns Hopkins University. National Institute of Mental Health. (2018). Anxiety Disorders. U.S. Department of Health and Human Services, NationalInstitutes of Health. NIEER. Rutgers National Institute for Early Education Research. NIEER.Harvard Graduate School of Education. Usable Knowledge. Harvard University.WestEd. Reports and Publications. WestEd.IES - NCER. National Center for Education Research. IES - NCER.Asset Framing Goodman, A., & Farrell, K. (2022). Why Asset Framing is Better Storytelling. Center to Improve Social and Emotional Learningand School Safety at WestEd.MIT Teaching Systems Lab. Voices from the Field: Asset Framing in Practice. MIT Teaching Systems Lab.Choice TheoryGlasser, W. Quickstart Guide to Choice Theory. Glasser Institute for Choice Theory. Lopez-Garrido, G. (2023). Self-Determination Theory: How It Explains Motivation. Simply Psychology.MotivationDigital Promise. Student Motivation - A Research Summary. Digital Promise.Barshay, J. (2021). PROOF POINTS: What almost 150 studies say about how to motivate students. Hechinger Report.DEEPEN YOUR LEARNINGCopyright 2023 © Center for Inspired Teaching26

DEEPEN YOUR LEARNING (CONTINUED)AutonomyMcCombs, B. L. (2015). Developing responsible and autonomous learners: A key to motivating students. American PsychologicalAssociation.Schwartz, K. (2019). Four Research-Based Strategies to Ignite Intrinsic Motivation In Students. KQED.BelongingAllen, K.A., Kern, M. L., Rozek, C. S., McInerney, D. M., & Slavich, G. M. (2021). Belonging: a review of conceptual issues, anintegrative framework, and directions for future research. Australian Journal of Psychology, 73:1, 87-102, DOI:10.1080/00049530.2021.1883409. Ralph, M. (2022). How to cultivate a sense of belonging in schools. Edutopia.CompetenceDeci, E. L., & Ryan, R. M. (2000). The” what” and” why” of goal pursuits: Human needs and the self-determination of behavior.Psychological Inquiry, 11(4), 227-268.Elias, M. J. (2018). Nurturing Intrinsic Motivation in Students. Edutopia.Developmental AppropriatenessThompson, J,. & Stanković-Ramirez, Z. (2021). What early childhood educators know about developmentally appropriatepractice. Kappan.NAEYC. DAP: Teaching to Enhance Each Child’s Development and Learning. NAEYC.Engagement Hodges, T. (2018). School Engagement is More than Just Talk. Gallup.Suttie, J. (2012). Eight Tips for Fostering Flow in the Classroom. Greater Good Magazine.Berry, A. (2022). Reimagining Student Engagement: From Disrupting to Driving. Corwin Press, Inc.Mind/Shift. (2023). Reimagining student engagement as a continuum of learning behaviors. KQED.FunFulton, A. (2023). Here's why you should make a habit of having more fun. NPR. Liu, C., Solis, S. L., Jensen, H., Hopkins, E. J., Neale, D., Zosh, J. M., Hirsh-Pasek, K., & Whitebread, D. (2017). Neuroscienceand learning through play: a review of the evidence. The LEGO Foundation, DK.Souto-Manning, M. (2017). Is play a privilege or a right? And what’s our responsibility? On the role of play for equity in earlychildhood education. Early Child Development and Care, 187:5-6, 785-787.Copyright 2023 © Center for Inspired Teaching27

Learn24: Office of Out of School Time Grants, DCDeputy Mayor for EducationPhilip L. Graham FundJ.B. & M.K. Pritzker Family FoundationPNC BankThe Share FundWebber Family FoundationThe many individuals who support Center for Inspired Teachingwww.inspiredteaching.orginfo@inspiredteaching.org202-462-1956This Guidebook is made possiblethrough the generous support of the Jack Kent Cooke Foundation. We are grateful for the generosity of all thefunding partners who support Center for Inspired Teaching: Akin GumpAnonymousMorris & Gwendolyn Cafritz FoundationCapitol Hill Community FoundationCorina Higginson TrustCox Farms of VirginiaDC Commission on the Arts and HumanitiesEngland Family FoundationFerris Family Foundation