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Trauma-Informed Strategies

Ashley Sonn

Saint Mary’s University of Minnesota

School of Graduate and Professional Programs

Portfolio Entry for Wisconsin Teacher Standard 1 and 2

EDUW 691 – Professional Skills Development

Caroline Hickethier, Instructor

August 4, 2018
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Selected Wisconsin Teacher Standard Descriptors

Wisconsin Teacher Standard (WTS) 1: Teachers know the subjects they are teaching.

The teacher understands the central concepts, tools of inquiry, and structures of the

discipline he or she teaches and can create learning experiences that make these aspects of

subject matter meaningful for students.

Knowledge. The teacher understands how students’ conceptual frameworks and their

misconceptions for an area of knowledge can influence their learning.

Dispositions. (a) The teacher realizes that subject matter knowledge is not a fixed body

of facts but is complex and ever evolving. S/he seeks to keep abreast of new ideas and

understandings in the field. (b) The teacher is committed to continuous learning and engages in

professional discourse about subject matter knowledge and children’s learning of the discipline.

Performances. (a) The teacher can represent and use differing viewpoints, theories,

“ways of knowing” and methods of inquiry in his/her teaching of subject matter concepts.

Wisconsin Teacher Standard (WTS) 2: Teachers know how children grow.

The teacher understands how children with broad ranges of ability learn and develop, and

can provide instruction that supports their intellectual, social, and personal development.

Knowledge. The teacher understands that students’ physical, social, emotional, moral,

and cognitive development influence learning and knows how to address these factors when

making instructional decisions.

Dispositions. The teacher appreciates individual variation within each area of

development, shows respect for the diverse talents of all learners, and is committed to help them

develop self-confidence and competence.

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Performances. The teacher assesses individual and group performance in order to

design instruction that meets learners’ current needs in each domain (cognitive, social,

emotional, moral, and physical) and that leads to the next level of development.

Danielson Domains

Domain 1: Planning and Preparation, Component 1b: Demonstrating Knowledge of

Students

 Knowledge of characteristics of age group

 Knowledge of students’ varied approaches of learning

 Knowledge of students’ skills and knowledge

 Knowledge of students’ interests and cultural heritage

Domain 3: Instruction, Component 3e: Demonstrating Flexibility and Responsiveness

 Lesson adjustment

 Response to students

 Persistence
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Pre-assessments

Self-assessment of Instruction Related to WTS and Targeted Student Learning

Objective(s)

Wisconsin Teaching Standard (WTS) 1 requires that teachers know the central concepts

they are teaching in order to make it meaningful for students. I want to improve my classroom

management strategies for working with students who have experienced significant trauma.

I teach second grade at a K-5 school that has roughly 70% (free or reduced lunch) of

families are living in poverty and a high population of students who have experienced varying

degrees of trauma. When relating my current practice to WTS 1, I use strategies such as Second

Step, point/reflection sheets, and mindfulness exercises, but would also like to find more

research-based approaches for dealing with the high amounts of behaviors associated with these

circumstances. I have used my current strategies with my whole class and the effectiveness

varies for all students. This is an appropriate focus for a summertime entry, as I will be able to

implement new strategies in the fall.

I chose four WTS 1 descriptors to guide my learning through research. The knowledge

descriptor I chose was “the teacher understands how students’ conceptual frameworks and their

misconceptions for an area of knowledge can influence their learning”. Having an understanding

of where students with trauma are coming from and the misconceptions they may have, I can

better decide which strategies will work.

Staying current with research-based strategies is important because not all strategies work

for all students, so I chose two dispositions descriptors, “the teacher realizes that subject matter

knowledge is not a fixed body of facts but is complex and ever evolving. S/he seeks to keep

abreast of new ideas and understandings in the field” and “the teacher is committed to
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continuous learning and engages in professional discourse about subject matter knowledge and

children’s learning of the discipline”. I will incorporate one strategy at a time and if I notice it is

not working for the student, I look back at other strategies to try.

To improve my teaching strategies and meet the behavioral needs of all my students, I

chose the performance descriptor “the teacher can represent and use differing viewpoints,

theories, “ways of knowing” and methods of inquiry in his/her teaching of subject matter

concepts.” My goal is that these strategies will help keep students’ safe and reduce the number of

classroom disruptions at times where it would be necessary to leave the classroom to regulate

their emotions.

WTS 2 requires that teachers know how children grow and have the ability to provide

instruction that supports their intellectual, social, and personal development. For WTS 2, I want

to focus on ways to hold all students to the same high expectations no matter what their

individual backgrounds may be.

I chose three WTS 2 descriptors to guide my learning process. The knowledge descriptor

focuses on “understanding that students’ physical, social, emotional, moral, and cognitive

development influence learning and addressing these factors when making instructional

decisions.” Instructional time can be lost when addressing behavior and can impact the learning

of all students in the class. Implementing strategies to get to know the developmental levels of

my students can reduce the amount of instructional time lost.

The disposition descriptor focuses on my goal of “helping students gain self-confidence

and competence” and build up resilience for difficult situations. There are times where my

students arrive in the morning in an unpleasant mood and I know that I could be the first one
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saying good morning to them that day. Other times include independent work, when some

students give up easily without first trying or asking for help.

The performance descriptor about “assessing individual and group performance in order

to design instruction that meets learners’ current cognitive, social, emotional, moral, and physical

needs” relates to my desire to design a small or whole group activity or lesson that promotes self-

confidence and problem solving skills for struggling students. Due to the high amount of

behaviors in our school, it is left up to me to handle the situation and decide on logical

consequences. For me it is hard to give a consequence to a student who may not possess the

skills to appropriately handle tough situations. Creating an activity to address an area of concern

for individual students will allow us to brainstorm consequences together so students know what

to expect when their behavior disrupts the learning of the class. This will also create

opportunities for students to be successful with positive behavior.

Assessment of Student Performance and Student Learning Environment related to

Learning Targeted Objective(s)

My second grade class this past year consisted of 19 students, six of which had special

education IEP’s and used point sheets in the classroom. Students on point sheets earned check

marks or smiley faces for expected behavior in the areas of safe, respectful and responsible.

Four additional students were on check-in/check-out through Tier 2 Behavior Intervention.

For 13 of the 19 students in my class, I knew of at least one traumatic experience they

encountered. I could group the thirteen students affected by trauma into three categories based on

their behaviors; low functioning, medium functioning, and high functioning. I would place three

students in the low-functioning group, all of which had the most traumatic experiences

correlating to most problematic behaviors. Behaviors included refusal to do work, defiance

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towards adults, verbal and physical aggression. Two of the students were labeled with Emotional

Behavioral Disorder/ Other Health Impairment and the other had a Significant Learning Delay.

They needed constant adult support and prompting to accomplish tasks and regulate emotions.

In the medium functioning group I would place six of the thirteen students. This group of

students needed minimal support, but constant reminders especially when helping to regulate

emotions. All but one student was on either a point sheet through an IEP or Tier 2 check-

in/check-out sheet. Behaviors seen in these students were defiance, refusal to follow directions

right away, inability to stay focused on tasks, goofing around during work times and getting

easily frustrated or mad when something did not go the way they had planned (losing/getting

“out” in a game). However, they were all responsible in bringing their point sheets around with

them throughout the day and making sure a teacher filled them in. For the high functioning

group, I would place four of the thirteen students. These students were able to self-regulate their

emotions, followed directions with minimal reminders, worked hard to complete tasks, and were

able to express their feelings in an appropriate way. Two of the students had an IEP for Other

Health Impairments and Significant Learning Delay.

My classroom environment is first and foremost a safe and welcomed space, a home

away from home. Students are able to collaborate with peers and feel that their input is validated

and respected. One way I make it feel like their space is having flexible seating and community

shared supplies. Community supplies take the anxiety away from students who do not have the

fancy supplies that their peers do.

In my classroom, students have the power of choice in order to be successful. This is seen

in students creating classroom rules, choosing a flexible seating option, and varying choice for

how assignments are completed. I teach the power of growth mindset and use of positive
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language in interactions between peers, teachers and other adults. For a lot of our students, this is

not something that is modeled for them at home, so we strive to embrace everyone’s differences

and learn that we all have different needs in order to be successful. Each day I incorporate a

Second Step lesson into our morning meeting, which teaches students about social and emotional

skills. Skills are taught, modeled, and practiced in weekly lessons though relatable scenarios.

Break spots are available to all students as a way to regulate their emotions and behaviors.

The use of flexible seating, student created class rules, and teaching growth mindset and

social/emotional skills, has a strong correlation with student achievement and behavior. When

students are comfortable in their workspace, their motivation increases and behaviors decrease.

Assessment Conclusion and Essential Question to Guide Research

The self-assessment, assessment of student performance, and learning environment

assessment show that I have strategies in place to help students affected by trauma continue to

grow and be successful. I will continue to use those strategies, but need to implement research-

based methods that take into account the social, emotional, and cognitive development of the

students. I will implement trauma-informed strategies at the beginning of the school year and

keep record of the effects the strategies have on students with trauma in all aspects of the school

day. The essential question to guide my research draws its wording from WTS 2: What

research-based strategies “support intellectual, social, and personal development” for elementary

students with affected by trauma?

Research Summary

Teachers in today’s classrooms are dealing with an ever-increasing amount of behaviors.

Many of these behaviors, such as defiance and aggression, are associated with students who have

experienced trauma. The American Psychological Association defines trauma as “an emotional
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response to a terrible event” (APA, 2015). Examples of traumatic experiences include: (a)

physical and/or sexual abuse, (b) neglect, (c) experiencing and/or witnessing domestic violence,

(d) witnessing community or school violence, (e) natural or man-made disasters, and (f)

terrorism, suicide, or war (Cavanaugh, 2016, p. 41). According to Souers and Hall (2016), one

out of three of us grow up with three or more powerful experiences that can have dramatic

affects on the development of our brain (p. ix). These powerful experiences are called ACEs

(adverse childhood experiences), and the higher the number, the more traumatic experiences a

person has had. Felitti et al. (1998) completed a 1995-1997 study of ACEs through the Centers

for Disease Control and found ACEs to be very common. Results concluded, roughly 64% of

people experienced at least one ACE and 22% experiencing three or more. When discussing and

dealing with trauma-affected students, the focus is on the impact the events have on the child, not

the events themselves (Souers & Hall, 2016).

Students affected by trauma find themselves in survival mode; the flight, fight, freeze

mode. When a situation in the classroom interrupts a child’s sense of safety, fear sets in and

misbehavior is brought on. Teachers with students-affected by trauma may see increased

aggression, issues with a child’s attendance, depression, anxiety, and more than likely language

and cognitive delays. Thirty percent of students diagnosed with Emotional Behavior Disorder

(EBD) have experienced trauma or show signs of PTSD (Mueser & Taub, 2008). Knowing this

information and the impact trauma has on behaviors in the classroom, teachers need to be aware

and be prepared to use effective trauma-informed strategies to meet all the needs of their

students.

In order for teachers to implement trauma-informed strategies, they must have a deeper

understanding of why they are necessary to the success of their students. According to Steele
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and Malchiodi (2012), trauma-informed strategies should be reparative, restorative and enhance

resilience. Strategies must “engage children and adolescents in sensory, neurosequential

experiences to help restore a sense of safety and bring about a renewed sense of empowerment”

(p. xix). Only a person specialized in trauma-informed interventions can provide that care, but

there are strategies that a general education teacher can incorporate in the classroom, that will

significantly decrease disruptive behavior of elementary students with trauma.

One strategy is to teach students self-regulation by using their body as a resource through

mindfulness (Steele & Malchiodi, 2012). A trauma-informed approach for self-regulation is

getting children to learn to use their bodies as a way to decrease unpleasant situations that may

be related to past traumatic experiences or even daily situations they face (Steele & Malchiodi,

2012). Children and adolescents should be questioned about their feelings and begin to describe

them or if younger, draw pictures, or use movement and music. According to Malchiodi (as

cited in Steele and Malchiodi, 2012), the use of music, movement, and the expression of

emotions help to activate both sides of the brain achieving a self-regulation experience.

Practicing mindfulness is a way to help children learn self-regulation. Defined by Langer

(1993), mindfulness is “a state of mind that results from drawing novel distinctions, examining

information from new perspectives, and being sensitive to context” (p. 44). In other words,

connecting the body and mind helps to maintain regulation. In the classroom, teachers can

practice mindfulness in many different ways such as brain breaks, yoga, or body awareness

exercises (Souers & Hall, 2016). An important piece of practicing mindfulness is deep

breathing. Souers and Hall (2016) described a breathing activity called “peekaboo” breathing,

which could be useful for both students and teachers:

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Grab a small stuffed animal and lie down on your back on the floor. Place the stuffed

animal on your stomach so that it rests stably. Now, breathe in deeply and slowly so that

the stuffed animal rises with your belly. Continue to inhale until you can make eye

contact with the little fellow. Hold your breath in for a moment, and then slowly exhale,

allowing the stuffed critter to lower slowly with your belly. As the animal rises, you can

say, “Peekaboo!” It is best to perform this exercise 10 times in a row (p. 67).

Self-regulation and mindfulness strategies are most effective when used proactively and

usually if triggers for behavior are known. Sometimes for students with trauma those triggers are

harder to figure out and a de-escalation strategy has to be used. Brunzell, Stokes and Waters

(2016), completed a study of teachers who implemented physical rhythm and escalation maps

with students to help them de-escalate. “Physical Rhythm” is a strategy one teacher used when a

student needed to leave the classroom to help regain control of emotions. The teacher had a pre-

determined spot in the hallway for the student to go to. The student would sit or stand and

follow a rhythm lead by the teacher. When the teacher noticed the student starting to calm down,

they stated that observation to the student and gave the control of the rhythm to the student. The

entire process happened before any conversation took place about the incident. Teachers in the

study who used the “Physical Rhythm” strategy concluded that having a differentiated spot for

individual students to go when needing to de-escalate gave students a chance to regain control of

the situation as well as provide the rest of the class a continued successful learning environment

(Brunzell et al., 2016). The second tool the study looked at was the use of escalation maps. This

tool had students draw a continuous line to show events throughout their day where they felt

escalated (math work) or de-escalated (seeing their friends at school). Teachers noted this tool

was helpful to the student because they were able to express their feelings, as well as to the
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teacher to be able to pin point specific events that spark triggers for the child and how to avoid

them throughout the day (Brunzell et al. 2016).

Research Implications

My question to guide research was, what research-based strategies work best with

elementary students affected by trauma? During my research and reflection of past students, I

have learned that effective strategies need to be in place to help students affected by trauma have

success in managing their emotions. I learned about the significance of self-regulation and de-

escalation strategies to decrease the amount of behavior issues and students needing to leave the

room. I envision starting with one strategy at the beginning of the school year and building on

the others when I get to know my students affected by trauma, and any observable triggers they

may have. I realize the strategies I researched can be implemented for not only students affected

by trauma, but for my entire class.

Research-based Action Plan

Action Plan Summary Outline

1. Continue to utilize strategies I have found to be successful so far; Second Step, teaching

growth mindset, providing choice, and flexible seating.

2. Teach the whole class about the “upstairs” and “downstairs” brain using the vocabulary

from the lesson.

3. Identify students affected by trauma.

4. Implement self-regulation and de-escalation strategies in my classroom to help students

affected by trauma decrease behavior problems and the amount of time spent out of the

classroom to regulate their emotions.

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5. Monitor behavior on point sheets and make note of improvements/ successful strategies

for individual students.

Targeted Student Learning Objective(s)

Students will learn about the “upstairs” and “downstairs” brain and how both parts are

affected when our emotions are high. Students will learn specific strategies to help them regulate

their emotions. By utilizing research-based strategies, students will be able to reduce behavior

problems and the number of times needed to leave the room to calm down with teacher support.

Task(s) and Essential Proficiency Criteria for Targeted Learning Objective(s)

1. Task: Students affected with trauma will have their behavior tracked throughout the day

to find patterns in behavior and monitor progress with use of strategies.

2. Task: Students will participate in social skills lessons through Second Step and practice

mindfulness strategies. Strategies will be modeled and reinforced throughout the day

with reminders when appropriate.

3. Criteria that Prove Proficiency in Meeting Targeted Learning Objective(s)

a. Increased amount of positive marks on point sheets

b. Reduction of time spent in resource room for regulation

c. Reduction in amount of disruptions in general education classroom

d. Increase in student independence with using strategies

e. Students using self-regulation vocabulary when discussing incident

Method(s) to Assess Progress of Proficiency for Targeted Learning Objective(s)

1. Gather data for incoming students (previous years data for point sheets, behaviors, etc.)
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2. Connect with last year’s teachers and Special Education staff about students’ individual

strategies that were successful/ unsuccessful

3. Analyze and compare student data with new strategy tracking log

Post-assessments

Self-assessment of Instruction Related to WTS and Targeted Learning Objectives

I am confident the trauma-informed strategies I implement will help students affected by

trauma become more independent in self-regulation and allow a sense of calm for the rest of the

class. The research overall related very well to WTS 1 and 2 because I now have a deeper

understanding of trauma and the effects it has on classroom behavior as well as strategies to help

students build confidence in their social and emotional skills. By teaching all students about how

we react to situations using the upstairs and downstairs parts of our brains, they will be able to

select calming strategies that are not disruptive to everyone else. Holding them accountable to

use the vocabulary and strategies from the lesson will help them later process situations easier

when they have to explain how they felt and what they could do the next time they feel that way.

When I began my research of strategies, I was overwhelmed with the amount of trauma-

informed interventions that were done outside of school with a certified person. More than

likely, my students are not getting the outside help needed for their experiences and this is

causing the behaviors to get worse. This led me to an insight that I need to do as much as I can

in the classroom for these students. I need solid strategies that could easily be implemented by

my educational assistants or myself. I will use self-regulation strategies such as mindfulness,

breathing and yoga during pre-determined times as part of our daily schedule. Allowing students

to practice this daily will help them to use these strategies more independently.
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Another insight I gained with envisioning the use of these strategies is the order of the

Second Step lessons I currently teach and how they fit in with the lesson I created. I will switch

the order of Second Step lessons to have the emotion management lesson at the beginning of

year. This will allow me to reference the vocabulary, like “flipping your lid”, when using the

strategies with students.

Assessment of Student Performance Related to Standardized Expectations

Based on envisioning delivery of the lesson plan (Artifact D) and use of trauma-informed

strategies, I anticipate students overall having a stronger sense of tranquility in the classroom.

Students will know it is ok to be upset or frustrated but it is the way we choose to handle it that

matters. I can envision a change in how students will respond to their new point sheets (Artifact

B). Having them think more in terms of self-regulation, instead of reflecting on negative or

positive marks, will give them more choice and responsibility in selecting strategies. I can

envision a decrease in the amount of times needed to leave the room due to behaviors because

students will find strategies that are helpful. My low functioning students will be more

independent during work times and know that adults are here to help if they ask. My medium

functioning students with trauma will need less reminders when frustrated because they will

come to regularly use the strategies on their own. Lastly, my high functioning students affected

by trauma will continue to self-regulate and possibly help other students, as buddies or mentors,

select a strategy when needed.

Comparison of Learning Environment While Learning Targeted Objective

I expect to keep using flexible seating, growth mindset, and the power of choice in my

classroom. Noticeable changes I expect to see are less whole class disruptions and students

utilizing provided spaces to practice self-regulation and de-escalation strategies. Before,

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students would leave the room as soon as it became a disruption, which was sometimes

immediately. Now specific spaces will allow de-escalation to happen in the general education

classroom. Educational Assistants will be informed of the strategies as we learn them as a class,

so they are able to provide reminders or assist students if I am not the adult dealing with the

disruption.

Reflection of Entire Learning Process

With a high population of students living in poverty and facing traumatic events

sometimes daily, it is important to understand where they are coming from and effective ways to

handle behavioral situations that arise. The entire process had me thinking back to previous

students and which strategies I thought would work for each of them. I gained valuable

strategies to use for classroom management. I want to teach students that they are in control of

themselves and teachers and other adults are just there to teach them the tools they need to do so.

What worked or should work

1. Reflecting on previous students and the behaviors I have encountered in the past. I was

able to focus my research on trauma-informed strategies that would be easy to implement

and be most effective.

2. Thinking of the set up of my classroom last year, I was able to rearrange furniture to

incorporate different types of self-regulation spots around the room.

What did not work or may not work

1. Changing around the lessons in the Second Step curriculum. I need to make sure it

makes sense to move Unit 3 to the beginning of the school year.

2. I may need to teach some strategies in small groups or individually, if I notice a lesser

need than I did last year.

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3. I may also need to differentiate how I teach students about the parts of the brain if I

notice students do not understand the concept as I have it written in my lesson plan.

My next steps

1. Create a reference sheet of the strategies to share with adults assisting in my room and to

send home to families after the students have learned and practiced them at school

2. Make anchor chart posters of each strategy, possibly with help of students, to hang near

break spots.

3. Update my schedule to accommodate brain lesson and mindfulness practice.

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References

American Psychological Association. (2015). Trauma. Retrieved from:

www.apa.org/topics/trauma.

Brunzell, T., Stokes, H., & Waters, L. (2016). Trauma-informed flexible learning: Classrooms

that strengthen regulatory abilities. International Journal of Child, Youth and Family

Services, 7(2), 218-239. doi:10.18357/ijcyfs72201615719

Cavanaugh, B. (2016). Trauma-informed classrooms and schools. Beyond Behavior, 25(2), 41-

46.

Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., Koss,

M. P., & Marks, J. S. (1998). Relationship of childhood abuse and household dysfunction

to many of the leading causes of death in adults: The adverse childhood experiences

(ACE) study. American Journal of Preventive Medicine, 14(4), 245-258.

https://doi.org/10.1016/S0749-3797(98)00017-8

Langer, E. J. (1993). A mindful education. Educational Psychologist. 28(1), 43-50.

Mueser, K. T., & Taub, J. (2008). Trauma and PTSD among adolescents with severe emotional

disorders involved in multiple service systems. Psychiatric Services. 59(6), 627-634.

Souers, K., & Hall, P. A. (2016). Fostering resilient learners: Strategies for creating a trauma-

sensitive classroom. Alexandria, VA: ASCD.

Steele, W., & Malchiodi, C. A. (2012). Trauma-informed practices with children and

adolescents. New York, NY: Routledge.

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Artifact A

This is an example of an old student point sheet. The classroom teacher or educational

assistant fills out this sheet with (plus/minus) or (smiles/frowns) for each thirty-minute time

period throughout the day. Points are given if student is following directions, working quietly

and using nice words and actions. The student is responsible for keeping track of the point sheet

and taking it with them when leaving the classroom. Points are added up at the end of the day
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and students can exchange for “money” to purchase items like snacks or small toys. Point sheets

are scanned to collect data and sent home for parents.

Artifact B

This is an example of a tracking sheet that I will use to collect data on what strategies are

being used for individual students. It will use it to find patterns in behavior across environments,

find which strategies the student or teacher selects and whether they are proving to be successful.

This data can help determine when a strategy is working and help lead to independence of

students self-regulating. This will be the new sheet students carry around and can be used as a

talking point when problem solving a behavior.

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Artifact C

This is student example of their Escalation Map (Brunzell et al. 2016). In my lesson with

students about the parts of our brain “upstairs” and “downstairs”, I will have them think about

times they are at escalated and de-escalated states throughout the day. Students will have a blank

sheet where they will make a continuous line to show those times. This will be referenced when

getting to know students and learning about their triggers.

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Artifact D

Teaching Upstairs/ Downstairs Brain

**Will tie in with Second Step Grade 2- Unit 3, Lesson 11: Introducing Emotion Management

Learning Target: I can think about my feelings and help the thinking part of my brain get back in

control.

Vocabulary: “flipping your lid”, “feeling part”, “thinking part”, “upstairs brain”, “downstairs

brain”, escalate, de-escalate

Introduction:  When you have strong feelings, it’s hard for your brain to think. The feeling part

of the brain can take over! When this happens, it’s like you “flip your lid” or lose control of the

thinking part of your brain.  Try to focus your attention on your body for clues about how you’re

feeling. This gets your brain thinking again, so it can start to take back control.

Practice: Don’t Flip Your Lid!

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 Have students name a feeling (excited, angry, frustrated, sad) and practice showing the

hand-model of the brain to match.

 Show video explaining, “flipping lid and “upstairs/downstairs” parts

https://youtu.be/3bKuoH8CkFc
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 Create a diagram of upstairs/downstairs (anchor chart) and list emotions/events that cause

one to “flip your lid” and ways to stay downstairs (breathing, mindfulness, yoga, etc.)

Small group or whole class: map Escalation Maps. See Artifact C for student example.

 Introduce terms escalate, de-escalate and compare them to being upstairs (mad, excited,

sad) and downstairs (happy, calm)

 These can be referred to throughout the day or week

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*Show on smart board and explain to students or use as poster in classroom

This is a lesson that I will incorporate in addition to Second Step Lesson 11 from Unit 3.

Lesson 11 teaches students about “flipping your lid” using the hand-brain model. It correlates to

the upstairs and downstairs parts of the brain working together.