Identity Code Teacher Guide Identity Code
Teacher Facilitation Guide
MODULE 01 // SUCCESS BLUEPRINT
Objective
Students will identify their primary learning style (Visual, Auditory, Read/Write, Kinesthetic) and select at least three personalized study strategies that align with their strengths.
Timing
Total: 60 Minutes
• Warm-up: 10m
• Input: 20m
• Activity: 20m
• Review: 10m
Materials Required
Identity Code Slides
Style Scout Worksheet
Learning Legends Reading
Highlighters (4 colors)
Delivery Plan
Phase 1: The Hook
00-10 MIN
Ask students: "Why is it that some people can build a LEGO set just by looking at the picture, while others need to read every instruction?"
Scaffolding Tip: Use a physical object (like a Rubik's cube or a small puzzle) and ask students how they would teach someone else to solve it.
Phase 2: Discovery Slides
10-30 MIN
Go through the Identity Code Slides. Focus on the four styles: Visual, Auditory, Read/Write, and Kinesthetic.
Encourage students to shout out which style they think they are as you describe them.
Emphasize that most people are "Multimodal" (a mix of styles).
Phase 3: The Style Scout
30-50 MIN
Distribute the Style Scout Worksheet . Students will complete the self-assessment.
Discussion Prompt: "Did your result surprise you? Does it match how you like to study at home?"
Phase 4: Learning Legends
50-60 MIN
Read the Learning Legends profiles. Highlight how different professionals use their styles in the real world.
Differentiation Strategies
For Students with Reading Support:
Use the text-to-speech feature for the "Learning Legends" reading or read aloud in a small group. Use visual icons for all V-A-R-K terms.
For Active Learners:
Create "Style Stations" around the room. Have students walk to the station that best describes their answer to survey questions.
Identity Code Slides Identity Code
Decoding Your Learning Blueprint
VER: 1.0 // MODULE: 01
The Great Puzzle
If I gave you a 500-piece puzzle, how would you start?
"I look at the picture on the box."
"I start touching pieces and grouping them."
"I ask someone to tell me where the edges are."
The VARK Code
Visual
Learning through images, maps, and graphics.
Auditory
Learning through listening, discussing, and sound.
Read/Write
Learning through words, lists, and note-taking.
Kinesthetic
Learning through movement, touch, and practice.
Visual
"Show me the map."
Use diagrams, flowcharts, and color-coding.
Close your eyes and "see" the info in your head.
Look for videos or pictures to explain concepts.
Auditory
"Tell me the story."
Read your notes out loud to yourself.
Record a summary and listen to it later.
Study in groups where you can talk things through.
R / W
"Give me the text."
Take detailed notes during class.
Rewrite your notes into lists or cards.
Look for written handouts or articles.
Kinetic
"Let me try it."
Use physical examples or models.
Take breaks to move around while studying.
Use highlighters to keep your hands busy.
Are you a Hybrid?
Most students are MULTIMODAL. This means you have a primary style but use pieces of all four!
V
A
R
K
Start the Build
Time to find your code.
Complete: Style Scout Worksheet
Style Scout Worksheet Style Scout
IDENTITY CODE ASSESSMENT // REF: SC-01
Name:
Date:
Instruction: Read each scenario below. Choose the one answer that best describes what you would do. Don't think too hard—go with your first instinct!
1. You need to learn how to play a new board game. You would prefer to:
Read the instruction booklet.
Watch a video of someone playing.
Have a friend explain the rules.
Start playing and learn as you go.
2. You are trying to remember a phone number. You are most likely to:
See the numbers in your head.
Repeat the numbers out loud.
Write the number down on paper.
Type it into your phone immediately.
3. In a class, you find it easiest to learn when the teacher:
Draws diagrams on the board.
Gives a lecture or tells a story.
Provides a handout with text.
Let's you do a hands-on activity.
The Scoreboard
Visual
___
Auditory
___
Read/Write
___
Kinesthetic
___
My Strategy Blueprint
My primary learning style is:
Based on my style, one thing I will try this week is:
System Check: Completed Blueprint Module 01
Learning Legends Reading Classified // Identity Profiles
Learning Legends
Real-world applications of the Identity Code.
The Architect
Maya: The Visual Visionary
Maya doesn't just see a building; she sees the lines, the light, and the space. To design her blueprints, she uses 3D models and color-coded sketches. She remembers her clients' names by visualizing where they sat in her office.
LEGEND STRENGTH: Spatial Reasoning & Memory Mapping
The Podcaster
Leo: The Sound Strategist
Leo learns best when he’s talking. Before recording a show, he talks through his ideas with a partner. He remembers facts better if he hears them in an interview rather than reading them in a book. He uses tone and rhythm to keep his listeners engaged.
LEGEND STRENGTH: Verbal Recall & Active Listening
The Journalist
Sam: The Word Weaver
Sam has a notebook for everything. To learn a new topic, he reads three different articles and summarizes them into one list. He processes the world through text. If it isn't written down, Sam says it doesn't exist!
LEGEND STRENGTH: Precise Documentation & Analysis
The Mechanic
Jordan: The Motion Master
Jordan can take apart an engine and put it back together blindfolded. He doesn't like manuals; he likes movement. He learns how parts fit together by feeling the tension and hearing the clicks. He "thinks" with his hands.
LEGEND STRENGTH: Muscle Memory & Tactile Problem Solving
Decode Your Match
Which Legend do you relate to the most? Why? Write your thoughts below.
Study Forge Teacher Guide The Study Forge
Teacher Facilitation Guide
MODULE 02 // SUCCESS BLUEPRINT
Objective
Students will practice two key "forging" techniques: the Cornell Note-taking Method and Active Recall strategies (Self-Testing) to move information from short-term to long-term memory.
Timing
Total: 60 Minutes
• Warm-up: 5m
• Direct Instruction: 20m
• Note-taking Lab: 25m
• Retention Wrap-up: 10m
Delivery Plan
Phase 1: The Leak
00-05 MIN
Ask students: "What did you eat for lunch three days ago? Why is that harder to remember than what you ate today?" Introduce the "Forgetting Curve"—the idea that brains leak info unless we "forge" it in.
Phase 2: Retention Slides
05-25 MIN
Use the Retention Slides to explain:
Cornell Method: Record, Reduce, Recite.Active Recall: Closing the book and asking "What did I just read?"
Phase 3: The Forge Lab
25-50 MIN
Conduct the Forge Practice Activity . Read a short, interesting "mini-lecture" (provided in the activity material) while students use the Note Ninja Worksheet to capture info.
Teacher Tip: Stop every 2 minutes to allow students to "catch up" on their Cornell cues.
Phase 4: Retention Test
50-60 MIN
Have students cover their main notes and try to answer their "Cue Questions" on the left side of the Cornell sheet. This is the first "Active Recall" session.
Material Inventory
Retention Slides
Note Ninja Worksheet
Forge Practice Activity (Lecture Script)
Timer / Stopwatch
Retention Slides The Forge
Hardening Your Knowledge
The Leak
Our brains are designed to FORGET useless info.
"After 24 hours, you forget 50-80% of what you learned in class."
DATA LOSS: 70% // CRITICAL
The Forge Fix
Active Notes
Recording info so you can use it later.
Active Recall
Testing yourself to strengthen the "steel".
The Cornell Blueprint
The Cues
Questions & Keywords
The Notes
The main info during class
The Summary
The "Big Idea" in 2 sentences
01 RECORD
Get it Down
Don't write every word!
Use abbreviations (w/ = with, b/c = because).
Leave space between different ideas.
Testing
the Steel
Reading your notes is boring and useless.
DO THIS INSTEAD:
Cover. Ask. Answer.
Ready to Forge?
Prepare Your Tools
Open Note Ninja Worksheet
Listen for the Lecture
Note Ninja Worksheet Note Ninja
FORGE TEMPLATE // CORNELL METHOD
Name:
Topic:
Questions & Cues
Main Notes (Record)
Summary (The "Big Idea")
Unit: 02 Study Forge System: Cornell v4.0
Verified Knowledge Output
Forge Practice Activity The Forge Lab
Activity Script
The Setup
This activity simulates a real-world lecture. Students will use their Note Ninja Worksheets to capture information about a topic they likely enjoy: The Evolution of Play (Video Games) .
Pacing Key
Stop: Pause for 30s for cues.
Highlight: Emphasize this info.
Check: Ask a check-for-understanding.
Lecture Script: The Evolution of Play
[START] "Today we're talking about how video games went from dots on a screen to whole worlds. The first big moment happened in 1972 with a game called Pong . It was basically digital table tennis. It wasn't fancy, but it proved people wanted to play on their TVs."
PAUSE: "Look at your notes. Did you write down '1972' and 'Pong'? Give yourself a cue on the left like 'First Game?'"
"Next, we move to the 1980s—the Golden Age . This is when characters like Mario and Pac-Man were born. These games were harder and introduced the idea of 'levels'. This meant players had to learn patterns and practice to win."
"In the 1990s, everything changed with 3D graphics . Instead of just moving left or right, players could explore. This is when the Sony PlayStation and Nintendo 64 came out. Games became more like movies, with long stories and music."
CHECK: "What was the big change in the 90s? (Wait for: 3D Graphics). Make sure that's in your notes!"
"Finally, today we have Streaming and VR . We can play with anyone in the world instantly. Games aren't just for fun anymore; they are used for training surgeons, pilots, and even soldiers."
The Recall Round
Have students cover the RIGHT side (Notes) of their page.
Ask them to look only at their LEFT side (Cues).
In pairs, student A asks a cue question (e.g., "What happened in 1972?") and student B tries to answer from memory.
Switch roles. This is 'Forging the Memory'.
Victory Strategy Teacher Guide Victory Strategy
Teacher Playbook
MODULE 03 // SUCCESS BLUEPRINT
Game Objective
Students will learn to "scout" test questions (identifying keywords), apply elimination strategies for multiple-choice, and use "Game Time Calm" techniques to manage test anxiety.
The Clock
• Pre-Game (Warm-up): 5m
• Film Study (Slides): 15m
• Scrimmage (Practice): 25m
• Post-Game (Reflection): 15m
The Game Plan
Phase 1: Scout the Field
00-05 MIN
Ask: "What is the hardest part of a test? Is it not knowing the answer, or getting confused by the question?" Discuss how test-makers often use "distractor" answers.
Phase 2: Film Study
05-20 MIN
Present Playbook Slides . Focus on:
Slash the Trash: Eliminating obvious wrong answers.The Jailbreak: Breaking down complex prompts into small steps.Calm Down Drill: Box breathing and positive self-talk.
Phase 3: The Scrimmage
20-45 MIN
Distribute Clue Hunter Worksheet . Students practice identifying "tricky" words (always, never, except) and using elimination.
Support Tip: Read the questions aloud for students who have read-aloud accommodations to simulate a real testing environment.
Accommodations Playbook
Anxiety Management:
Remind students of their right to breaks or extended time if listed in their IEP. Practice the '5-4-3-2-1' sensory grounding technique before the scrimmage.
Processing Support:
Provide highlighters. Encourage students to underline the action verb in every question (e.g., 'describe', 'list', 'compare').
Victory Strategy Slides Victory Strategy
The Ultimate Test-Day Playbook
Scout the Field
"Don't just play the game. Know the game."
Scan the whole test first.
Check: Which questions carry the most points?
Plan of Attack
Start with the easy ones to build momentum!
Slash the Trash
Step 1
Find the "Dumb" Answer. Every multiple choice has one that is clearly wrong. Get rid of it.
Step 2
Fifty-Fifty. If you can eliminate two, you have a 50% chance of winning!
Stop the
Blitz
Test anxiety is like a defensive rush. Don't let it sack you.
The 4-4-4
Inhale 4s, Hold 4s, Exhale 4s.
Self Talk
"I'm prepared. I've got this."
Know Your Rights
The Success Blueprint includes your IEP Tools . If you have accommodations, use them! They aren't "cheating"—they are your standard gear.
Extended Time
Quiet Room
Read Aloud
Game Time
Let's take the field and practice our scouting skills with the Clue Hunter Worksheet.
Clue Hunter Worksheet Clue Hunter
TEST DAY SCRIMMAGE // REF: CH-03
Athlete:
Date:
Drill 1: Keyword Scouting
Task: Circle the "Tricky Word" in each question that changes the meaning.
1. Which of the following is NOT a primary color?
2. Visual learners should ALWAYS use highlighters while reading.
3. A student might forget information EXCEPT when they use active recall.
4. Name TWO strategies used in the Cornell note-taking method.
Drill 2: Slash the Trash
Task: Cross out (X) the two "Distractor" answers that are obviously wrong. Then circle the winner.
Which of these is the best example of Active Recall?
Reading your notes 5 times in a row.
Eating a healthy snack before a test.
Covering your notes and testing yourself.
Watching a movie about the topic.
If you feel test anxiety, the best first step is to:
Scream as loud as you can.
Take a deep, slow "Box Breath".
Give up and turn in the test.
Drink a gallon of soda.
My Personal Game Plan
My Favorite "Calm Down" Play:
One accommodation I will use:
Module 03 // Victory Strategy Stadium Check: Ready
Victory Strategy Answer Key Answer Key
Clue Hunter Scrimmage // L3
Teacher Resource
Drill 1: Keyword Scouting
Keyword: NOT. Explain to students that this reverses the question—they are looking for the "false" one.
Keyword: ALWAYS. Explain that absolute words like 'always' or 'never' often make a statement false.
Keyword: EXCEPT. This works like 'NOT'. It means "all of these are true but one."
Keyword: TWO. This is a limit. If a student only names one, they lose half the points.
Drill 2: Slash the Trash
Item 1 (Active Recall)
Distractor A: Reading notes 5 times (This is passive, not active).
Distractor B: Eating a healthy snack (Good for you, but not recall).
Correct: Covering your notes and testing yourself.
Item 2 (Anxiety)
Distractor A: Scream as loud as you can (Not allowed in a testing room).
Distractor C: Give up and turn in the test (Doesn't solve the problem).
Correct: Take a deep, slow "Box Breath".
Teacher Guidance for Section 3
Section 3 is for Self-Discovery . There are no right or wrong answers. Ensure students identify a specific strategy they feel comfortable with. If they struggle with accommodations, refer to the list in the Victory Strategy Slides to help them choose.
