+ “TEAM”: MSP Grant Turtle Lake, WI July 2015 Facilitator: Dr. Manjula Joseph University of Wisconsin-Eau Claire

+ Use the Problem-Solving Organizer based on George Polya’s stages of problem-solving Review the basics of Universal Design for Learning (UDL) See example of using multiple intelligence theory to plan “stations” Reflect on strategies for supporting learners with various learning and processing difficulties Today’s Goals (guided notes available)

+ Problem-Solving (George Polya) Solving problems is a practical art, like swimming, or skiing, or playing the piano; you can learn it only by imitation and practice….. If you wish to learn swimming you have to go into the water, and if you wish to become a problem solver, you have to solve problems. ~ George Polya Polya (1957) outlined a four-step problem-solving process in his book How to Solve It (pg. 76)

+ Polya’s four-step problem solving process Understand the Problem Make a Plan Carry out the plan Evaluate the solution for reasonableness

+ In your groups… Use the sample Problem-Solving Organizer to solve the following problem: The Gulf Pet Store will receive a group of parakeets and puppies for adoption. The total number of parakeets and puppies is 25. Together, the animals have 68 legs. How many parakeets and puppies will the pet store receive? Discuss how an organizer could be useful for students, especially struggling students.

+ Universal Design for Learning Many curricula are designed to meet the needs of an “average” student. Cognitive neuroscience tells us that there is no “average” student! This has marginalized students on both ends of the learning spectrum – struggling learners and advanced learners UDL’s goal is to help ALL students become “experts” – they know a lot, do a lot and want to learn more. UDL is meant to be UNIVERSAL, and everybody learns through CHOICE

+ Systematic Learner Variability Learners have high variability We can predict learner variability based on systematic variability that occurs based on age and learning environment UDL uses this concept to plan curricula based on: How learners represent information How learners act upon materials and show what they know How learners engage with the materials

+ Three BASIC Principles of UDI THREE questions to ask yourself….. How does the learner pick up information? How does the learner express or act on that information? How was the learner engaged by the learning situation? THESE lead us as teachers to… Provide multiple means of representation. Provide multiple means of action and expression. Provide multiple means of engagement.

+ Address the Range Plan proactively to address the range of systematic learner variability in advance Rather than waiting to know each individual learner one-by- one There will always be a need for differentiating instruction Ask questions to identify the barriers to learning, like: How will this work for learners who don’t take in information well? How will it work for learners who are afraid to talk in front of others? How will it work for learners who are not proficient in English?

+ Variability in how we process information, engage and act on it. One way of understanding variability in how students process information is using multiple intelligence theory (Howard Gardner) Multiple Intelligences Survey

+ “Stations” (at most 6 at each) At the eight stations: Math/logic – Card game Naturalist – Fibonacci numbers and Golden Ratio Intrapersonal – Tangrams Verbal/Linguistic – Write a word problem Musical – create a rhyme using properties of a fraction Interpersonal – Board game Visual – untangle the Rectangle Kinesthetic – game with basket-chips

+ At your station…. Do the activity, and then discuss … How did the activity support your engagement as a learners? Would you use Gardner’s multiple intelligences to plan lessons and activities for your students? If so, how? If not, what other ways would promote student learning and engagement? How would you provide students choice to show you/express what they know?

+ Meeting the needs of learners with a variety of learning needs Memory Deficits Attention Deficits Abstract Reasoning Difficulties Organizational Deficits Cognitive, Visual, Auditory Processing Deficits Metacognitive Deficits Autism Spectrum Deficits

+ Students with a variety of needs Review one type of student need and discuss the two questions at the bottom of the page. Respond individually by writing what strategies you would like to implement in your classroom to support students with a variety of needs.