Goals

**THE GOAL ** is to enhance students' ability to understand and solve complex **Math Story Problems** using a systematic strategy along with Good Thinking Habits and the use of their particular MI strengths.

**> Students will learn how to attack math problems using a set of cognitive "tools." Students will be able to identify performance errors and make corrections to their logic and calculations.**

**> Students will learn to apply the steps of the RADAR problem-solving strategy to math story problems.**

**> Students will work productively in teams to develop their problem-solving skills and support the development of their teammates.**

**> Students will develop** **Good Thinking Habits ** **that will increase their successful problem solving.**

**> Students will demonstrate ability to apply problem-solving strategies to "real world" problems.**  **> Common Core Cognitive Skills developed:**

1. Closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize key supporting details / ideas. 3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text. 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision.
 * 1. Reading Anchor Standards **
 * 2. Math Practice Standards **

**Why MI? ** //** "Now she understands the book!" ** //

**T <span style="color: #000080; font-family: Arial,Helvetica,sans-serif; font-size: 110%;"><span style="font-family: Arial,Helvetica,sans-serif; font-size: 130%;">he idea of multiple intelligences is recognized around the world for its unique perspective on intelligence and its impact on teaching and curriculum. It was introduced by [|Howard Gardner] nearly 30 years ago and it continues to influence how educators, psychologists and the public views human potential. My work with MI began in 1986 and every day brings to my attention another new way that MI can benefit students and teachers. Using the MIDAS Profile helps to bring the MI perspective directly into our lives in a very personal way. It has proven to be a key that can open the door to deeper understanding and innovative thinking. The MIDAS is an excellent way to develop greater self-understanding (Intrapersonal intelligence) so that students can maximize their learning across the board. Intrapersonal intelligence is often associated with high achievement and plays a strong role in math performance / learning in terms of metacognition and emotional management. The following three brief statements from veteran educators provide a glimpse into the power that MI brings to students in the classroom. Longer descriptions are available in my book, [|The MIDAS Handbook.] **

<span style="color: #0000ff; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 140%; text-align: center;">**MIDAS in the Classroom** <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">"//Hi, my// //<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 120%;"> name is Liz Shorr. I teach fourth grade at Longcoy Elementary and participated in the MIDAS project last school year. // //<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 120%;"> I am writing to let you know that all my students last year passed the reading Ohio Achievement Test and I feel like what I learned during our meetings played a big part in getting those results. Thank you for all your help. I look forward to learning more." // <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Sincerely, **Liz Shorr**, Longoy Elementary, An Exemplary School, with Distinction.Kent, Ohio

//<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">And a follow up message from Liz after she implemented MI during Math Enrichment..... //

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;">**"//I tried some MIDAS activities in division.//** //I focused on students using their strengths to enhance math strategies instead of enhancing the actual computation. The math-logical group had a tough time coming up with an activity or explanation for their strategy. Many kids that are very skilled in math have trouble with the math communication piece. They say that they just know it and isn't having the correct answer enough? The visual-spatial group also had trouble. They wanted to know if numbers were pictures. I said to try to come up with another picture that could help them remember their strategy. They simply drew a picture of a person at a desk doing math. I have more work to do with these two groups, but all the other groups soared. We now have a division song, game, real world environmental word problem, peer checklist, and two questions posted in the room that the students should stop and ask themselves periodically when working on division. All kid-made.//" **Liz Shorr** 12-12-11

<span style="color: #0000ff; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 140%; text-align: center;">**MI Project in High School Pre-Calculus Class** <span style="color: #000000; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 120%; text-align: center;">**Tom Cody** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">**"//Mathematics teachers may be among the toughest “converts” when it comes to the use of MI in the classroom//**//. A dozen years ago, I would have been one of the biggest skeptics… my pre-Calc curriculum was most certainly “off limits” to intrusions, disruptions and innovations. Math teachers tend to guard their content carefully. Over the past decade, however, I have worked more and more with the low-level math students in our building; my work with them has convinced me of the power of MI in the classroom."// <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">(to read more by Tom Cody) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;"> <span style="color: #0000ff; display: block; font-family: Arial,Helvetica,sans-serif; font-size: 140%; text-align: center;">**Literature-based Projects** **//Kathleen McCafferty//** <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">**"//Nearly a dozen years ago I was teaching a literature course to the "lower track" students.//** We had just completed a unit of learning on the novel REBECCA. I had taught it in my usual verbal/linguistic manner. This was predictable not only because I was teaching literature, but also because it is my strongest intelligence and preferred way of learning (although at that time I did not know that). However, having always been a creative and inventive teacher, I liked to provide my students with other avenues of expression so I had devised a series of creative projects from which they could choose and present after we completed the unit. For three days, **after** having taken an objective, written test and written an in-class essay on REBECCA, I had my students presenting the novel in clever and creative ways: some had constructed the whole setting of Manderlay; others acted out important scenes; a few made collages and mobiles depicting plot, setting, or characters; still others wrote the whole book from the point of view of the dog. The array of presentations was astounding. What happened next was to change my approach to teaching **forever**. As one of the students was leaving the room, she turned to me and said: 'Too bad we didn't do this before the test; now I understand the book.' <span style="font-family: Arial,Helvetica,sans-serif;">**// Now she understands the book //.** Somewhere in all those creative projects was an approach to learning that matched her learning style. From that day until now, I have tried to approach learning in a multitude of ways with the approach that I discovered has a name: Multiple Intelligences Teaching / Learning."