1. Who is the smartest person in this room. In this school. Town
Who is the smartest person in this room? In this school? Town? How do you know? What makes a person smart? Write the smartest person you know on space #1
Take a few answers and then tell them that this is sort of a ‘trick’ question and that you are going to ask them the same question at the end of the presentation and see if they have different answers…

2. CHAMELEON EAGLE LION TURTLE SEPARATE REALITIES
Which one would you be? Write your answer on space #2. get together into groups with people who chose the same answer and together answer the following questions on the paper provided:
Chartpaper– Why I chose the __________
Why I didn’t choose?
___________ ______________ _______________
What did you learn from this activity?

3. Learning Differences

4. Animal School
Once upon a time, the animals decided they must do something heroic to meet the problems of “a new world”. So they organized a school.

5. They adopted an activity curriculum consisting of running, climbing, swimming, and flying. To make it easier to administer the curriculum, all the animals took all the subjects.

6. The duck was excellent in swimming, in fact better than his instructor, but he made only passing grades in flying and was very poor in running. Since he was slow in running, he had to sty after school and also drop swimming in order to practice running. This was kept up until his webbed feet were badly worn and he was only average in swimming. But average was acceptable in school, so nobody worried about that except the duck.
(do a swimming action = thumbs up and nod head, running action = thumbs down, shake head no)

7. The rabbit started at the top of the class in running, but had a nervous breakdown because of so much make-up work in swimming.
(running action = thumbs up/head nod, swimming action = thumbs down/ shake head no)

8. The squirrel was excellent in climbing until he developed frustration in the flying class where his teacher made him start from the ground up instead of from the treetop down. He also developed a “charlie horse” from overexertion and then got a C in climbing and a D in running.
(climbing action = thumbs up/nod head, flying action = thumbs down/shake head no)

9. The eagle was a problem child and was disciplined severely
The eagle was a problem child and was disciplined severely. In the climbing class he beat all the others to the top of the tree, but insisted on using his own way to get there.
(Climbing action – shake finger, shake head no)

10. At the end of the year, an abnormal eel that could swim exceedingly well, and also run, climb, and fly a little, had the highest average and was valedictorian.
(actions for swimming, running, climbing, and flying)

11. The prairie dogs stayed out of school and fought the tax levy because the administration would not add digging and burrowing to the curriculum. They apprenticed their children to a badger and later joined the groundhogs and gophers to start a successful private school.
(Action digging and burrowing)
Does this fable have a moral?
Write on space #3 and 4 the school subject you find the easiest then the one that is the hardest

12. Learning how you learn…
Have you ever thought about how your brain learns? (hands up if you’ve thought about it)
How do you learn to learn?
Do we get to decide how our brains are wired and what we’re going to be good at? We are born a certain way and while there are skills that we can work on to improve our brain, there may always be some subjects/concepts that we find challenging. While we are in school we need to continue to work on the areas we struggle with.
When we are older --- we will pick things that we’re good at. If we are yucky at Math, then we won’t choose to become an accountant, we will choose something that we are good at.
Ex. If I don’t know how to skate then am I going to choose to play hockey --- of course not, but if I’m bad in Math --- you don’t get a choice as to whether or not you do it – we have to take math everyday and this can be frustrating for students who struggle mastering Math concepts or reading.
How would a student feel if they were forced to play the piano in front of everyone but didn’t know how to read music --- we would never do that to someone, yet in classrooms, students may be asked to read out loud when this is not a skill that they have mastered --- how do you think it makes them feel?
How do we get better at something we’re not good at? Practice, Practice, Practice………..??? to an extent ---- will the rabbit ever pass flying class? Even if it practices? Will the duck ever be the top of the class in running?
Do you think our brains all look the same? Do you think our brains all work the same?
the right side of you brain controls the left side of your body and the left side of your brain controls the right side of your body
when you are born your brain weighs about 1 lb., by age 6 it weighs about 3lbs. (adult – 2% of your body weight)
your brain has no pain receptors, doctors could operate on your brain while you’re awake and you wouldn’ t feel a thing!
WE ALL LEARN IN DIFFERENT WAYS!!

13. Take out a paper and write your first and last name backwards with your left hand (non-dominant hand) (space #5)

14. FRUSTRATION!!!!
How did you feel trying to write neatly? Why do you think I got you to try this? May be tasks in school that are frustrating for us or our classmates because we learn differently or are expected to take classes that are really challenging for us (like the animal story)

15. Do you recognize any of these people?
What do all of these people have in common --- other than they are famous?
Another brilliant inventor, Thomas Edison (second from top right), was kicked out of school at the age of 12 because he was said to be too dumb. He was bad at mathematics, had trouble with words and speaking. Despite this he overcame his dyslexia and went on to patent more than 1000 inventions including the electric light bulb.
“I performed poorly at school, when I attended, that is, and was perceived as stupid because of my dyslexia. I still have trouble reading. I have to concentrate very hard at going left to right, left to right, otherwise my eye just wanders to the bottom of the page.”
Tommy Hilfiger in reference to his being the class clown: “I didn’t want anyone to know that I didn’t get it.”
The four major areas of science that Albert Einstein contributed to are Light, Time, Energy and Gravity. Einstein had speech delays, dyslexia, his teachers thought he was borderline retarded
Jay Leno – has dyslexia did not do well in school, got mainly C’s and D’s
Whoopie Goldberg – dyslexia, remember being called dumb and stupid, she had a lot of problems reading
Anthony hopkins developed a love of the arts – painting and the piano because he was not good at academics
Keanu reaves excelled in hockey but was never good at school
Woodrow Wilson – (bottom left) 28th president of the US, still couldn’t read at age 10, believed to be dyslexic Cher has a math disability
Tom Cruise learns his lines by listening to them on tape and creates visual images in his mind to help him when comprehending.
Walt Disney didn’t learn to read until he was 9 yrs. old.

16. LEARNING STYLES
Have you ever wondered why sometimes you learn better from a certain teacher?
Some of you may like to listen to music while you work, others may find this very distracting
Your learning styles is the way you tend to learn best
It involves your preferred method of taking in, organizing, and making sense of information
Learning styles don’t tell us who is the ‘smartest’ but it helps us understand why some tasks seem easier for us than others.
sometimes we can improve our learning by knowing what our strengths are and then doing more of what we’re good at
often we can improve our learning by knowing what our weaknesses are and trying to enhance our skills in these areas

17. VISUAL LEARNERS Visual learners learn through seeing
may take in information best if presented in pictures, charts, diagrams, videos
learn how to translate text into charts, graphs, or pictures such as making a time-line from dates, or draw percentages or statistical info. in a pie chart
when giving directions may draw a map or use landmarks as a guide or to explain
when you are spelling a word you may need to see it (if it looks right)
remember things better if you see a picture
When using a new piece of equipment (computer, camera etc.) you would look at the directions in the instruction book
may like to doodle
when learning a new skill like to watch someone else do it

18. AUDITORY LEARNERS learn through listening
remember things best if you use rhymes and jingles to help remember important points
ensure you understand by creating verbal descriptions
could tape yourself summarizing key points, then play the tape as a memory rehearsal strategy
may benefit from reading instructions and questions out loud to yourself
take in information best when someone talks or explains it to you
when giving directions you would tell them how to get there
when not sure how to spell a word you would sound the word out in your mind or aloud
When using a new piece of equipment (computer, camera etc.) ask someone to ‘talk’ you through it
prefer to find out about something by talking about it
prefer teachers who do lots of discussion, have guest speakers
may have a hard time visualizing, respond well to patterns of sound, speech, music
find writing difficult, are talkative, love discussion
to remember an event you would tell it aloud to someone

19. TACTILE/KINESTHETIC LEARNERS
learn through moving, doing, touching
may need to fidget with something while listening or taking notes, sit on a ball, disco sit
highlight, underline, or take notes
use your fingers when reading to keep track of where you are
break tasks into small chunks
need breaks to stand up, stretch, move around
need to personalize information – think about how the concepts apply to you
swing or tap your foot, walk around if it helps you organize (pacing strip, taped off area --- may want to sit at the back of the room)
may use your hands when talking or explaining
take in new information best when you can get hands-on experience
when giving directions – you would take the person and show them the way
remember directions best when you have been taken through the route once
when unsure of how to spell a word you may write down different ways of spelling the word
to remember or recall an event you would want to replay it through movement – acting, pantomime or drill
remember objects best if you have touched or worked with them
when using a new piece of equipment (computer, camera etc.) you would jump right in and figure it out
you enjoy working with your hands, repairing, and building things
you prefer to learn about something new by doing it
prefer a teacher who uses demonstrations, practical hands-on sessions, games and role plays

20. Learning Style activity

21. Visual

22. Auditory
Kinesthetic
Which was the easiest? Hardest for you? Write down on space #6 what you think your learning style is based on this activity (which was easiest)

23. Multiple Intelligences
What is intelligence?
What are Multiple Intelligences?
It has been claimed by some researchers that our intelligence or ability to understand the world around us is complex. Some people are better at understanding some things than others.
For some of us it is relatively easy to understand how a flower grows but it is immensely difficult for us to understand and use a musical instrument. For others music might be easy but playing football is difficult.
Instead of having one intelligence it is claimed that we have several different intelligences as shown in this diagram)
What special intelligences do you have?
Kinaesthetic - Body Smart
You may be body smart. You will enjoy sports and are good at swimming, athletics, gymnastics and other sports. This is sometimes called being Kinaesthetic smart.
Linguistic - Word Smart You may be word smart. You will enjoy reading, writing and talking about things. This is sometimes called being Linguistic smart.
Logical - Number Smart
You may be number smart. You will be good at mathematics and other number activities; you are also good at solving problems. This is sometimes called being Logical smart.
Interpersonal - People Smart
You may be people smart. You will like to mix with other people and you will belong to lots of clubs. You like team games and are good at sharing. This is sometimes called being Interpersonal smart.
Intrapersonal - Myself Smart
You may be myself smart. You will know about yourself and your strengths and weaknesses. You will probably keep a diary. This is sometimes called being Intrapersonal smart.
Musical - Music Smart
You may be music smart. You will enjoy music and can recognise sounds, and timbre, or the quality of a tone. This is sometimes called being Musical smart.
Visual/Spatial - Picture Smart
You may be picture smart. You will be good at art and also good at other activities where you look at pictures like map reading, finding your way out of mazes and graphs. This is sometimes called being Visual/Spatial smart.
Naturalistic - Nature Smart
You may be nature smart. You will like the world of plants and animals and enjoy learning about them. This is sometimes called being Naturalistic smart.

24. SAME and DIFFERENT How are we the same and how are we different?
Stand up if you
like math
Like to build things
Like being around lots of friends all the time
Like bugs and insects
Like playing sports
are the oldest kid in your family
if you like listening to music
if you wear glasses
If you are good at drawing pictures
if you like reading
if you know how to skate
if you like animals
if you like to play by yourself
if you like telling stories
Would you rather? (Select two designated spots in the room for them to move to depending on their answer)
Read a book or paint a picture
Listen to music or play soccer
Write a story or do math questions
Work with a group or by yourself
Play a musical instrument or build a tower with blocks
Read a book or swing
Solve a math problem or work on a puzzle
Spend time with a pet or with other people
Play an indoor game with friend or play outside on the playground with a friend
Draw a picture by yourself or play a game with a group of friends
Think of three ways we are all the same and three ways we are all different.

25. Fair vs. equal Do these words mean the same thing?
ex. if one child in the class wears glasses --- should everyone b/c that would be fair?
If we go to the doctor do they treat each of us equal or fair? --- does everyone get a cast b/c somebody broke their leg? No, we each get what type of medicine or treatment that we need. The same thing happens at the school level --- we need to give each student the support that they need to be successful.

26. Supports that students may need
Give exampes of situations and have the students come up with the support that could be offered:
* a student is paralyzed from the waist down
* a student has a difficult time reading
* a student has trouble seeing the board
* a student is very unorganized
* a student has a difficult time writing and copying notes
* a student has trouble understanding directions
* a student has a hard time sitting still in class
* a student really struggles with Math concepts

27. Without learning differences would we have a better world?
We NEED all kinds of minds!!!!

28. We NEED all kinds of minds!
- 10 years from now…….what will you be doing? Always try your best!

29. Who is the smartest person in this room. How do we know that
Who is the smartest person in this room? How do we know that? Is it the person who gets the highest marks? Are we all smart in different ways?

30. Homework:
Ask your parents about their school experience – What subjects were they best at? What subjects did they struggle with? How do they learn best?
Suggestion: Interview ‘successful’ adults in the community about their school experience (local business people, teachers, nurses, farmers, etc….)

32. Sensory Motor Regulation

33. Over regulating nervous system has a high threshold for sensory input
need more intense forms and levels of sensory input (movement and touch) to help them feel comfortable, aware of themselves, and appropriately alert
students may naturally seek out the forms of sensory input they need (position changes, muscle work, rocking, spinning, bouncing, touching things)
need to find ways of providing the sensory input that they need in the least distracting manner to themselves, the teacher, and other students
disco sit cushion/therapy ball
exercise tubing tied to front legs of desk
stress ball or flour balloon
movement/heavy muscle breaks for the whole class (stretching, heavy work)
allow the student to run errands (carry a heavy box)
allow the student to stand while they work (provide a taller table) or use a swivel chair
sipping water through a straw or a thick milkshake, jello, pudding, or applesauce through a straw
chewing gum, straw, or coffee stir stick, sucking on hard candy, or chewing crunchy foods may help the student focus
the student may have a preference for a certain position (ex. laying on tummy)
deep pressure input
playing soft music with a steady beat or white noise (ex. fan)
reduce noise and visual distractions

34. Under regulating lethargic/tired lack of energy
can’t focus or pay attention
many of the same activities to bring a student down can also work to bring a student’s level up

35. ‘Just Right’
able to concentrate and focus
can complete work

43. BRAIN FOOD fruits, vegetables, nuts, eggs, meat, whole grains water
sleep