Dimension 4 : Graphic organiser: problem solving

• Marzano and Pickering's graphic organiser for Problem Solving, will be used to problem solve the constraints or barriers to ensuring success for Tim (case study.
  
  The graphic organiser structures the learning journey into the following headings:

• the problem
• the goals,
• the constraints or limiting conditions that hinder the achievement of the goals
• the possible solutions to achieving the goals.
  
  
  
  The problem:
  
  A case study
  
  Tim is at times aggressive to the Learning Manager and can become violent if confronted in a classroom. He does not seem to have empathy for his peers. He is becoming more socially isolated as his aggressive behaviour alienates his peers. He is selfish in social contexts and does not seem to understand the social skills of sharing, listening to others and waiting your turn. He struggles to access the curriculum at this Year 3 level. He does not seem to process instructions either written or spoken. He does not engage during group sessions and whole class activities especially music, art and dance. Tim does not seem to be coping either academically or socially.
  
  
  
  
  
  The goal
  
  For the student to successfully achieve the learning outcomes for Year 3 by being able to access the curriculum, achieve the curriculum outcomes and participate in the life of school.
  
  
  The constraints or limiting condition
• lack of social skills
• limited understanding of instructions; verbal or visual
• lack of empathy for classmates
• appears highly sensitive to noise and crowds

How are these constraints limiting the student from achieving successful outcomes in school?

These constraints are limiting the student from achieving successful outcomes in school by the student having limited to no social success. This limits the learning opportunities and benefits gained from Co operative learning:

Co operative learning:

• fosters positive independence and promotes a context for learning in which students assist each other


• promotes effective communication as verbal interaction is at s premium


• improves understanding of content within and across subject areas


• creates an active learning environment and thereby enhances the likelihood of student engagement


• increases opportunities for decision making and problem solving


• enhances understanding of differences in relation to abilities past experiences and learning styles (Brady, 2006).

The constraints of a lack of social skills, limited understanding of instructional design; both verbal and visual, a lack of empathy for class mates and a sensitivity to noise and crowds can be an isolating experience for a student within the school community. It is the learning manager’s responsibility to promote inclusion and the potential of all learners in the classroom by creating a learning environment that supports the educational and social outcomes of all students (Education Queensland [Ed QLD], 2005).