Using Multiple Intelligence Activities in Introduction to Keyboarding Classroom

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Using Multiple Intelligence Activities in
Introduction to Keyboarding Classroom

• Sherry Roberts
• Middle Tennessee State University
• Nebraska Career Education Conference
• Wednesday, June 10, 200-300

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Multiple Intelligences

• Verbal/Linguistic
• Ability to express oneself orally and in writing
• Logical/Mathematical
• Mathematics, logic and reasoning problem
  solvers.
• Visual/Spatial
• Picture ideas and solutions
• Bodily/Kinesthetic
• Active learning, promoted through fine and gross
  motor activities

• Musical/Rhythmic
• Patterns, instruments, environmental sounds, and
  response to rhythms.
• Intrapersonal
• Feelings, values, and attitudes expects learning
  to be meaningful.
• Interpersonal
• Social learning in all its forms.
• Naturalist
• Categories and hierarchies.

Multiple Intelligences and Instructional
Technology, Walter McKenzie (2002)
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MI and the Information Age

• Information Technology Skills
• Kinesthetic
• Information Literacy Skills
• Intrapersonal and Naturalist
• Problem-solving Skills
• Logical

• Collaboration Skills
• Interpersonal and Linguistic
• Flexibility
• Musical
• Creativity
• Visual and Existential

Multiple Intelligences and Instructional
Technology, Walter McKenzie (2002)
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Activity One

• Alphabet song
• Adapted for the alphabetic keyboard
• These are the words
• A s d f g h j k l thats the homerow
• Q w e r t y u i o p top row too
• Z x c v b n m , . / the end!
• Hold up your hands to demonstrate correct
  fingering.

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What Multiple Intelligences are involved

• Musical
• Visual/Spatial
• Verbal/Linguistic
• Bodily/Kinesthetic

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Activity Two

• Think, Write, Pair, Share
• One day focus on just the left-hand keys
• Another day focus on just the right-hand keys
• Incorporates language skills
• Work individually and as a small group

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Instructions for Activity Two

• Think
• Begin with one minute to think of all the words
  you can key with only the left- (or right-) hand
• Write
• Write down for two minutes all the words you
  thought of and more
• Pair
• With a partner, combine your two lists into one
  and add words together you might think of
• Share
• Work in group of four (or five). Make a combined
  list for your group of all the words you have and
  add more to the list.

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W
Q
E
R
T
A
S
D
F
G
Z
X
C
V
B
Left-hand Keys
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Completing Activity Two

• With keyboards covered or put up, have students
  trace their left hand on a paper.
• Draw lines for the three rows of the keyboard
  above each finger (an extra set for the pointer
  finger).
• Let students put the correct key labels for each
  finger on the page.

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What MIs are involved?

• Verbal/Linguistic
• Visual/Spatial
• Interpersonal
• Logical/Mathematical

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Activity Three

• Keyboard scramble
• Use a page with blank keys
• Have students place the correct keys back on the
  keyboard
• This can be done in pairs or individually
• Can be used as a review
• This is best when timed
• Give students 5 minutes to complete the task
• Student, or group, with all or the most correct
  wins

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What MIs are involved?

• Visual/Spatial
• Bodily/Kinesthetic
• Interpersonal (if used as a group activity)

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Activity Four

• Round Robin Composition
• Divide room into groups of four (three or five is
  acceptable)
• Students remain at their seats and are given the
  same story line beginning
• Once when I was coming to school.
• They are given two minutes to begin keying in
  their portion of the story.
• Time is called and they move to the right
• The last person in the group, on the right, moves
  to the first seat.
• Continue this until all are back to their
  original seat

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What MIs are involved?

• Verbal/Linguistic
• Bodily/Kinesthetic
• Interpersonal
• Musical/Rhythmic (if music is added to make it
  like musical chairs)

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Activity Five

• Reading
• Using the book Click, Clack, Moo Cows That Type
• Read the story to the class.
• Tell the class that each time they hear Click,
  Clack, Moo they are to key this.
• They are also to key each of the letters that are
  read.
• At the end of the story have volunteers read what
  they have keyed.
• Begin a discussion on careers and what skills
  have just been practiced.

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What MIs are involved?

• Verbal/Linguistic
• Bodily/Kinesthetic
• Visual/Spatial

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Activity Six

• More reading
• Use childrens books to improve reading and
  keying skills
• Improves reading and keying skills
• Use magazines of interest for students to read an
  article and then write about the article
• Improves reading comprehension skills

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What MIs are involved?

• Verbal/Linguistic
• Visual/Spatial
• Intrapersonal

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Activity Seven

• Put on a song with appropriate lyrics and have
  the students type the lyrics they hear.
• Use a school song, song from a Broadway musical,
  or a current song with appropriate lyrics.
• At the end of the song, have someone read the
  song to the class.
• It helps if you know all the words so that you
  know what they got wrong.

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What MIs are involved?

• Bodily/Kinesthetic
• Musical/Rhythmic (when listening to the music,
  sometimes they will key to the rhythm)

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Activity Eight

• Make drills fun
• Use bulletin boards to move students along and
  show their progress.
• Use a racing theme, flight theme, etc.
• Give students a reason for completing drills
• Dont use the explanation that it will improve
  their skillsthese are students who will sit for
  hours to move to the next level on any Play
  Station game. They are rewarded at the end of
  the level as they move to the next level.

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What MIs are involved?

• Visual/Spatial
• Bodily/Kinesthetic
• Intrapersonal
• Interpersonal

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Activity Nine

• Return to the old days!
• Put a metronome in the class room and turn it on
  while the students are doing drills.
• Find a song that is current and play it while
  they are doing drills.
• The faster each of these are the faster the
  students will become.
• Start with songs that have slower rhythms (or a
  slower beat on the metronome) and continue to
  move the pace up as the students become more
  proficient at keying.

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What MIs are involved?

• Bodily/Kinesthetic
• Musical/Rhythmic (when listening to the music,
  sometimes they will key to the rhythm)

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Closing

• Dont let your keyboarding classroom become a
  room of key bored students!
• Pick up the pace
• Throw some excitement in!