Guaranteeing Learning: Recognizing Multiple Intelligences

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Guaranteeing LearningRecognizing Multiple
Intelligences

• Dr. Judy K. Sargent
• Director, CESA 7 School Improvement Services

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Ground Rules for Success

• Agenda/Timeframe
• Supplies
• Team Work
• Flip Chart Activity
• Recorders with markers

Collaboration as Best Practice L. Lezotte R.
Marzano R. DeFour
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Collaborative Team Activity
Group Discussion Ratings
We follow team roles Recorder Reporter Timekeeper Gopher
We respect each others ideas.
We put our students needs first.
We learn together.
We document our work.
We insist on high quality work.
We get our work done.
X
X
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Purpose

• Through teamwork
• Understand universal curriculum and instruction
• Understand our students as learners
• Focus on improving reading with graphic
  organizers
• Determine Into reading strategies
• Determine Through reading strategies
• Determine Beyond reading strategies
• Specify team action steps

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Team Outcomes for Today

• Collaborative Team Poster
• Multiple Intelligences Class Poster
• Multiple Intelligences Observations
• Into Strategies Poster
• Through Strategies Poster
• Beyond Strategies Poster
• Add details to your team ACTION PLAN as a
  part of the Red Smith Student Learning
  PlanSubmit to School Administrator

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Universal Instruction Curriculum

• Designed so that ALL students have full access to
  success in
• The board-adopted curriculum

A Legal Right
Understanding by Design IDEA 2004 Least
Restrictive Environment Debra P. Case
Opportunity to Learn precedent
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Universal Instruction
(includes differentiation)
Selected Interventions
Targeted Interventions
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Universal Design

• challenges how we teach and to rethink the nature
  of curriculum and one size fits all methods
• focuses on the limitations of the instructional
  methods and curriculum rather than the presumed
  limitations of the students

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Knowing Our Learners
Successful teachers know their learners.
How they best learn
What they need to learn
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UnderstandingOur Students as Learners
MultipleIntelligences
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Self-Reflection

• Which of these multiple intelligences is YOUR
  strength?
• Discuss your strengths and weaker intelligences
  - with your team members.

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Multiple Intelligences Class Profile

• Team Activity
• Take out your class profiles.
• Discuss how easy or difficult was it for you to
  identify the strength (primary intelligence) for
  each student?

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Multiple IntelligencesClass Profile(Based on
Teacher Observations)
Strengths-Multiple Intelligences StudentNames Strengths-Multiple Intelligences StudentNames
LINGUISTIC INTELLIGENCE This student Enjoys listening to other people talking Likes to learn new words Gives good directions to others Likes to tell stories Enjoys reading books Has a good memory for names, dates, and trivia MUSICAL INTELLIGENCE This student Enjoys playing a musical instrument Listens to music a lot Hums or sings a lot Cheers himself/herself up with songs when sad Tells you when music sounds off-key Has a good singing voice Remembers the melodies of songs
LOGICAL-MATHEMATICAL INTELLIGENCE This student Likes to work with computers and calculators Enjoys math class Easily adds numbers in his/her head Enjoys doing science experiments Asks a lot of questions about how things work Enjoys chess, checkers, or other strategy games Enjoys logic puzzles or brainteasers INTERPERSONAL INTELLIGENCE This student Likes to work play with other kids Understands how friends are feeling by looking at their faces Has two or more close friends Gives advice to friends who have problems Has a good sense of empathy or concern for others Seems to be street-smart Seems to be a natural leader on teams
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SPATIAL INTELLIGENCE This student Prefers to draw pictures rather than tell stories Finds his/her way around a new place easily Likes to take things apart and then try to figure out how to put them back together Reads maps, charts, or diagrams more easily than text Daydreams more than peers Builds interesting three-dimensional constructions (like LEGO buildings) Doodles a lot on notebooks INTRAPERSONAL INTELLIGENCE This student Often needs a quiet place to work or just be alone Likes to make collections of things that have special meaning to him/her Remembers his/her dreams Displays a sense of independence or strong will Has a realistic sense of his/her strengths and weaknesses Has an interest or hobby that he/she doesn't talk much about Accurately expresses how he/she is feeling?
BODILY-KINESTHETIC INTELLIGENCE This student Finds activities like riding a bicycle, skating, or walking on a balance beam easy Uses a lot of hand gestures body movement when talking to friends Runs, swims, and exercises without getting tired Learns to play new sports easily Likes to touch something she has just seen Reports different physical sensations while thinking or working Cleverly mimics other people's gestures or mannerisms Moves, taps, or fidgets while seated for a long time in one spot NATURALIST INTELLIGENCE This student Enjoys collecting bugs, flowers, or rocks Likes to closely examine what he/she finds in nature Keeps detailed records of he/her observations of nature Likes to watch natural phenomena like the moon and the tides and hear explanations about them Becomes fascinated with one particular thing from nature and want to learn about it thoroughly Wants to become a geologist, biologist, or some other type of scientist
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Multiple Intelligences Class Profile
Multiple Intelligences Class Profile

• Team Activity, continued
• Using the poster, create a group profile. Enter
  either student names or the number of students
  for each intelligence.
• What patterns do you see? List your observations
  on the flip chart.

MI Observations
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Team Outcomes for Today

• Collaborative Team Poster
• Multiple Intelligences Class Poster
• Multiple Intelligences Observations
• Into Strategies Poster
• Through Strategies Poster
• Beyond Strategies Poster
• Add details to your team ACTION PLAN as a
  part of the Red Smith Student Learning
  PlanSubmit to School Administrator

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A Look at Graphic Organizers
Diagrams or illustrations that help students
organize information. A graphic organizer is a
visual and graphic display that depicts the
relationships between facts, terms, and or ideas
within a learning task. Graphic organizers are
also sometimes referred to as knowledge maps,
concept maps, story maps, cognitive organizers,
advance organizers, or concept diagrams. They can
be used before, during or after reading to
enhance understanding.
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Graphic Organizers Example (Word Chart)
What is it? Definition
What is it like?
Examples
_________ word
Picture
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Graphic Organizers Example (Story Map)
Setting Characters
Problem Solution
______________ Theme
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Graphic Organizers for Multiple Intelligences

• Are graphic organizers an effective teaching
  technique for all students?
• Discuss how they might be used for

Body smart kids
Self smart kids
Music smart kids
Math smart kids
People smart kids
Nature smart kids
Art smart kids
Word smart kids

• Complete the group poster Graphic Organizers for
  Multiple Intelligences

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FOCUS Improving Reading

• Comprehending Text
• There are many levels of comprehension. Consider
  
• Literal comprehension
• Analytical comprehension
• Evaluative and extending comprehension

Learning Vocabulary Understanding key vocabulary
is crucial to comprehending the meaning of text.

• Into reading strategies
• Through reading strategies
• Beyond reading strategies

3 team posters for action plans
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Into, Through and Beyond(Before, During After)
3 team posters for action plans

• Into reading strategies
• Through reading strategies
• Beyond reading strategies

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Learning Vocabulary-Into Reading Strategies

• What strategies can you use to teach vocabulary
  BEFORE students read a text?

For example using graphic organizers. How can
graphic organizers be used to help students learn
vocabulary PRIOR to reading text?

• Team ActivityINTO Strategies Poster
• Choose one graphic organizer to use to pre-teach
  vocabulary prior to having student read fiction
  or non-fiction.
• Describe the organizer on the Into Poster

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Classroom Strategies for Multiple Intelligences
Into Strategy Poster

• Team Activity, Into Strategies, Continued
• Look at the Teacher Guide to Multiple
  Intelligences.
• Begin with Body Smart Students.
• Consider how would use or adapt your graphic
  organizer strategy to engage these learners?
• List your adaptations on the poster for each type
  of multiple intelligence.

Complete this poster
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Team Outcomes for Today

• Collaborative Team Poster
• Multiple Intelligences Class Poster
• Multiple Intelligences Observations
• Into Strategies Poster
• Through Strategies Poster
• Beyond Strategies Poster
• Add details to your team ACTION PLAN as a
  part of the Red Smith Student Learning
  PlanSubmit to School Administrator

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Learning Vocabulary-Through Reading Strategies

• What strategies can you use to teach
  comprehension to students DURING reading of a
  text?

• Team ActivityTHROUGH Strategies Poster
• Choose one graphic organizer to use to enhance
  comprehension WHILE students are reading fiction
  or non-fiction.
• Describe the organizer on the Through Poster

How can graphic organizers be used to help
students understand what they are reading AS they
read fiction or non-fiction text?
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Classroom Strategies for Multiple Intelligences

• Team Activity, Through Strategies, Continued
• Look at the Teacher Guide to Multiple
  Intelligences.
• Begin with Body Smart Students.
• Consider how would use or adapt your graphic
  organizer strategy to engagethese learners?
• List your adaptations on the poster for each type
  of multiple intelligence.

Through Strategy Poster
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Team Outcomes for Today

• Collaborative Team Poster
• Multiple Intelligences Class Poster
• Multiple Intelligences Observations
• Into Strategies Poster
• Through Strategies Poster
• Beyond Strategies Poster
• Add details to your team ACTION PLAN as a
  part of the Red Smith Student Learning
  PlanSubmit to School Administrator

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Learning Vocabulary-Beyond Reading Strategies

• What strategies can you use to teach vocabulary
  AFTER students read a text?

How can graphic organizers be used to help
students understand and reflect AFTER reading
text?

• Team ActivityBEYOND Strategies Poster
• Choose one graphic organizer to use to ENHANCE
  MEANING after having student read fiction or
  non-fiction.
• Describe the organizer on the Beyond Poster

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Classroom Strategies for Multiple Intelligences
Into Strategy Poster

• Team Activity, Into Strategies, Continued
• Look at the Teacher Guide to Multiple
  Intelligences.
• Begin with Body Smart Students.
• Consider how would use or adapt your graphic
  organizer strategy to engage these learners?
• List your adaptations on the poster for each type
  of multiple intelligence.

Complete this poster
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Team Outcomes for Today

• Collaborative Team Poster
• Multiple Intelligences Class Poster
• Multiple Intelligences Observations
• Into Strategies Poster
• Through Strategies Poster
• Beyond Strategies Poster
• Add details to your team ACTION PLAN as a
  part of the Red Smith Student Learning
  PlanSubmit to School Administrator

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Refining Your 2007-08 Action Plan

• Using your Into, Through and Beyond strategies,
  add details to your teams action plan for the
  Red Smith School Improvement Plan

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Team Outcomes for Today

• Collaborative Team Poster
• Multiple Intelligences Class Poster
• Multiple Intelligences Observations
• Into Strategies Poster
• Through Strategies Poster
• Beyond Strategies Poster
• Add details to your teamsACTION PLAN
• Celebrate Your Teamwork!