Multiple Intelligences in the Classroom by Carol Levensaler, CSU, Chico


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Multiple Intelligences in the Classroom by Carol Levensaler, CSU, Chico

  1. 1. • I am to check their heads occasionally for lice, maintain a safe environment, recognize signs of potential anti-social behavior, offer advice, write letters of recommendation for student employment and scholarships, encourage respect for the cultural diversity of others, and, oh yeah, always make sure that I give the girls in my class 50 percent of my attention. • I’m required by my contract to be working on my own time summer and evenings at my own expense toward advance certification and a master’s degree; and after school, I am to attend committee and faculty meetings and participate in staff development training to maintain my employment status.
  2. 2. • I am to be a paragon of virtue larger than life, such that my very presence will awe my students into being obedient and respectful of authority. I am to pledge allegiance to supporting family values, a return to the basics, and to my current administration. I am to incorporate technology into the learning, and monitor all Web sites while providing a personal relationship with each student. • I am to decide who might be potentially dangerous and/or liable to commit crimes in school and who is possibly being abused, and I can be sent to jail for not mentioning these suspicions.
  3. 3. • I am to make sure all students pass the state and federally mandated testing in all classes, whether or not they attend school on a regular basis or complete any of the work assigned. Plus, I am expected to make sure that all of the students with handicaps are guaranteed a free and equal education, regardless of their mental or physical handicap. • I am to communicate frequently with each student’s parent by letter, phone, newsletter and grade card. I’m to do all of this with just a piece of chalk, a computer, a few books, a bulletin board, a 45 minute more-or-less plan time and a big smile, all on a starting salary that qualifies my family for food stamps in many states. • Is that all?
  4. 4. • And you want me to do all of this and expect me not to pray?
  5. 5. What are her academic onramps for ALL kids?
  6. 6. Strategies for Inclusion Cooperative Learning Discovery/Exploration Expectations Integration of Listening, Speaking, Reading, & Writing Meaningful/Relevant Curriculum Metacognition Vocabulary and Academic Language Teacher Self-Reflection
  7. 7. Logical-Mathematical OBJECTIVE Spatial Musical Bodily-Kinesthetic Interpersonal Intrapersonal Naturalist Linguistic
  8. 8. Planning Questions: How can I use: Logical-Mathematical numbers, calculations, logic, Classifications, critical thinking Spatial visual aids, visualization, Color, art, or metaphor Musical Music, environmental Sounds, or set key points In a rhythmic or melodic framework Bodily-Kinesthetic Hands-on experience, involve the whole body Interpersonal Peer sharing, cooperative Learning, large-group simulation Intrapersonal Personal feelings, memories, Or give students choices Naturalist Living things, natural Phenomena, ecological awareness Linguistic Spoken or written word
  9. 9. “It is of the utmost importance that we recognize and nurture all of the varied human intelligences and all of the combinations of intelligences.”
  10. 10. “Understanding is far more likely to be achieved if the student encounters the material in a variety of guises and contexts. And the best way to bring this about is to draw on all of the intelligences that are relevant to that topic in as many legitimate ways as possible.”
  11. 11. Projects & Assessments
  12. 12. Projects 1. Write a two chapter sequel to Don Quixote. 2. Write and videotape a chapter of Don Quixote and Sancho Panza in the 21st century. (groups of 3 or 4) 3. Read and record three chapters of the book. Add music and sound effects. (groups of 1 to 3) 4. Story circle: draw seven of your favorite scenes from D.Q. and write a summary for each picture.
  13. 13. 5. Create a personal banner for Don Quixote or Sancho Panza. Use a minimum of three colors and five symbols. Explain the symbolism of each color and object. Give examples from the book that demonstarte that quality. 6. Create a game board with a D.Q. theme. Write the instructions for playing your game. (group of 1 or 2) 7. Take a stand: Don Quixote was crazy or not crazy. Give 10 examples of actions in the book that defend your position and why.