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Mi pd classroom teachers



Multiple Intelligence PD Slideshow

Multiple Intelligence PD Slideshow



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  • Have teachers put names to profile. Reveal answers. Explain the purpose of this relates back to the VETSL
  • Discuss VTSL and its relation to TAP, Tune, and Transform
  • Refer to handout. Discuss how this is something we already do as good teachers - let’s just be more intentional.
  • Discuss some of the ways that people have distorted the theory.
  • Browse through guides

Mi pd classroom teachers Mi pd classroom teachers Presentation Transcript

  • Multiple Intelligences in the Classroom PD for SES Teachers Swansfield Elementary Danielle Shanks
  • Outcomes & Indicators of PD
    • Outcomes:
      • SES teachers will apply the language, skills, and lesson focuses outlined by Professional Development for Multiple Intelligences in the Classroom to create a well-rounded learning environment to achieve maximum student academic achievement.
    • Indicators:
        • SES teachers will incorporate knowledge of multiple intelligences into their instruction.
        • SES students will be aware of their personal multiple intelligences.
        • SES Parents will be aware of their child’s multiple intelligences and how to better work with their child.
  • Let’s Move on the PD-o-meter!
  • Poll Question?
        • How do you think most of YOUR students learn?
        • Which methods do you usually utilize when you teach?
  • Guess the MI Profile
    • Take a look at the profiles on the table.
    • Can you match the teacher in the room with the profile?
  • The VTSL
  • How do most students learn? (What we already know)
    • Various ways! Each child is different.
    • Engaged Learning - Students are engaged in active learning when they read, write, listen, speak and view in a variety of settings to gather information and develop concepts important to everyday life.
    • Problem Solving - Students construct knowledge of the world as they recognize problems, formulate solutions and arrive at conclusions.
    • Communication - Communication is central to learning to express ideas and understand the ideas of others.
    • Collaboration - Learning is often a social process that requires students to value and work with others.
  • How do most students learn?
    • Seeking Connections - Knowledge does not exist in isolation. Students learn that the content areas are connected. Such learning is essential to forming a comprehensive understanding of the world in which we live.
    • Technology - Technology allows students to reach beyond the walls of the classroom to obtain information on a wide variety of topics. Technology permits students to be active researchers and communicators in the quest for knowledge.
    • Howard Gardner's theory of Multiple Intelligences addresses all of these!
  • How do most students learn?
    • Perhaps some research published several years ago by D.G. Treichler* will give us some insight.
      • He found that students learn:
        • 10% of what they read;
        • 20% of what they hear;
        • 30% of what they see;
        • 50% of what they both see and hear;
        • 70% of what they discuss with people whose opinions they value;
        • 80% of what they personally experience; and
        • 90% of what they teach to other people.
  • Time to Move on the PD-o-meter!
  • Teaching Style vs. Learning Styles
    • Much research supports the view that when students' learning preferences match their instructor's teaching styles, student motivation and achievement usually improve.
      • (Miller 2001; Stitt-Gohdes 2003)
  • What are the Students Saying?
  • So Why Consider MI in the Classroom?
    • Look at intelligence differently.
    • Provide authentic learning opportunities.
    • Parent and community involvement may increase.
    • Builds self-esteem.
    • Truly teach for understanding.
  • Let’s Take a Break!
    • Move your character on the PD-o-Meter!
  • Let’s Look at the Data
    • Let’s analyze Mrs. Shanks homeroom data.
      • How can we desegregate this data?
        • By reading groups?
        • By like groups according to strongest intelligences?
      • How should we NOT look at this data?
        • By race
        • By AOB
      • This should guide our teaching to a group, not provide assumptions about a group!
      • Each child is different, so each year it will change.
      • Data will change on a child yearly as each intelligence strengthens!
      • Look through a culturally proficient MI lens!
  • How do most teachers teach?
    • Verbally
      • Teachers often use a lot of direct instruction and lecture
    • Visually
      • Teachers also use visuals to help get their point across.
    • What about the child who possess neither of these intelligences or are weak in them?
      • They struggle in the classroom!
  • So . . . What . . .
    • - Lecture less
    • Use more audio-visual aids, including computer-generate graphics, when lecture is necessary
    • Provide frequent opportunities for students to solve problems and discuss issues in small groups
    • Integrate personal reflections through journalizing assignments and questioning
    • Provide opportunities for students to teach each other
  • When Planning a Lesson, Ask the Right Questions!
    • Certain questions help me at the possibilities for involving as many intelligences as possible:
      • Linguistic: How can I use the spoken or written word?
      • Logical-Mathematical: How can I bring in numbers, calculations, logic, classifications, or critical thinking?
      • Spatial: How can I use visual aids, visualization, color, art, metaphor, or visual organizers?
      • Musical: How can I bring in music or environmental sounds, or set key points in a rhythm or melody?
  • When Planning a Lesson, Ask the Right Questions!
    • Certain questions help me look at the possibilities for involving as many intelligences as possible:
      • Bodily-Kinesthetic: How can I involve the whole body, or hands-on experiences?
      • Interpersonal: How can I engage students in peer or cross-age sharing, cooperative learning or large-group simulation?
      • Intrapersonal: How can I evoke personal feelings or memories, or give students choices?
    • You won't always find ways of including every intelligence in your curriculum plans. But if this model helps you reach into one or two intelligences that you might not otherwise have tapped, then it has served its purpose very well indeed!
  • We Want Tools & Resources!
    • MI Assessment Guide
    • MI Activity Guide
  • Let’s view a lesson
  • Let’s Move on the PD-o-meter!
  • Can we make it better?
    • Of course we can!
    • We can always reach more students!
    • You will work with a partner to incorporate 1 or more additional intelligence focuses to the lesson
      • Use Radial Template to outline ideas
  • Radial Template
  • So what now? . . .
    • What are our next steps?
    • Let’s Brainstorm!
  • LAST Move on the PD-o-meter!