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So Each May Learn: Integrating Learning Styles and Multiple Intelligences Harvey F. Silver Richard W. Strong Matthew J. Pe...
About the Authors <ul><li>Harvey Silver is President of Silver Strong & Associates, Inc., the publishing company for this ...
About the Authors <ul><li>Other books by these authors: </li></ul><ul><ul><li>Learning Styles and Strategies  ( Thoughtful...
How this Book was Born <ul><li>New York School Teacher, Barb Heinzman, approached Harvey and Richard. </li></ul><ul><ul><l...
How this Book was Born <ul><li>Harvey and Richard began asking more questions around Barb’s inquiry, and researched the fe...
From Content to Process <ul><li>Multiple Intelligences </li></ul><ul><li>Learning Styles </li></ul><ul><li>Integrating for...
Multiple Intelligences <ul><li>Howard Gardner’s 8 Intelligences (Eggen, p. 120) </li></ul><ul><ul><li>Content should be pr...
Multiple Intelligences <ul><li>Authors ALSO agreed with Howard Gardner that: </li></ul><ul><ul><li>People use varying dime...
Multiple Intelligences <ul><li>2  3  2  2   2  3  4  4  2 28 </li></ul><ul><li>0  3  2  2  2  2  2  3  2 20 </li></ul><ul>...
Multiple Intelligences 28 20 20 17 19 15 26 25
Multiple Intelligences #1 #2 #3 #4 #4
Multiple Intelligences
Multiple Intelligences V= Verbal - Linguistic B= Bodily - Kinesthetic L= Logical - Mathematical P= Interpersonal S= Spatia...
Multiple Intelligences
From Content to Process <ul><li>Multiple Intelligences </li></ul><ul><li>Learning Styles </li></ul><ul><li>Integrating for...
A Peek at Learning Styles 72   NF Intuitive-Feeling Moderate   Self Expressive 57   SF Sensing-Feeling Moderate   Interper...
A Peek at Learning Styles 46 57 72 50 Judgment Perception
Learning Styles <ul><li>Process-oriented </li></ul><ul><ul><li>How  we learn, as opposed to what we learn </li></ul></ul><...
Learning Styles <ul><li>We all rely on sensing, intuition, thinking and feeling to perceive the world around us and make j...
Learning Styles Judgment Perception
Learning Styles
Learning Styles
From Content to Process <ul><li>Multiple Intelligences </li></ul><ul><li>Learning Styles </li></ul><ul><li>Integrating for...
Integrating MI & LS (MI) (LS) (LS) (LS) (LS) Write an article Put together a  Magazine Develop a plan Develop a newscast D...
Integrating MI & LS <ul><li>Accommodates a full range of diversity </li></ul><ul><li>Promotes comfort in the classroom </l...
Combining the Models Multiple  Intelligences  +  Learning Styles=
Combining the Models Multiple  Intelligences  +  Learning Styles=
Multiple  Intelligences  +  Learning Styles=
From Content to Process <ul><li>Multiple Intelligences </li></ul><ul><li>Learning Styles </li></ul><ul><li>Integrating for...
Designing Instruction <ul><li>“Teaching Around the Wheel” concept </li></ul><ul><li>IDEAS </li></ul>INTER- PERSONAL SELF-E...
Designing Instruction: IDEAS <ul><ul><li>IDENTIFY  the lesson you want to teach.  Include standards, outcomes and objectiv...
Designing Instruction: Lesson Plan Matrix Self-expressive, Interpersonal  V  I Personal narrative Write to Learn ?  .  ,  ...
Intelligence with  Style VERBAL-LINGUISTIC MASTERY INTERPERSONAL UNDERSTANDING SELF-EXPRESSIVE <ul><li>Write an article </...
Intelligence with  Style LOGICAL-MATHEMATICAL MASTERY INTERPERSONAL UNDERSTANDING SELF-EXPRESSIVE <ul><li>Develop a budget...
Intelligence with  Style SPATIAL MASTERY INTERPERSONAL UNDERSTANDING SELF-EXPRESSIVE <ul><li>Create a map </li></ul><ul><l...
Intelligence with  Style BODILY-KINESTHETIC MASTERY INTERPERSONAL UNDERSTANDING SELF-EXPRESSIVE <ul><li>Develop an  </li><...
Intelligence with  Style MUSICAL MASTERY INTERPERSONAL UNDERSTANDING SELF-EXPRESSIVE <ul><li>Create an audio tape using re...
Intelligence with  Style INTERPERSONAL MASTERY INTERPERSONAL UNDERSTANDING SELF-EXPRESSIVE <ul><li>Develop a plan to solve...
Intelligence with  Style INTRAPERSONAL MASTERY INTERPERSONAL UNDERSTANDING SELF-EXPRESSIVE <ul><li>Design a business propo...
Intelligence with  Style NATURALIST MASTERY INTERPERSONAL UNDERSTANDING SELF-EXPRESSIVE <ul><li>Study a natural issue and ...
Instruction for Students Remembering Feeling/Relating Imagining Thinking/ Reasoning Thinking/ Reasoning Imagining Remember...
Classroom Examples MASTERY INTERPERSONAL UNDERSTANDING SELF-EXPRESSIVE
Classroom Examples
Classroom Examples
Classroom Examples
Classroom Examples MASTERY INTERPERSONAL UNDERSTANDING SELF-EXPRESSIVE
Classroom Examples MASTERY INTERPERSONAL UNDERSTANDING SELF-EXPRESSIVE
Examples MASTERY INTERPERSONAL UNDERSTANDING SELF-EXPRESSIVE
From Content to Process <ul><li>Multiple Intelligences </li></ul><ul><li>A Peek at Learning Styles </li></ul><ul><li>Integ...
<ul><li>You need: </li></ul><ul><ul><li>Your Lesson Plan </li></ul></ul><ul><ul><li>IDEAS (Identify, Develop, Examine, Ass...
Designing Instruction: IDEAS <ul><ul><li>IDENTIFY  the lesson you want to teach.  Include standards, outcomes and objectiv...
Any Questions, E.T. (E xtraordinary  T eachers ) ?
References <ul><li>Eggen, Paul, & Kauchak, Don (2004).  Educational Psychology: Windows on classrooms  (6 th  ed.).  Upper...
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Book Review_SoEachMayLearn

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So Each May Learn: Integrating Learning Styles and Multiple Intelligences

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Book Review_SoEachMayLearn

  1. 2. So Each May Learn: Integrating Learning Styles and Multiple Intelligences Harvey F. Silver Richard W. Strong Matthew J. Perini
  2. 3. About the Authors <ul><li>Harvey Silver is President of Silver Strong & Associates, Inc., the publishing company for this book. </li></ul><ul><li>Richard Strong is the firm’s Vice President. </li></ul><ul><li>Matthew Perini is the firm’s Director of Publishing. </li></ul>
  3. 4. About the Authors <ul><li>Other books by these authors: </li></ul><ul><ul><li>Learning Styles and Strategies ( Thoughtful Education Press) </li></ul></ul><ul><ul><li>Teaching Styles and Strategies </li></ul></ul><ul><ul><li>Questioning Styles and Strategies </li></ul></ul><ul><ul><li>Discovering Non-Fiction: 25 Powerful Teaching Strategies, Grades 2-6 ( Canter & Associates) </li></ul></ul><ul><ul><li>ASCD’s Teaching Strategies Video Library </li></ul></ul><ul><ul><li>Visit the Association for Supervision and Curriculum </li></ul></ul><ul><ul><li>Development at http://www.ascd.org . </li></ul></ul>
  4. 5. How this Book was Born <ul><li>New York School Teacher, Barb Heinzman, approached Harvey and Richard. </li></ul><ul><ul><li>“ Can you use both models at the same time?” </li></ul></ul><ul><ul><li>“ They’re both so valuable, but I always find myself choosing one and having to put the other aside.” </li></ul></ul><ul><ul><li>Barb recognized that the two models needed each other (Silver, p. 1) </li></ul></ul>
  5. 6. How this Book was Born <ul><li>Harvey and Richard began asking more questions around Barb’s inquiry, and researched the feasibility of combining the models in the classroom. </li></ul><ul><li>The result = So Each May Learn: Integrating Learning Styles and Multiple Intelligences </li></ul>? ? ? ? ?
  6. 7. From Content to Process <ul><li>Multiple Intelligences </li></ul><ul><li>Learning Styles </li></ul><ul><li>Integrating for the classroom </li></ul><ul><li>Classroom Examples </li></ul><ul><li>Practice </li></ul>
  7. 8. Multiple Intelligences <ul><li>Howard Gardner’s 8 Intelligences (Eggen, p. 120) </li></ul><ul><ul><li>Content should be presented to address as many multiple intelligences as possible; and </li></ul></ul><ul><ul><li>Getting students to understand their own strengths and weaknesses in each dimension is important </li></ul></ul><ul><li>Authors agreed with Gardner that: </li></ul><ul><ul><li>Teachers adapt instruction to address multiple intelligences; and </li></ul></ul>
  8. 9. Multiple Intelligences <ul><li>Authors ALSO agreed with Howard Gardner that: </li></ul><ul><ul><li>People use varying dimension combinations </li></ul></ul><ul><ul><li>It is impossible to adapt all ideas and subjects to all 8 dimensions of multiple intelligences. </li></ul></ul>NO WORRIES
  9. 10. Multiple Intelligences <ul><li>2 3 2 2 2 3 4 4 2 28 </li></ul><ul><li>0 3 2 2 2 2 2 3 2 20 </li></ul><ul><li>3 3 2 2 1 1 1 3 2 20 </li></ul><ul><li>4 2 0 1 1 1 2 2 1 17 </li></ul><ul><li>2 2 4 2 0 1 3 1 2 19 </li></ul><ul><li>1 1 2 1 1 3 2 1 1 15 </li></ul><ul><li>3 2 4 4 3 4 1 2 1 26 </li></ul><ul><li>4 2 2 0 3 4 4 2 4 0 25 </li></ul>
  10. 11. Multiple Intelligences 28 20 20 17 19 15 26 25
  11. 12. Multiple Intelligences #1 #2 #3 #4 #4
  12. 13. Multiple Intelligences
  13. 14. Multiple Intelligences V= Verbal - Linguistic B= Bodily - Kinesthetic L= Logical - Mathematical P= Interpersonal S= Spatial I= Intrapersonal M= Musical N= Naturalist
  14. 15. Multiple Intelligences
  15. 16. From Content to Process <ul><li>Multiple Intelligences </li></ul><ul><li>Learning Styles </li></ul><ul><li>Integrating for the classroom </li></ul><ul><li>Classroom Examples </li></ul><ul><li>Practice </li></ul>
  16. 17. A Peek at Learning Styles 72 NF Intuitive-Feeling Moderate Self Expressive 57 SF Sensing-Feeling Moderate Interpersonal 50 NT Intuitive-Thinking Moderate Understanding 46 ST Sensing-Thinking Low Mastery LEARNER
  17. 18. A Peek at Learning Styles 46 57 72 50 Judgment Perception
  18. 19. Learning Styles <ul><li>Process-oriented </li></ul><ul><ul><li>How we learn, as opposed to what we learn </li></ul></ul><ul><ul><li>Cognitive theory </li></ul></ul><ul><ul><ul><li>Lev Vygotsky’s Theory of Cognitive Development </li></ul></ul></ul><ul><li>Includes Perception and Judgment </li></ul><ul><ul><li>Perception uses sensing and intuition </li></ul></ul><ul><ul><li>Judgment uses thinking and feeling </li></ul></ul>
  19. 20. Learning Styles <ul><li>We all rely on sensing, intuition, thinking and feeling to perceive the world around us and make judgments based on the information we learn from using these functions </li></ul><ul><ul><li>We rely on each function in differing degrees </li></ul></ul>
  20. 21. Learning Styles Judgment Perception
  21. 22. Learning Styles
  22. 23. Learning Styles
  23. 24. From Content to Process <ul><li>Multiple Intelligences </li></ul><ul><li>Learning Styles </li></ul><ul><li>Integrating for the classroom </li></ul><ul><li>Classroom Examples </li></ul><ul><li>Practice </li></ul>
  24. 25. Integrating MI & LS (MI) (LS) (LS) (LS) (LS) Write an article Put together a Magazine Develop a plan Develop a newscast Describe a complex Procedure/object Write a letter Make a pitch Conduct an interview Counsel a fictional character or a friend Make a case Make/defend a decision Advance a theory Interpret a text Explain an artifact Write a play Develop a plan to direct Spin a tale Develop an advertising campaign Journalist Technical Writer Administrator Contractor Salesperson Counselor Clergyperson Therapist Playwright Poet Advertising Copywriter Novelist Lawyer Professor Orator Philosopher Multiple Intelligences + Learning Styles=
  25. 26. Integrating MI & LS <ul><li>Accommodates a full range of diversity </li></ul><ul><li>Promotes comfort in the classroom </li></ul><ul><li>Offers the right amount of challenge for students to learn without becoming overwhelmed </li></ul><ul><li>Depth of content </li></ul><ul><ul><li>“… encourages students to commit to topics in a </li></ul></ul><ul><ul><li>deeper, more meaningful way and enables them to </li></ul></ul><ul><ul><li>handle complex topics with greater ease.” (p. 45) </li></ul></ul>Multiple Intelligences + Learning Styles=
  26. 27. Combining the Models Multiple Intelligences + Learning Styles=
  27. 28. Combining the Models Multiple Intelligences + Learning Styles=
  28. 29. Multiple Intelligences + Learning Styles=
  29. 30. From Content to Process <ul><li>Multiple Intelligences </li></ul><ul><li>Learning Styles </li></ul><ul><li>Integrating for the classroom </li></ul><ul><li>Classroom Examples </li></ul><ul><li>Practice </li></ul>Multiple Intelligences + Learning Styles=
  30. 31. Designing Instruction <ul><li>“Teaching Around the Wheel” concept </li></ul><ul><li>IDEAS </li></ul>INTER- PERSONAL SELF-EXPRESSIVE MASTERY UNDER- STANDING
  31. 32. Designing Instruction: IDEAS <ul><ul><li>IDENTIFY the lesson you want to teach. Include standards, outcomes and objectives you want to address. </li></ul></ul><ul><ul><li>DEVELOP possible learning opportunities for students to meet your objectives (ask ?s) </li></ul></ul><ul><ul><li>EXAMINE alternatives and select most appropriate activities that meet your learning goals. </li></ul></ul><ul><ul><li>ASSESS what style activities or teaching strategies you will use to achieve your learning goals. </li></ul></ul><ul><ul><li>SET UP a sequential plan. Complete a Lesson Design Matrix. </li></ul></ul>
  32. 33. Designing Instruction: Lesson Plan Matrix Self-expressive, Interpersonal V I Personal narrative Write to Learn ? . , ! Apply Skills Interpersonal, Mastery V P Revised text Reciprocal Learning Peer practice sheet –poor punct. Practice using rules Mastery V B Play the game Game ? . , ! Reinforce rules Mastery V L S Completed organizer Visual Organizer ? . , ! Explain rules Understanding V L Generate rules for using each mark Concept Attainment ? . , ! Learn when to use all 4 marks Self-expressive, Understanding V S N Written explanation Metaphoric Expression, Kindling Natural metaphors Learn the roles of punctuation marks Interest: L.S.-M.I. Product Process Activities Content Purpose
  33. 34. Intelligence with Style VERBAL-LINGUISTIC MASTERY INTERPERSONAL UNDERSTANDING SELF-EXPRESSIVE <ul><li>Write an article </li></ul><ul><li>Put together a </li></ul><ul><li>Magazine </li></ul><ul><li>Develop a plan </li></ul><ul><li>Develop a </li></ul><ul><li>newscast </li></ul><ul><li>Describe a </li></ul><ul><li>complex </li></ul><ul><li>procedure/object </li></ul><ul><li>Write a letter </li></ul><ul><li>Make a pitch </li></ul><ul><li>Conduct an interview </li></ul><ul><li>Counsel a fictional </li></ul><ul><li>character or a friend </li></ul><ul><li>Make a case </li></ul><ul><li>Make/defend a decision </li></ul><ul><li>Advance a theory </li></ul><ul><li>Interpret a text </li></ul><ul><li>Explain an artifact </li></ul><ul><li>Write a play </li></ul><ul><li>Develop a plan to </li></ul><ul><li>direct </li></ul><ul><li>Spin a tale </li></ul><ul><li>Develop an </li></ul><ul><li>advertising campaign </li></ul>Journalist Technical Writer Administrator Contractor Salesperson Counselor Clergyperson Therapist Playwright Poet Novelist Advertising Copywriter Lawyer Professor Orator Philosopher The ability to use language to describe events and sequence activities The ability to use language to build trust and rapport The ability to develop logical arguments and use rhetoric The ability to use metaphoric and expressive language
  34. 35. Intelligence with Style LOGICAL-MATHEMATICAL MASTERY INTERPERSONAL UNDERSTANDING SELF-EXPRESSIVE <ul><li>Develop a budget </li></ul><ul><li>Collect and analyze statistics </li></ul><ul><li>Predict a trend </li></ul><ul><li>Weigh a decision </li></ul><ul><li>Predict a trend </li></ul><ul><li>Conduct a health survey </li></ul><ul><li>Develop a household budget </li></ul><ul><li>Develop a formula </li></ul><ul><li>Investigate an issue or problem </li></ul><ul><li>Design a program </li></ul><ul><li>Analyze a dilemma </li></ul><ul><li>Write a chapter explaining a concept </li></ul><ul><li>Create a matrix </li></ul><ul><li>Conduct and experiment </li></ul><ul><li>Debug a program </li></ul><ul><li>Create a game </li></ul><ul><li>Draw blueprints </li></ul><ul><li>Produce a schedule </li></ul><ul><li>Apply a concept to a real-life setting </li></ul><ul><li>Explain an aesthetic trend in mathematical terms </li></ul><ul><li>Write a “Hard-Science” Sci-Fi Story </li></ul>Accountant Bookkeeper Statistician Tradesperson Homemaker Composer Engineer Inventor Designer Qualitative Problem Solver Logician Computer Programmer Scientist Quantitative Problem Solver The ability to use numbers to compute, describe, and document The ability to apply mathematics in personal and daily life The ability to use mathematical concepts to conjecture, establish proofs, and apply mathematics and data to construct arguments The ability to be sensitive to the patterns, symmetry, logic and aesthetics of mathematics and to solve problems in design and modeling
  35. 36. Intelligence with Style SPATIAL MASTERY INTERPERSONAL UNDERSTANDING SELF-EXPRESSIVE <ul><li>Create a map </li></ul><ul><li>Develop a travel brochure </li></ul><ul><li>Construct a flow chart </li></ul><ul><li>Create a set to fit a scene </li></ul><ul><li>Develop a fashion line </li></ul><ul><li>Design an addition to a home </li></ul><ul><li>Make a graph </li></ul><ul><li>Create a chart </li></ul><ul><li>Create an environment for specific needs </li></ul><ul><li>Interpret trends from maps, graphs, charts </li></ul><ul><li>Conduct a design analysis </li></ul><ul><li>Interpret the significance of an image </li></ul><ul><li>Construct visually </li></ul><ul><li>appealing graphs </li></ul><ul><li>and charts </li></ul><ul><li>Use visual art </li></ul><ul><li>to express an opinion </li></ul><ul><li>Create a cartoon strip </li></ul><ul><li>Invent or design </li></ul><ul><li>to solve a problem </li></ul>Illustrator Artist Guide Photographer Interior Decorator Painter Clothing Designer Weaver Builder Artist Inventor Model Builder Cinematographer Architect Iconographer Guide Photographer The ability to perceive and represent the visual-spatial world accurately The ability to arrange color, line, shape, form, and space to meet the needs of others The ability to interpret and graphically represent visual or spatial ideas The ability to transform visual or spatial ideas into imaginative and expressive creations
  36. 37. Intelligence with Style BODILY-KINESTHETIC MASTERY INTERPERSONAL UNDERSTANDING SELF-EXPRESSIVE <ul><li>Develop an </li></ul><ul><li>exercise or </li></ul><ul><li>nutrition plan </li></ul><ul><li>Construct from a plan </li></ul><ul><li>Rebuild a complex structure </li></ul><ul><li>Present a motivational speech </li></ul><ul><li>Create a tableau </li></ul><ul><li>Develop a plan for individual therapy </li></ul><ul><li>Analyze body language </li></ul><ul><li>Analyze health </li></ul><ul><li>and fitness data </li></ul><ul><li>Compare healthy/unhealthy lifestyles </li></ul><ul><li>Choreograph a concept </li></ul><ul><li>Teach a physical education concept </li></ul><ul><li>Critique others’ positions on health </li></ul><ul><li>Create a diorama </li></ul><ul><li>or display </li></ul><ul><li>Represent ideas </li></ul><ul><li>in dance/drama </li></ul><ul><li>Act our emotional </li></ul><ul><li>states or concepts </li></ul><ul><li>Develop a plan </li></ul><ul><li>for directing a scene </li></ul>Mechanic Trainer Contractor Craftsperson Tool and Dye Maker Coach Counselor Salesperson Trainer Sculptor Choreographer Actor Dancer Mime Puppeteer Physical Educator Sports Analyst Professional Athlete Dance Critic The ability to use the body and tools to take effective action or to construct or repair The ability to use the body to build rapport, to console and/or persuade, and to support others The ability to plan strategically or to critique the actions of the body The ability to appreciate the aesthetics of the body and to use those values to create new forms of expression
  37. 38. Intelligence with Style MUSICAL MASTERY INTERPERSONAL UNDERSTANDING SELF-EXPRESSIVE <ul><li>Create an audio tape using real-life sounds to illustrate a concept </li></ul><ul><li>Analyze the structure of a symphony </li></ul><ul><li>Analyze or create a musical instrument </li></ul><ul><li>Perform a piece of music that will help others understand a concept </li></ul><ul><li>Design an album cover </li></ul><ul><li>Design an advertising plan using music </li></ul><ul><li>Analyze the meaning, significance, and causes of changes in music </li></ul><ul><li>Compare music from different cultures or times </li></ul><ul><li>Use rhythm to reinforce or illustrate a concept </li></ul><ul><li>Create a rap, song, </li></ul><ul><li>jingle, sonata, etc. </li></ul><ul><li>Select music for </li></ul><ul><li>key scenes in a play, </li></ul><ul><li>novel, or poem </li></ul><ul><li>Put together a </li></ul><ul><li>musical program </li></ul>Technician Music Teacher Instrument Maker Choral, Band and Orchestral Performer and/or Conductor Public Relations in Music Composer Conductor Individual/Small Group Performer Music Critic Aficionado Music Collector The ability to understand and develop musical technique The ability to respond emotionally to music and to work together to use music to meet the needs of others The ability to interpret musical forms and ideas The ability to create imaginative and expressive performances and compositions
  38. 39. Intelligence with Style INTERPERSONAL MASTERY INTERPERSONAL UNDERSTANDING SELF-EXPRESSIVE <ul><li>Develop a plan to solve a social problem </li></ul><ul><li>Investigate an </li></ul><ul><li>issue and report your findings </li></ul><ul><li>Develop a correspondence with real, historical, or fictional characters </li></ul><ul><li>Assess group functioning </li></ul><ul><li>Teach a concept to a younger student </li></ul><ul><li>Conduct a psychological analysis of a fictional or historical character </li></ul><ul><li>Argue fairy tales are psychologically sound or unsound </li></ul><ul><li>Apply psychological or sociological concepts to history or literature </li></ul><ul><li>Write a speech </li></ul><ul><li>or sermon </li></ul><ul><li>Develop a plan for </li></ul><ul><li>resolving an interpersonal </li></ul><ul><li>or sociological dilemma </li></ul><ul><li>Defend a cause </li></ul>Administrator Manager Politician Social Worker Doctor Nurse Therapist Teacher Consultant Charismatic Leader Politician Evangelist Sociologist Psychologist Psychotherapist Professor (Psychology, Sociology) The ability to organize people and to communicate clearly what needs to be done The ability to use empathy to help others and to solve problems The ability to discriminate and interpret among different kinds of interpersonal clues The ability to influence and inspire others to work toward a common goal
  39. 40. Intelligence with Style INTRAPERSONAL MASTERY INTERPERSONAL UNDERSTANDING SELF-EXPRESSIVE <ul><li>Design a business proposal that considers your own qualifications as an owner </li></ul><ul><li>Develop plans and then connect them to school life </li></ul><ul><li>Create a budget to solve a personal problem </li></ul><ul><li>Observe and keep a diary on someone you know or have studied </li></ul><ul><li>Develop a plan for aiding a character from history or literature </li></ul><ul><li>Interview someone about a meaningful issue </li></ul><ul><li>Investigate people’s </li></ul><ul><li>responses to issues, characters, works of art, etc. </li></ul><ul><li>Investigate your own responses </li></ul><ul><li>and look for patterns </li></ul><ul><li>Write a sermon </li></ul><ul><li>based on a concept </li></ul><ul><li>Create a work of art </li></ul><ul><li>that illustrates your </li></ul><ul><li>perspective on an issue </li></ul><ul><li>Write an autobiography </li></ul><ul><li>Find connections between your own life and school learning </li></ul>Planner Small Business Owner Counselor Social Worker Artist Religious Leader Writer Psychologist The ability to assess one’s own strengths, weaknesses, talents, and interests and to use them to set goals The ability to use understanding of oneself to be of service to others The ability to form and develop concepts and theories based on an examination of oneself The ability to reflect upon one’s inner moods, intuitions, and temperament and to use them to create or express a personal vision
  40. 41. Intelligence with Style NATURALIST MASTERY INTERPERSONAL UNDERSTANDING SELF-EXPRESSIVE <ul><li>Study a natural issue and report your findings </li></ul><ul><li>Care for a plant or animal </li></ul><ul><li>Write a biography of a famous naturalist </li></ul><ul><li>Describe a natural object accurately </li></ul><ul><li>Develop a nutritional plan for your family </li></ul><ul><li>Teach a natural concept to a younger student </li></ul><ul><li>Write a poem or play about how nature helps people </li></ul><ul><li>Investigate and develop a solution for an environmental problem </li></ul><ul><li>Conduct an experiment </li></ul><ul><li>Argue for an environmental cause </li></ul><ul><li>Develop a taxonomy for plants, animals, or natural objects </li></ul><ul><li>Beautify your </li></ul><ul><li>schoolyard </li></ul><ul><li>Imagine a </li></ul><ul><li>“ natureless” society. </li></ul><ul><li>Describe how people </li></ul><ul><li>would be affected </li></ul><ul><li>Create a </li></ul><ul><li>nature-based </li></ul><ul><li>photo journal </li></ul>Farmer Gardener Ranger Horticulturalist Zoologist Chef Pharmacist Doctor Holistic Medicine Veterinarian Landscape Designer Florist Nature Photographer/Artist Biologist Meteorologist Ecologist Environmental Lawyer The ability to work with nature directly and effectively The ability to use and harness nature to help others and improve people’s lives The ability to analyze/classify natural objects and develop strategies for solving ecological problems The ability to appreciate and express the aesthetic qualities of nature
  41. 42. Instruction for Students Remembering Feeling/Relating Imagining Thinking/ Reasoning Thinking/ Reasoning Imagining Remembering Feeling/Relating
  42. 43. Classroom Examples MASTERY INTERPERSONAL UNDERSTANDING SELF-EXPRESSIVE
  43. 44. Classroom Examples
  44. 45. Classroom Examples
  45. 46. Classroom Examples
  46. 47. Classroom Examples MASTERY INTERPERSONAL UNDERSTANDING SELF-EXPRESSIVE
  47. 48. Classroom Examples MASTERY INTERPERSONAL UNDERSTANDING SELF-EXPRESSIVE
  48. 49. Examples MASTERY INTERPERSONAL UNDERSTANDING SELF-EXPRESSIVE
  49. 50. From Content to Process <ul><li>Multiple Intelligences </li></ul><ul><li>A Peek at Learning Styles </li></ul><ul><li>Integrating for the classroom </li></ul><ul><li>Classroom Examples </li></ul><ul><li>Practice </li></ul>
  50. 51. <ul><li>You need: </li></ul><ul><ul><li>Your Lesson Plan </li></ul></ul><ul><ul><li>IDEAS (Identify, Develop, Examine, Assess, </li></ul></ul><ul><ul><li>Set up) </li></ul></ul><ul><ul><li>Figures 1.12, 2.5, 2.11, 2.13, 4.3, 4.22 </li></ul></ul><ul><ul><li>Intelligence & Style Menus for reference </li></ul></ul>Designing Practice
  51. 52. Designing Instruction: IDEAS <ul><ul><li>IDENTIFY the lesson you want to teach. Include standards, outcomes and objectives you want to address. </li></ul></ul><ul><ul><li>DEVELOP possible learning opportunities for students to meet your objectives (ask ?s) </li></ul></ul><ul><ul><li>EXAMINE alternatives and select most appropriate activities that meet your learning goals. </li></ul></ul><ul><ul><li>ASSESS what style activities or teaching strategies you will use to achieve your learning goals. </li></ul></ul><ul><ul><li>SET UP a sequential plan. Complete a Lesson Design Matrix. </li></ul></ul>
  52. 53. Any Questions, E.T. (E xtraordinary T eachers ) ?
  53. 54. References <ul><li>Eggen, Paul, & Kauchak, Don (2004). Educational Psychology: Windows on classrooms (6 th ed.). Upper Saddle River: Pearson Education, Inc. </li></ul><ul><li>Silver, Harvey H., Strong, Richard W., Perini, Matthew Perini (2000). So each may learn: integrating learning styles and multiple intelligences. Trenton: Silver Strong & Associates, Inc. </li></ul><ul><li>Spielberg, Steven; & Kennedy, Kathleen & Steven Spielberg. (2002). E.T.: The Extra-Terrestrial. United States: Universal Studios, Inc. </li></ul>LEARNING IS LEARNING IS

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