Introspective Domain

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Introspective Domain

  1. 1. MI Domain Wheel 1 Introspective Domain Visual, Intrapersonal, Existential
  2. 2. Visual - Uniquely emotional componet to visualizing a piece of art before creating it. Existential - It is necessary to Introspective make that a leap of faith in order to contribute to the Domain collective human experience. Intrapersonal - everything is reinforced and mastered by the “Affective” emotional connection the learner has with the material they are learning.
  3. 3. Visual
  4. 4. Visual Allows students to picture ideas and solutions to problems in their minds before trying to verbalize them or put them into practice.
  5. 5. Visual Allows students to picture ideas and solutions to problems in their minds before trying to verbalize them or put them into practice.
  6. 6. Visual Allows students to picture ideas and solutions to problems in their minds before trying to verbalize them or put them into practice. Include
  7. 7. Visual Allows students to picture ideas and solutions to problems in their minds before trying to verbalize them or put them into practice. Include Charts, graphs, maps, tables, illustrations, art, puzzles, costumes
  8. 8. Visual Observable Actions observe, symbolize, draw, sketch, draft, illustrate, paint, color, contour, outline, rearrange, design, redesign, invent, create, conceive, originate, innovate, imagine, picture, envision, visiualize, pretend.
  9. 9. Visual
  10. 10. Visual Non-Digital Technologies Picture books, art supplies, white boards, overhead projectors, TVs, DVDs, cameras, video cameras
  11. 11. Visual Non-Digital Technologies Picture books, art supplies, white boards, overhead projectors, TVs, DVDs, cameras, video cameras
  12. 12. Visual Non-Digital Technologies Picture books, art supplies, white boards, overhead projectors, TVs, DVDs, cameras, video cameras Digital Technologies Monitors, digital cameras, camcorders, scanners.
  13. 13. Intrapersonal
  14. 14. Intrapersonal It is the part of us that expects learning to be meaningful. The more we find pertinence in what we study, the more inclined we are to take ownership for our learning and the better we will retain what we have learned.
  15. 15. Intrapersonal It is the part of us that expects learning to be meaningful. The more we find pertinence in what we study, the more inclined we are to take ownership for our learning and the better we will retain what we have learned.
  16. 16. Intrapersonal It is the part of us that expects learning to be meaningful. The more we find pertinence in what we study, the more inclined we are to take ownership for our learning and the better we will retain what we have learned. Include:
  17. 17. Intrapersonal It is the part of us that expects learning to be meaningful. The more we find pertinence in what we study, the more inclined we are to take ownership for our learning and the better we will retain what we have learned. Include: feelings, values, attitudes - “Why do I need to learn this?” Learning must be meaningful.
  18. 18. Intrapersonal Observable Actions Express, imply, support, sponsor, promote, advise, advocate, encourage, champion, justify, rationalize, characterize, defend, validate, vindicate, assess, evaluate, judge, challenge, survey, poll.
  19. 19. Intrapersonal
  20. 20. Intrapersonal Non-digital Technologies Journals, diaries, surveys, voting machines, learning centers, children’s literature.
  21. 21. Intrapersonal Non-digital Technologies Journals, diaries, surveys, voting machines, learning centers, children’s literature.
  22. 22. Intrapersonal Non-digital Technologies Journals, diaries, surveys, voting machines, learning centers, children’s literature. Digital Technologies Online forms, real-time projects, webquest
  23. 23. Existential
  24. 24. Existential The intelligence of understanding processes within a larger, existential context. Students have the ability to summarize and synthesize ideas from many disciplines and sources.
  25. 25. Existential The intelligence of understanding processes within a larger, existential context. Students have the ability to summarize and synthesize ideas from many disciplines and sources.
  26. 26. Existential The intelligence of understanding processes within a larger, existential context. Students have the ability to summarize and synthesize ideas from many disciplines and sources. Include:
  27. 27. Existential The intelligence of understanding processes within a larger, existential context. Students have the ability to summarize and synthesize ideas from many disciplines and sources. Include: aesthetics, philosophy, religion, see place in big picture - classroom, world, universe
  28. 28. Existential Observable Actions Reflect, contemplate, deliberate, ponder, summarize, synthesize, associate, relate, recap, enxapsulate, elaborate, appreciate, eppraise, critique, evaluate, assess, speculate, explore, dream, wonder.
  29. 29. Existential
  30. 30. Existential Non-Digital Technologies Art replicas, planetariums, stage dramas, classic literature, classic philosophy, simulation games.
  31. 31. Existential Non-Digital Technologies Art replicas, planetariums, stage dramas, classic literature, classic philosophy, simulation games.
  32. 32. Existential Non-Digital Technologies Art replicas, planetariums, stage dramas, classic literature, classic philosophy, simulation games. Digital Technologies Virtual reality, virtual communities, blogs, wikis, simulations.

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