This document summarizes key aspects of the book "So Each May Learn: Integrating Learning Styles and Multiple Intelligences" by Harvey F. Silver, Richard W. Strong, and Matthew J. Perini. It discusses how the authors integrate Howard Gardner's theory of multiple intelligences with learning styles based on perception and judgment. The book provides tools and examples for teachers to design instruction that accommodates different intelligences and styles.
Importance of Creativity and Innovation in AcademicsREVA University
Creativity means a different way of thinking and doing things. Each one of us is creative and this creative ability in students manifests in several ways. When students find themselves in unknown territories, they learn to move out of their boundaries.
Note-Making is a skill which demands patience, practice and an eagle eye to read the text minutely or listen carefully to select, analyze and summarize the main points.
Visible Thinking is a broad and flexible framework for enriching workplace learning in the content areas and fostering team members’ intellectual development at the same time.
The central idea of Visible Thinking is very simple: making thinking visible.
In this presentation, Abhishek tries to explore how Visible Thinking can be applied in an organisation.
Importance of Creativity and Innovation in AcademicsREVA University
Creativity means a different way of thinking and doing things. Each one of us is creative and this creative ability in students manifests in several ways. When students find themselves in unknown territories, they learn to move out of their boundaries.
Note-Making is a skill which demands patience, practice and an eagle eye to read the text minutely or listen carefully to select, analyze and summarize the main points.
Visible Thinking is a broad and flexible framework for enriching workplace learning in the content areas and fostering team members’ intellectual development at the same time.
The central idea of Visible Thinking is very simple: making thinking visible.
In this presentation, Abhishek tries to explore how Visible Thinking can be applied in an organisation.
Creative Teaching Designing Creative and Culturally Relevant Inbridie36viles
Creative Teaching: Designing Creative and Culturally Relevant Instruction
For this final project, you will be a classroom teacher developing a creative and culturally relevant idea, concept, or movement for your school. Think about everything you have seen, heard, discussed, shared, and viewed over the past five weeks. What information stuck out as something you would want to implement in your school or classroom? Was there an idea that you wished you could share with your colleagues? What ideas did you discover that will help your students with being creative while also being culturally relevant? You are going to create a proposal for an idea that you would like to implement in your school. Think about to whom you would need to propose this idea? Your administrator? Colleague? PLC team? For a few more ideas to brainstorm, view this
Association of School and Curriculum DevelopmentLinks to an external site.
(ASCD) video.
Your presentation can be formatted in a way that is appropriate to your style of presentation. You can write an essay, create a PPT with a voiceover, record a presentation with an accompanying outline (with citations and resources), or use one of the other ideas presented during this course. Included in your presentation/proposal should be the following:
Content Expectations
Part I: Audience and Rationale
(2 points): Write an overview of the class/school/target population, including age ranges, grade(s), subject area(s), and relevant micro and macro cultural components. If you are not currently teaching, you may use a prior class, a colleague’s class, or invent demographic information.
Part II: Outcomes
(3 points): List the objectives of the instructional experience/idea/concept being proposed.
Content or Classroom Objectives
21st Century skills (emphasis on creativity)
Cultural competencies to be explicitly addressed with the experience/idea/concept
Part III: Context/Instructional Description
(3 points): Describe more specifically how the instructional experience/idea/or concept will be used in order to meet the Outcomes (listed above). Will it include:
Creativity – How will creativity be encouraged?
Problem solving – Will the activity focus on solving a problem?
AND/OR
Simulation – Will the students be involved with performing tasks that related to a real-world experience or activity?
Part IV: Culturally Relevant Pedagogy
(8 points). Describe how and which four (at least) of these will be included in the experience/idea/concept?
Maximizing academic success through relevant instructional experiences
Addressing cultural competence through reinforcing students’ cultural integrity
Involving students in the construction of knowledge
Building on students’ interests and linguistic resources
Tapping home and community resources
Understanding students’ cultural knowledge
Using interactive and constructivist teaching strategies
Exami ...
Effective teaching is more than a good lecture. In fact, it may be NO lecture at all. This presentation suggests dozens of effective structures. While many are not fully explained here, they are easily found in many locations on the internet and in the woks of Gardner, Tomlinson, Marzano, Sternberg, Costa, Solomon and others.
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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=
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
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42. Instruction for Students Remembering Feeling/Relating Imagining Thinking/ Reasoning Thinking/ Reasoning Imagining Remembering Feeling/Relating
Turn to page 120 in your Psychology books, Educational Psychology: Windows on Classrooms (Eggen, 2004)
Turn to page 120 in your Psychology books, Educational Psychology: Windows on Classrooms (Eggen, 2004)
There will be an example of how this visual chart can be modified for use with your students later in the presentation.
How Multiple Intelligences and Learning Styles are Integrated: 1. Divide each of the 8 Multiple Intelligences four ways. Verbal-Linguistic is the example shown here. Match vocations and real-world applications to each intelligence-style profile. (Green) Collect descriptions of products that an individual with each particular intelligence-style might create. (Purple)
“ Teaching around the Wheel,” as it is described in Chapter 4, is a systematic approach to ensure that your classroom instruction is designed and delivered in a way that integrates the units. Integrating M.I. and Learning Styles can be successful by following the authors’ five-step planning template, referred to as “IDEAS”
By combining multiple intelligences and learning styles in your classroom, your students will rise to new academic heights as confident, independent learners because they are the ones pushing the pedals.