Chapter 2 pages 38 42
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The document discusses Howard Gardner's theory of multiple intelligences and its implications for classroom instruction. It suggests that teachers design activities emphasizing each of Gardner's nine intelligences: logical-mathematical, linguistic, bodily-kinesthetic, musical, spatial, interpersonal, intrapersonal, and naturalist. Examples of how instructional technology can be used to enhance learning in each area are provided. The document concludes with a discussion of assessment methods and Costa's "Five Minds" model.
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Chapter 2 pages 38 42
- 1. 2.1 Teachers, Schools, and Society A Brief Introduction to Education Third Edition Chapter 2 DIFFERENT WAYS OF LEARNING Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education, 3/e. © 2012 by The McGraw-Hill Companies. All rights reserved.
- 2. 2.2 Learning Styles • Do you think knowing your students’ learning styles would help you in planning your lessons? Why or why not? Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education, 3/e. © 2012 by The McGraw-Hill Companies. All rights reserved.
- 3. 2.3 Focus Question 4 • What are the classroom implications of Howard Gardner’s theory of multiple intelligences? Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education, 3/e. © 2012 by The McGraw-Hill Companies. All rights reserved.
- 4. 2.4 Classroom Applications of Gardner’s Theory of Multiple Intelligences Design Activities that Emphasize Each Intelligence 1. Logical-Mathematical 2. Linguistic 3. Bodily-Kinesthetic 4. Musical 5. Spatial 6. Interpersonal 7. Intrapersonal 8. Naturalist 9. Other(s)? Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education, 3/e. © 2012 by The McGraw-Hill Companies. All rights reserved.
- 5. 2.5 Classroom Applications of Gardner’s Theory of Multiple Intelligences Design Activities that Emphasize Each Intelligence http://www.youtube.com/watch?v=cf6lqfNTmaM Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education, 3/e. © 2012 by The McGraw-Hill Companies. All rights reserved.
- 6. 2.6 Teachers are asking Themselves • How can I promote hand and bodily movements and experiences to enhance learning? • How can I use music to emphasize key points? • How can I incorporate sharing and interpersonal interactions into my lessons? Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education, 3/e. © 2012 by The McGraw-Hill Companies. All rights reserved.
- 7. 2.7 Teachers are asking Themselves • How can I encourage students to think more deeply about their feelings and memories? • How can I use visual organizers and visual aids to promote understanding? • How can I encourage students to classify and appreciate the world around them? Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education, 3/e. © 2012 by The McGraw-Hill Companies. All rights reserved.
- 8. 2.8 Instructional Technology • Using authoring tools to create projects • Composing music or model art and science projects that enhance spatial learning Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education, 3/e. © 2012 by The McGraw-Hill Companies. All rights reserved.
- 9. 2.9 Instructional Technology • Physical education or dance teacher can videotape and then coach students on their techniques. • Don’t lose site of the educational goal and focus on the technology. Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education, 3/e. © 2012 by The McGraw-Hill Companies. All rights reserved.
- 10. 2.10 Assessment • Pencil and Paper Test • Portfolios • Other Methods Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education, 3/e. © 2012 by The McGraw-Hill Companies. All rights reserved.
- 11. 2.11 Five Minds • The Ethical Mind • The Respectful Mind • The Disciplined Mind • The Synthesizing Mind • The Creating Mind Sadker/Zittleman, Teachers, Schools, and Society: A Brief Introduction to Education, 3/e. © 2012 by The McGraw-Hill Companies. All rights reserved.
Editor's Notes
- One of the others that is being considered is an existential intelligence, the human inclination to formulate fundamental quesitons about who we are, where we come from why we die, etc.
- One of the others that is being considered is an existential intelligence, the human inclination to formulate fundamental quesitons about who we are, where we come from why we die, etc.
- Page 39 One of the others that is being considered is an existential intelligence, the human inclination to formulate fundamental quesitons about who we are, where we come from why we die, etc.
- Page 39 One of the others that is being considered is an existential intelligence, the human inclination to formulate fundamental quesitons about who we are, where we come from why we die, etc.
- One of the others that is being considered is an existential intelligence, the human inclination to formulate fundamental quesitons about who we are, where we come from why we die, etc.
- One of the others that is being considered is an existential intelligence, the human inclination to formulate fundamental quesitons about who we are, where we come from why we die, etc.
- One of the others that is being considered is an existential intelligence, the human inclination to formulate fundamental quesitons about who we are, where we come from why we die, etc.
- One of the others that is being considered is an existential intelligence, the human inclination to formulate fundamental quesitons about who we are, where we come from why we die, etc.
- One of the others that is being considered is an existential intelligence, the human inclination to formulate fundamental quesitons about who we are, where we come from why we die, etc.
- One of the others that is being considered is an existential intelligence, the human inclination to formulate fundamental quesitons about who we are, where we come from why we die, etc.