Presentation of main teaching strategies

1. Teaching strategies

2. Edward De Bono

4. Bloom´s Taxonomy

6. Thinking about objectives
Using, Bloom’s taxonomy, create an
inventory of educational objectives for a
Science Standard for grade six.

7. Mul

8. Concept of Intelligence
Old view New view
Intelligent was fixed
Intelligence was measured by a
number
Intelligence was unitary
Intelligence was measured in isolation
Intelligence was used to sort students
and predict their success
Intelligence can be developed
Intelligence is not numerically
quantifiable and exhibited during a
performance or problem-solving
process
Intelligence can be exhibited in many
ways – multiple intelligences
Intelligence is measured in
context/real-life situations.
Intelligence is used to understand
human capacities and the many and
varied ways students can achieve

9. Theory of Multiple
Intelligences
 Verbal-Linguistic
 Logical-Mathematical
 Spatial
 Bodily-Kinesthetic
 Musical
 Interpersonal
 Intrapersonal
 Naturalistic

12.  LEFT BRAIN FUNCTIONS
uses logic
detail oriented
facts rule
words and language
present and past
math and science
can comprehend
knowing
acknowledges
order/pattern perception
knows object name
reality based
forms strategies
practical
safe
 RIGHT BRAIN FUNCTIONS
uses feeling
"big picture" oriented
imagination rules
symbols and images
present and future
philosophy & religion
can "get it" (i.e. meaning)
believes
appreciates
spatial perception
knows object function
fantasy based
presents possibilities
impetuous
risk taking

13. Multicultural education

14. Multicultural education is a
philosophical concept built on the
ideals of freedom, justice, equality,
equity, and human dignity.

15.  Multicultural education
advocates the belief that
students and their life
histories and experiences
should be placed at the
center of the teaching
and learning process and
that pedagogy should
occur in a context that is
familiar to students and
that addresses multiple
ways of thinking.

16.  Multicultural education demands a
school staff that is culturally
competent, and to the greatest extent
possible racially, culturally, and
linguistically diverse. Staff must be
multiculturally literate and capable of
including and embracing families and
communities to create an environment
that is supportive of multiple
perspectives, experiences, and
democracy.