An educational out come that I have for my first grade students is to know what it means to be a fluent reader, having the skills to evaluate and work to improve their fluency. The children will read a new story on a tape recorder. Then they will listen to how it sounds. Next they will practice the story by reading it to a friend and an adult in the classroom. I tell the children that good readers reread. Then they will read the story on the tape recorder starting at the end of the first recording. The next step would be to listen to the two stories and discuss what it means to be a fluent reader and what steps they took to improve their reading. The intelligences used would be linguistic, bodily-kinesthetic and intrapersonal.
Hi tom...The next best thing to taking the trip would be to do it online...try google earth..it will allow you to see anywhere on earth and you can zero in on your own home...it is an amazing tool...
In our Student Services department; we just began using a computer program called Connect.edu. I will be teaching my juniors how to access this program and the advantages that are inherent in it's use. Plus, it is free to high schools and colleges pay for the service, so it is a worthwhile addition to college exploration. My students will be required to log in and answer a series of questions concerning their post-secondary options and a self assessment. This will also require them to obtain feedback from staff/teachers for their letters of recommmendations. It does require them to follow up with those requests and respond to feedback from colleges that match their plans. I see both logical-mathematical skills in learning a new computer program and interpersonal and intrapersonal intelligence with the feedback and self-assessments.
A great thing about the program is I can monitor their use daily and meet selectively with students that arre struggling using this resource. While it is just being used by UW at this time other colleges out east (of Wisconsin) use it regularly and more universities are looking at it in our state. Everything is done on-line trascripts, letters of recommmendation, college contacts.
During an inservice last year I learned about an online standarized test from Texas. I am not a big fan of standarized testing but it is one measure our students are ranked by right now. We spend half a class taking the test. The students can print their scores and get immediate feedback. This is unlike our own state test which takes months to get feedback. I feel the immediate feedback is critical for the students to learn from their mistakes.
To tie this into an MI assessment, and for the second part of class, I would have the students go over their scores with another classmate to discuss what they did well on and also what parts they did not understand or need to improve upon. I do not grade these tests so I hope students would not feel inadequate witha low score. I only use these tests to practice for our own state tests.
Next I would have the students write or draw a response in their journals to the follow questions. 1) Did you enjoy this version of a standarized test? 2) What parts did you comprehend well? 3) What parts do you need to review before you take our own state test? Did you learn anything from working with your partner when you broke down your score? In the future do you think Wisconsin will offer online tests?
I would also bring these responses to the parent-teacher conferences and have the student reflect on their score if needed.
In my Child Development class I send my students to the 4 year old program. One visit they observe for developmental skills of 4 year olds. The second visit they prepare a 15 minute educational lesson for a group of 5 or 6 students.
An educational outcome is that they can recognize the developmental skills of a preschooler. The students will view a video tape on the physical, social, emotional and intellectual needs of a preschooler. They will write a paragraph responsing to each need. Observe and then share information on developmental skills with another students (No names are used). Then plan a lesson to teach 4 year olds. It may involve a game, music, pets, etc. This would be any MI that the student excels in or wants to explore. After the student presents the lesson they would put together an MI portfolio which would include: 1. List of developmental needs of preschoolers --linguitic 2. Notes of problems and how they solved them--Logical/mathematical 3. pictures of projects or photos-- spacial 4. games play or motor skills developed( pitures) bodily-kinesthetic 5. write up of a song used or write a song that can be used with preschoolers for their project (musical) 6. Written feedback from the preschool teacher--interpersonal 7. Reflection on the project and how they view the developmental needs of a preschooler 8. If they were to take a 4 year on a nature walk. Explain what a lessons may involve.--naturalist
At the end they must interview with the teacher about their learning experience and tell about their portfolio.
All of the MI would be used in this assessment. The students would be able to recognize the needs of a preschooler.
There are two things I require of my junior American History classes to memorize by the end of the year. The 43 Presidents and the Main Articles of the Constitution and the amendments. While the linguistic and mathemetical intelligent people have very few problems with the test, I think it would be great if the spatial and musical intelligent people could create pictures of the different branches of the constitution and the amendments while the musical intelligent people can create a catchy tune to help easily remember the presidents and the Constitution.
6 comments:
An educational out come that I have for my first grade students is to know what it means to be a fluent reader, having the skills to evaluate and work to improve their fluency. The children will read a new story on a tape recorder. Then they will listen to how it sounds. Next they will practice the story by reading it to a friend and an adult in the classroom. I tell the children that good readers reread. Then they will read the story on the tape recorder starting at the end of the first recording. The next step would be to listen to the two stories and discuss what it means to be a fluent reader and what steps they took to improve their reading. The intelligences used would be linguistic, bodily-kinesthetic and intrapersonal.
Hi tom...The next best thing to taking the trip would be to do it online...try google earth..it will allow you to see anywhere on earth and you can zero in on your own home...it is an amazing tool...
In our Student Services department; we just began using a computer program called Connect.edu. I will be teaching my juniors how to access this program and the advantages that are inherent in it's use. Plus, it is free to high schools and colleges pay for the service, so it is a worthwhile addition to college exploration. My students will be required to log in and answer a series of questions concerning their post-secondary options and a self assessment. This will also require them to obtain feedback from staff/teachers for their letters of recommmendations. It
does require them to follow up with those requests and respond to feedback from colleges that match their plans. I see both logical-mathematical skills in learning a new computer program and interpersonal and intrapersonal intelligence with the feedback and self-assessments.
A great thing about the program is I can monitor their use daily and meet selectively with students that arre struggling using this resource. While it is just being used by UW at this time other colleges out east (of Wisconsin) use it regularly and more universities are looking at it in our state. Everything is done on-line trascripts, letters of recommmendation, college contacts.
During an inservice last year I learned about an online standarized test from Texas. I am not a big fan of standarized testing but it is one measure our students are ranked by right now. We spend half a class taking the test. The students can print their scores and get immediate feedback. This is unlike our own state test which takes months to get feedback. I feel the immediate feedback is critical for the students to learn from their mistakes.
To tie this into an MI assessment, and for the second part of class, I would have the students go over their scores with another classmate to discuss what they did well on and also what parts they did not understand or need to improve upon. I do not grade these tests so I hope students would not feel inadequate witha low score. I only use these tests to practice for our own state tests.
Next I would have the students write or draw a response in their journals to the follow questions.
1) Did you enjoy this version of a standarized test? 2) What parts did you comprehend well? 3) What parts do you need to review before you take our own state test? Did you learn anything from working with your partner when you broke down your score? In the future do you think Wisconsin will offer online tests?
I would also bring these responses to the parent-teacher conferences and have the student reflect on their score if needed.
In my Child Development class I send my students to the 4 year old program. One visit they observe for developmental skills of 4 year olds. The second visit they prepare a 15 minute educational lesson for a group of 5 or 6 students.
An educational outcome is that they can recognize the developmental skills of a preschooler. The students will view a video tape on the physical, social, emotional and intellectual needs of a preschooler. They will write a paragraph responsing to each need. Observe and then share information on developmental skills with another students (No names are used). Then plan a lesson to teach 4 year olds. It may involve a game, music, pets, etc. This would be any MI that the student excels in or wants to explore. After the student presents the lesson they would put together an MI portfolio which would include:
1. List of developmental needs of preschoolers --linguitic
2. Notes of problems and how they solved them--Logical/mathematical
3. pictures of projects or photos-- spacial
4. games play or motor skills developed( pitures) bodily-kinesthetic
5. write up of a song used or write a song that can be used with preschoolers for their project (musical)
6. Written feedback from the preschool teacher--interpersonal
7. Reflection on the project and how they view the developmental needs of a preschooler
8. If they were to take a 4 year on a nature walk. Explain what a lessons may involve.--naturalist
At the end they must interview with the teacher about their learning experience and tell about their portfolio.
All of the MI would be used in this assessment. The students would be able to recognize the needs of a preschooler.
There are two things I require of my junior American History classes to memorize by the end of the year. The 43 Presidents and the Main Articles of the Constitution and the amendments. While the linguistic and mathemetical intelligent people have very few problems with the test, I think it would be great if the spatial and musical intelligent people could create pictures of the different branches of the constitution and the amendments while the musical intelligent people can create a catchy tune to help easily remember the presidents and the Constitution.
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