Make a concerted effort to go back over the questions and answers from previous chapters as I may have made a statement or asked a question...also read others comments to get new ideas or maybe you want to ask how they did something...please be specific whenever you can so that we all can get a glimpse of your ideas and how we might use them...thanks
I think that the best way to work with all my students will be to stress MI, it focuses on the positive, what students can do and how they learn best. I can do this in small groups,as I do an at risk group, other groups or classroom guidance. By getting my students up and moving, Bodily-Kinesthetic; going outside the school to our large enviromental area, Naturalist and Musical; I can facilitate those repertoires. What are they seeing, experiencing, and feeling throughout our journey? How does this impact their decisions for the future? What would they like to change? How do they make those changes in themselves and the world around them? There is so much you can really do in this area of school as we do have a pond, with deer and turkeys in our woods and a blue heron rookery. I can also touch on spatial/creative daydreaming,interpersonal/peer sharing, intrapersonal/I do a reading about getting out of their box,spatial/visual awareness,etc.
I think the possibilities are endless. I am looking forward to this activity this fall.
Tom...right on about zeroing in on strengths instead of weaknesses...I remember being at Mike McCoy's retirement as DOI head of special education...he said the thing he regretted the most was when they created the needs assessment for kids because it immediately meant they were looking for weaknesses...
In first grade you really do touch all the intelligences. I have talked about the fact that I shy away from writing activities. This is the very place where I can activate all seven kinds of smart. Writing activities are linguistic intelligence. Working with the children to write a number story like three kittens went out to play and one got lost would be logical-mathematical. Then having the children draw a picture of that happening would be spatial. Next the children could act out the problem taking turns being the three kittens. This would be bodily-kinesthetic. They could meow like kitten while we listen to the song that meowing makes. This would be musical. It would be interpersonal in that the children would have to work together to perform the problem of the kittens going out to play. The intrapersonal part of the lesson would be a reflection period where the children could think on their own how and what they learned by doing all these activities to go with our story about the three kittens. I would end the lesson by asking the children what kinds of smart we just used. Today I made a “Smart Chart” instead of a pizza. I am very pleased with the way it turned out. I plan on using it to teach MI to the children. It will be used as a reflection piece all day long. The seven intelligences are illustrated with stickers. The stickers are graphic symbols for the meaning of each. I am really looking forward to using it with my students this year.
From the list of strategies I found out that I use some of them quite often but I would like to incorporate more different ideas to keep the classroom fresh. It is always a good ideas to keep things new so that you and your students do not get into a rut. I like the list of ideas and strategies from MI that could work for me and my class. Here is what I found out... For Linguistic I use worksheets and some lectures often in the class. I would like to use more journaling during class. One obstacle I have to overcome is staying on top of reading the journals. I am still looking for a system to make that work. For Logical I use logical puzzles and games but I would like to learn more about Science Thinking. Math and Science are so closely related that finding out the scientific ideas for all subjects could be a positive. For Spatial I would like to use more mind mapping and graphic symbols during the intro to the lesson. I know there is a neat computer program that helps make a web of ideas with symbols. For Bodily I would like to use more clapping exercises when working with basic math facts. Students have to say the correct multiple on the beat. Also I use some stretching exercises and some PE activities in class. For Musical I use some background music but I would like to learn more about mood music (classical) and what types (themes)to play during special times. For Interpersonal I use peer teaching but I would like to incorpoarate more peer sharing. Students who may not learn something the first time always seem to do better with a peer rather than with reteaching by the teacher. Students are even willing to stay after school and work with others who need their help. For Intrapersonal the best example would be to create choice and homework options. Not all students need to do the same problems. Some need more challenging work while others need more review. Finally with Natural during homebase time we do walk around the blocks of the school. It would be nice to go for a nature walk instead. I am sure this could be worked out for next year. I could give every student something different to look for or find. Then when we get back to the school they could report on their findings.
I was very impressed with the MI list of teaching methods given in Chapters 5 and 6. I am surprised by the number I do use. It is interesting to note that many of the methods are ones that Spense Rodgers endorsed in his books and classes that I have attended. Another point is that I have been introduced to many of these methods at Family and Consumer Conferences. So maybe I do use more MI teaching than I thought. (Barney--I remember Tamara telling me I was using multiple intelligences when I was doing curriculum work.) I feel that I'm getting a more meaningful understanding of MI.
I have mostly used Interpersonal Intelligence with peer sharing, cooperative groups, brainstorming as well as Linguistic Intelligence with power points, writing activities and word games. I have used other intelligences but I never thought of cooking labs as being Bodily-Kinesthetic. WOW!! How many times do I use this in a week?? The area I use the least is Naturalistic MI
I planned a "working" unit about grains and used all of the Multiple Intelligences. Of course, this would be longer than a week to do. Breads and Cereals Unit: Intrapersonal: If you could eat only grain products,what ones would you choose? List on a sheet of paper. 2.Musical: Make up a rap song using types of bread products and/or nutritional contents of bread. 3.Linguistic: Write a short story about where they think bread comes from. Identify facts in their stories that relate to the chapter in the text about grains. (Also relate to nutrition or cooking facts) 4.Naturalist: Have a farmer or Ag teacher come in to explain how wheat is grown and the process it takes to reach the mill. 5.Spacial: Identify the parts of the grain. Draw a comic strip using grain and explain the process it goes through from the mill to the retailer. 6.Logical and Mathematical: Present a problem to the students by asking. "Why does bread dough rise?).
7. Interpersonal: In groups write up a plan for a lab preparing bread. List duties, market order clean-up, etc.
8. Bodily-Kinesthetic: Preparation of overnight yeast bread recipe.
I was actually surprised by how many of the techniques I have used during my teaching, but it would be good to be able to know why some kids react differently with different strategies. I had always wondered why certain kids would do a wonderful job on say map making but then the next day wouldn't answer a simple question. NOw I know why.
I think one of the weakest areas I have in Social Studies is in teaching to the musical intelligence. What I would like to do is examine different famous songs in American History and analyze their meanings. For example during the Revolutionary period "Yankee Doodle Dandee" was a controversial song at the time. What I plan to do is play the song, hand out the words that go with it and analyze the significance of it, and then discuss it with the class. Their are so many different eras you can do this with, and I haven't done a very good job of doing this prior to this class.
9 comments:
Make a concerted effort to go back over the questions and answers from previous chapters as I may have made a statement or asked a question...also read others comments to get new ideas or maybe you want to ask how they did something...please be specific whenever you can so that we all can get a glimpse of your ideas and how we might use them...thanks
Barney, the question for chapter 5 and 6 says to answer questions #1 and #4 on page 50. Did you mean page 58?
I think that the best way to work with all my students will be to stress MI, it focuses on the positive, what students can do and how they learn best. I can do this in small groups,as I do an at risk group, other groups or classroom
guidance. By getting my students up and moving, Bodily-Kinesthetic; going outside the school to our large enviromental area, Naturalist and Musical; I can facilitate those repertoires. What are they seeing, experiencing, and
feeling throughout our journey? How does this impact their decisions for the future? What would they like to change? How do they make those changes in themselves and the world around them? There is so much you can really do in this area of school as we do have a pond, with deer and turkeys in our woods and a blue heron rookery. I can also touch on spatial/creative daydreaming,interpersonal/peer sharing, intrapersonal/I do a reading about getting out of their box,spatial/visual awareness,etc.
I think the possibilities are endless. I am looking forward to this activity this fall.
Tom...right on about zeroing in on strengths instead of weaknesses...I remember being at Mike McCoy's retirement as DOI head of special education...he said the thing he regretted the most was when they created the needs assessment for kids because it immediately meant they were looking for weaknesses...
Linda...I emailed you my answer...thanks for the question
In first grade you really do touch all the intelligences. I have talked about the fact that I shy away from writing activities. This is the very place where I can activate all seven kinds of smart. Writing activities are linguistic intelligence. Working with the children to write a number story like three kittens went out to play and one got lost would be logical-mathematical. Then having the children draw a picture of that happening would be spatial. Next the children could act out the problem taking turns being the three kittens. This would be bodily-kinesthetic. They could meow like kitten while we listen to the song that meowing makes. This would be musical. It would be interpersonal in that the children would have to work together to perform the problem of the kittens going out to play. The intrapersonal part of the lesson would be a reflection period where the children could think on their own how and what they learned by doing all these activities to go with our story about the three kittens. I would end the lesson by asking the children what kinds of smart we just used.
Today I made a “Smart Chart” instead of a pizza. I am very pleased with the way it turned out. I plan on using it to teach MI to the children. It will be used as a reflection piece all day long. The seven intelligences are illustrated with stickers. The stickers are graphic symbols for the meaning of each. I am really looking forward to using it with my students this year.
From the list of strategies I found out that I use some of them quite often but I would like to incorporate more different ideas to keep the classroom fresh. It is always a good ideas to keep things new so that you and your students do not get into a rut. I like the list of ideas and strategies from MI that could work for me and my class. Here is what I found out...
For Linguistic I use worksheets and some lectures often in the class. I would like to use more journaling during class. One obstacle I have to overcome is staying on top of reading the journals. I am still looking for a system to make that work. For Logical I use logical puzzles and games but I would like to learn more about Science Thinking. Math and Science are so closely related that finding out the scientific ideas for all subjects could be a positive. For Spatial I would like to use more mind mapping and graphic symbols during the intro to the lesson. I know there is a neat computer program that helps make a web of ideas with symbols. For Bodily I would like to use more clapping exercises when working with basic math facts. Students have to say the correct multiple on the beat. Also I use some stretching exercises and some PE activities in class. For Musical I use some background music but I would like to learn more about mood music (classical) and what types (themes)to play during special times. For Interpersonal I use peer teaching but I would like to incorpoarate more peer sharing. Students who may not learn something the first time always seem to do better with a peer rather than with reteaching by the teacher. Students are even willing to stay after school and work with others who need their help. For Intrapersonal the best example would be to create choice and homework options. Not all students need to do the same problems. Some need more challenging work while others need more review. Finally with Natural during homebase time we do walk around the blocks of the school. It would be nice to go for a nature walk instead. I am sure this could be worked out for next year. I could give every student something different to look for or find. Then when we get back to the school they could report on their findings.
I was very impressed with the MI list of teaching methods given in Chapters 5 and 6. I am surprised by the number I do use. It is interesting to note that many of the methods are ones that Spense Rodgers endorsed in his books and classes that I have attended. Another point is that I have been introduced to many of these methods at Family and Consumer Conferences. So maybe I do use more MI teaching than I thought. (Barney--I remember Tamara telling me I was using multiple intelligences when I was doing curriculum work.) I feel that I'm getting a more meaningful understanding of MI.
I have mostly used Interpersonal Intelligence with peer sharing, cooperative groups, brainstorming as well as Linguistic Intelligence with power points, writing activities and word games. I have used other intelligences but I never thought of cooking labs as being Bodily-Kinesthetic. WOW!!
How many times do I use this in a week?? The area I use the least is Naturalistic MI
I planned a "working" unit about grains and used all of the Multiple Intelligences. Of course, this would be longer than a week to do.
Breads and Cereals Unit:
Intrapersonal: If you could eat only grain products,what ones would you choose? List on a sheet of paper.
2.Musical: Make up a rap song using types of bread products and/or nutritional contents of bread.
3.Linguistic: Write a short story about where they think bread comes from. Identify facts in their stories that relate to the chapter in the text about grains. (Also relate to nutrition or cooking facts)
4.Naturalist: Have a farmer or Ag teacher come in to explain how wheat is grown and the process it takes to reach the mill.
5.Spacial: Identify the parts of the grain. Draw a comic strip using grain and explain the process it goes through from the mill to the retailer.
6.Logical and Mathematical: Present a problem to the students by asking. "Why does bread dough rise?).
7. Interpersonal: In groups write up a plan for a lab preparing bread. List duties, market order clean-up, etc.
8. Bodily-Kinesthetic: Preparation of overnight yeast bread recipe.
I was actually surprised by how many of the techniques I have used during my teaching, but it would be good to be able to know why some kids react differently with different strategies. I had always wondered why certain kids would do a wonderful job on say map making but then the next day wouldn't answer a simple question. NOw I know why.
I think one of the weakest areas I have in Social Studies is in teaching to the musical intelligence. What I would like to do is examine different famous songs in American History and analyze their meanings. For example during the Revolutionary period "Yankee Doodle Dandee" was a controversial song at the time. What I plan to do is play the song, hand out the words that go with it and analyze the significance of it, and then discuss it with the class. Their are so many different eras you can do this with, and I haven't done a very good job of doing this prior to this class.
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