questions, ideas and concerns note to myself – be sure to ask about grades

Questions, Ideas and Concerns

Note to myself – be sure to ask about grades


Danyel: This is very hard for me because as ELED students, we are told in one hand that we need to be creative and get our students engaged, but in the other hand we are told to stick with the traditional ways because we will be fired if we don’t, especially in the first few years. So, what choices do we have, what are our options? …


Sharalee: The home life of these children cannot really be changed but us, as educators at the school, can strive to make a difference in each child's life, regardless of their home life and previous background knowledge.

Little gal on the bus


Robin: It’s like we need a memory wipe of all previously formed convictions and ideas about education and have a major “do-over”!!


Glenna: …does your Discovery program provide the student SSR? Or do you all read together?


Glenna: The word "virtual" is used several times. We are a virtual cohort. In SPED, we had a virtual classroom we taught in. Is this the wave of the future?


Jennifer: “I worked for Kinko’s copies back in the 1990’s. Paul Orfela, the owner, was in Provo and took our management team to lunch. He said he had ADD as a kid, still did as an adult, and his teachers had to learn to teach him what he needed to know. This man made a Fortune 500 company out of the back of a van and he gave credit to his teachers. Who will you/I inspire to do great things with their life???”


K-2 Lessons: very good lessons!!!!Remember make it real!!!!!

Ideas/suggestions:Vocabulary: “bugs” vs insects (Kindergarten

kids)Use your school yard whenever possible

Plant search field trip on school groundsTypes of rocks – bring in a rock for

classification


Finding lessons: www.uen.org Highlighting

Your Role as an Your Role as an EducatorEducator

TechnicianTechnician

Or Or

CraftsmanCraftsman

Top Down ModelTop Down Model (Questions asked by the district and building administrators)

What are the core curriculum standards?What will be on the end-of-level tests?What programs or text books are we implementing?What are our grade level or department goals?What regulations and program do I have to follow?What reading or math programs do we adopt?

The Role of the Educator in The Role of the Educator in EducationEducation

Bottom Up ModelBottom Up Model (Questions asked by the classroom teacher)

Who are my students?What are their abilities?What are their strengths?What are their interests?What are their life experiences and background?What are their weaknesses?What do I personally bring to the table? (strengths, abilities, interests etc.)


How much overlap does How much overlap does your school have (your school have (or allowor allow)?)?

Bottom Up ModelTop Down Model


Where do the mermaids Where do the mermaids stand?stand?

GiantsGiants

WizardWizardss

DwarfsDwarfsby Robert Fulghum

Bringing Literature to Bringing Literature to LifeLife

In order to create the rich, environment needed to stimulate powerful learning for all students, current research shows

that all 19 senses need to be stimulated. YES, 19 Senses (not 5)

SightSight HearingHearing Touch Touch Taste Taste SmellSmell Balance Balance Vestibular Vestibular PainPain Eidetic Eidetic imagery Temperatureimagery Temperature MagneticMagnetic Ultraviolet Ultraviolet Infrared Infrared IonicIonicVomeronasal Proximal Vomeronasal Proximal ElectricalElectricalGeogravimetric Geogravimetric BarometricBarometric

How do we create Powerful Learning?How do we create Powerful Learning?

Bringing Science to LifeBringing Science to Life

Curriculum and instructional strategies need to be based upon being there input (stimulating as

many senses as possible) extended by immersion and enriched with hands on of the real thing.

In contrast, learning based on secondary input (print with some video) is inherently brain-

antagonistic because it severely restricts input. The fewer senses involved, the more difficult the

task of learning becomes for all learners.


What is taken in by the senses (all 19 senses) makes for profound differences in the structure of the brain (the more senses involved, the more efficiently

and successfully the brain is able to work.)

Learning is a product of the creation of dendrites connecting to neurons in the brain. This complex web of connections is possible in any brain, but is

dependant upon powerful, real world experiences.


Students of today (the Nintendo and video generation) come to our classes with very little

experience of the real world and thus with minimal conceptual understanding of what makes the world

work.(In other words, their neuro net is limited.) In the past we could assume that students came to school with a wide range of experiences of the real world

and the concepts and language that come with such experience. But that is not true today.


Today’s students are starved for exposure to reality. They are coming with a shortage of

experiences with the real world and the concepts and language that accompany them. They are

therefore ill-equipped to adequately learn from our secondhand sources. For example, we have known

for some time that 80 percent of reading comprehension depends upon prior knowledge. In

effect, one can only take from a book what one brings to the book. Books can expand our

knowledge but cannot create it from scratch


Multiple IntelligencesMultiple IntelligencesCurrent research has identified eight (8)

intelligences, only two of which are focused on in traditional schooling. One of the truly

revolutionary discoveries is that we all possess portions of each of the intelligences. We each

favor certain intelligences as our particular strengths, but we all possess portions of each.

Another revolutionary discovery, at least to education, is that in order to truly educate a student, any student, all 8 intelligences must be developed


Verbal/LinguisticVerbal/Linguistic• The ability to use language to convince others of a course of

action• Like to write• Spin tall tales or tell jokes and stories• Have a good memory for names, places, dates, or trivia• Enjoy reading books in their spare time• Spell words accurately and easily• Appreciate nonsense rhymes and tongue twisters• Like doing crossword puzzles or playing games

• Emily Dickinson, William Shakespeare, Edgar Allen PoeEmily Dickinson, William Shakespeare, Edgar Allen Poe


Logical/MathematicalLogical/Mathematical• Compute arithmetic problems quickly in their head

• Enjoy using computers

• Ask questions like; “Where does the universe begin?” “What happens after we die?” “When did time begin?”

• Play chess, checkers, or other strategy games, and win

• Reason things out logically and clearly

• Devise experiments to test out things they don’t understand

• Stephen Hawking, Isaac Newton, Marie CurieStephen Hawking, Isaac Newton, Marie Curie


Spatial/MechanicalSpatial/Mechanical• Spend free time engaged in art activities

• Report clear visual images when thinking about something

• Easily read maps, charts, and diagrams

• Draw accurate representations of people or things

• Like it when you show movies, slides, or photographs

• Enjoy doing jigsaw puzzles or mazes

• Daydream a lot

• Michelangelo, Georgia O’Keefe, Frank Lloyd WrightMichelangelo, Georgia O’Keefe, Frank Lloyd Wright


Bodily/KinestheticBodily/Kinesthetic• Do well in competitive sports• Move, twitch, tap, or fidget while sitting in a chair• Engage in physical activities such as swimming, biking,

hiking, or skateboarding• Need to touch people when they talk to them• Enjoy scary amusement rides• Demonstrate skill in a craft like woodworking, sewing, or

carving• Cleverly mimic other people’s gestures, & behaviors

• Michael Jordan, Jim Carey, Wilma Rudolph


MusicalMusical• Play a musical instrument• Remember melodies to songs • Tell you when a musical note is off key• Say they need to have music on in order to study• Collect records or tapes• Sing songs to themselves• Keep time rhythmically to music

• Mozart, Ella Fitzgerald, George GershwinMozart, Ella Fitzgerald, George Gershwin


InterpersonalInterpersonal• Have lots of friends

• Socialize a great deal at school or around the neighborhood

• Seem to be “street-smart”

• Get involved in after-school group activities

• Serve as the “family mediator” when disputes arise

• Enjoy playing groups games with other students

• Have lots of empathy for the feelings of others

• Nelson Mandela, Mahatma Gandhi, Ronald ReaganNelson Mandela, Mahatma Gandhi, Ronald Reagan


IntrapersonalIntrapersonal• Display a sense of independence or a strong will• React with strong opinions when controversial topics are

being discussed• Seem to live in their own private, inner world• Like to be alone to pursue some interest, or hobby• Seem to have a deep sense of self-confidence• March to the beat of a different drummer in their style of

dress, their behavior, or their general attitude• Motivate themselves to do well on independent projects

• Mother Teresa, Victor Frankl, C. S. LewisMother Teresa, Victor Frankl, C. S. Lewis


NaturalistNaturalist• Communion with nature

• Caring for, taming,, and interacting with living creatures

• Sensitivity to nature’s “flora”

• Recognize and classify members of a species

• Growing things

• Appreciating the impact of nature on the self (and the self of nature)

• Rachel Carson, Henry David Thoreau, John Muir Rachel Carson, Henry David Thoreau, John Muir


Multiple IntelligencesMultiple IntelligencesBy Howard Gardner

“We should spend less time ranking children and more time helping them to identify their natural competencies and gifts, and cultivate those. There are hundreds and hundreds of ways to succeed, and many, many different abilities that will help you get there.”



Question #1: How will these scores affect this student’s ability to succeed in a

traditional classroom setting?


Question #2: How would these traits affect a teacher’s ability to teach? What biases

will you bring to the classroom?


Okay, this sounds reasonable BUTBUT…

“Let’s talk about… you’re big but.”


Needs Assessment

“I don’t want to know that all students can learn, I want to

know what you do when they don’t.” Richard Dufour

The Multiple Intelligences The Multiple Intelligences of Reading and Writingof Reading and Writing

““Making the Words Come Alive”Making the Words Come Alive”

Thomas Thomas ArmstrongArmstrong



The Conundrum of Multiple IntelligencesThe Conundrum of Multiple Intelligences


Bodily/Kinesthetic

Spatial/Mechanical

Musical

Verbal/Linguistic

Naturalist

Logical/Mathematical

Intrapersonal

Interpersonal



The Conundrum of Multiple IntelligencesThe Conundrum of Multiple Intelligences


Bodily/Kinesthetic

Spatial/Mechanical

Musical

Verbal/Verbal/LinguisticLinguistic

Naturalist

Logical/Mathematical

Intrapersonal

Interpersonal

7Page 6-7

Whether we like it or not, one of the best things that we as educators can do to help our students achieve success in this culture is to assist them in becoming as fully literate as possible… What we really need are not reasons or excuses for why so many children and adults are not literate, but rather positive solutions for helping empower everyone with the skills of literacy… I advocate an approach to literacy based on the belief that there is no one best way to teach reading and writing skills, in part because each person is so differently organized neurologically, and that the best attitude to adopt in any literacy program is a multiple-solution focus… reading and writing are not simply linguistic acts; they involve all of the intelligences, and many more areas of the brain are involved in literacy acquisition than has previously been assumed by educators working in the field. We have limited ourselves too much in the past – even in the field of MI theory – by considering too narrow a range of interventions, and ignoring many other strategies that are available for helping children and adults acquire literacy skills.

Introduction





““Making the Words Come Alive”Making the Words Come Alive”Page 7, 21Page 7, 21

…Literacy emerged out of our oral language capacities (verbal/linguistic intelligence), our logical capabilities (logical/mathematical intelligence), our physical movement (bodily/kinesthetic intelligence), our image-making abilities (spatial/mechanical intelligence), our musical proclivities (musical intelligence), our emotional life (intrapersonal intelligence), our attempts to decipher and control nature (naturalist intelligence), and our impulse to connect meaningfully with others (interpersonal intelligence)… A revolution of sorts is required in the way that we think about reading and writing, so that more of the brain’s power may be brought to bear upon the acquisition of these valued skills.

The biggest question is whether we as educators are going to teach literacy skills in such a way that the words lie dead there on the page for so many students, or, conversely, whether we’re going to take positive steps toward the ultimate goal of making the words come alive for all students.

Introduction



““Making the Words Come Alive”Making the Words Come Alive”Page 10-11Page 10-11

1.“The Blind Educators and the Literacy LionThe Blind Educators and the Literacy Lion”



““Making the Words Come Making the Words Come AliveAlive”Page 10-11Page 10-11

1 “The Blind Educators and the Literacy LionThe Blind Educators and the Literacy Lion”

“This beast is made up of whole words! Yes, all sorts of words, like the and captain and sure and poultry and wizard and tens of thousands more.”




1.“The Blind Educators and the Literacy LionThe Blind Educators and the Literacy Lion”“This animal isn’t made up of whole words! It is made up of sounds! Sounds like ‘thhh’ and ‘buh’ and ‘ahhhh’ and ‘ayyyy’ and ‘juh’ and many more. In fact, I counted all the sounds, and there are exactly 44!”





“This creature isn’t made of sounds or whole words. It’s constructed out of stories, and fables, and songs, and chants, and poems, and storybooks, and Big Books, and board books, and novels, and plays, and whole libraries full of living, exciting tales, and lots more besides!”





“They’re all wrong! This beast is made up of whole cultures, and people crying out for freedom and power, and it’s about understanding who we are and what we’re capable of, and how each of us can speak, and read, and write with our own voices, and in this way contribute to the good of all.”




2.“2.“Coming to Grips with the Muscularity of Coming to Grips with the Muscularity of WordsWords””

(Bodily/Kinesthetic Intelligence)(Bodily/Kinesthetic Intelligence)I’ve often suggested to educators that if, after reading a story, teachers would simply have students quickly role-play the material that they have just read, reading comprehension levels would increase rapidly for many students, particularly for many of those students who have been labeled as having attention deficit hyperactivity disorder (ADHD) or learning disability.

What we’re asking students to do is think through material in the text through their bodies, instead of simply requiring them to sit still at their desks and do all the thinking invisibly.

Tell them that in addition to having a physical body, they also have an imaginary kinesthetic body. After reading a text, have students experience the action of the text (if it is a narrative) by closing their eyes and imagining themselves in the story.



““Making the Words Come Alive”Making the Words Come Alive”Page 49Page 49

3.“3.“Seeing the Visual Basis of LiteracySeeing the Visual Basis of Literacy””(Spatial/Mechanical Intelligence)(Spatial/Mechanical Intelligence)

Perhaps the simplest activity – and one that I believe would make a big difference in the reading comprehension rates of students, especially for those with good imaginations – would be to ask students anytime they have read a body of text to close their eyes for a minute or two and picture what they’ve just read.

To go one step further, students might be asked to draw their images of what they’ve just read, making quick one- to – three-minute sketches or creating longer art projects.

Another approach to employing visual imagery in reading involves the use of guided imagery to help students into the text.




4.“4.“Grooving with the Rhythms of Grooving with the Rhythms of LanguageLanguage””

(Musical Intelligence)(Musical Intelligence)Notice how, this sentence is particularly; difficult to, read because, I; have put in, punctuation, marks that, disturb the, basic, flow of what I am, trying to, say.

Whereas, when I place the punctuation marks appropriately, my ability to communicate effectively with you becomes much smoother.

This little experiment provides a small indication of the huge importance that rhythm, meter, and music have in language and literacy… The rhythms of music stir words to life in our great orators (remember Martin Luther King Jr.’s historic “I Have a Dream” speech)…




4.“4.“Grooving with the Rhythms of Grooving with the Rhythms of LanguageLanguage””

(Musical Intelligence)(Musical Intelligence)There is the sense in education that music is a frill and that, aside from small doses of it in cute little songs and rhymes, formal reading programs are much too serious to be bothered by this kind of creative nonsense. And yet, for the highly musical individual who struggles with reading using traditional methods, such a program might well be the key that gives them access to the world of literacy.

Look for environmental sounds in texts, such as rain falling, the wind blowing against the trees, or the sounds of an avalanche.

Have students keep a journal of sounds and rhythms they hear in their everyday world.



““Making the Words Come Alive”Making the Words Come Alive”Page 68, 75, 80Page 68, 75, 80

5.“5.“Calculating the Logic of WordsCalculating the Logic of Words””(Logical/Mathematical Intelligence)(Logical/Mathematical Intelligence)(The logic or illogic of letters, sounds and words.) There are more

than 1,100 ways that letters in English can be used to symbolize the 44 sounds in the spoken language. This diversity gives rise to sentences that would baffle just about anyone trying to learn the code. Some examples: “The bandage was wound around the wound.” “The farm was used to produce produce.” The soldier decided to desert his dessert in the desert.”

In a classroom, students who have logical proclivities may be interested in thinking about and creating both logical and illogical sentences.

Ask students to share the problem-solving process they go through when reading something that they don’t initially understand. Encourage them to articulate what questions, ideas or strategies work best for them.



““Making the Words Come Alive”Making the Words Come Alive”Page 82,Page 82,

6.“6.“Feeling the Emotional Power of TextFeeling the Emotional Power of Text””(Intrapersonal Intelligence)(Intrapersonal Intelligence)

I have to chuckle a little when I hear educators and researchers discuss reading and writing as if they were exact sciences… I suspect that for most of us, our early memories of literacy acquisition were probably not scientifically neutral experiences… Instead, I’ll bet these memories were something far more luminous, set in a complex web of emotions: sitting in the arms of a loved one reading a book together, angrily attempting to write some words after a real or imagined slight, writing a love note to a secret admirer, listening to a fairy tale before drifting off into dreamland.

(Quote by 1971 Noble Prize winner in Literature – Pablo Neruda p. 82)




6.“6.“Feeling the Emotional Power of TextFeeling the Emotional Power of Text””(Intrapersonal Intelligence)(Intrapersonal Intelligence)

What are we doing in our literacy programs, reading classes, and literature courses to help students feel deeply what they read? We need to remember that while illiteracy is a terrible plague on society, so is aliteracy, a term I like to use to describe people who are able to read, but choose not to do so. Too many people are turned off by text because they feel there is nothing in the words that speaks to their lives, their concerns, their hopes and dreams.

Select materials for reading that has been passionately written. Avoid textbook materials that have been written by committees or with a “school culture” voice.(share from Beyond the Aspen Grove by Anne H. Zwinger p. 278)

In writing activities, help students move beyond the superficial mechanics of writing to focus on what real writers care about: telling a moving story in the most compelling way possible…




7.“7.“Relating to the Social Context of LiteracyRelating to the Social Context of Literacy””(Interpersonal Intelligence)(Interpersonal Intelligence)

(The Power of Words) An 8 year old writes the words “Go Away!” on a piece of paper and tacks it to his bedroom door, and suddenly he shapes the social world around him in a tangible way…

A 6th grader writes an essay on environmental waste that helps to create a recycling program for her school

A teenager writes a passionate love letter to a girl he just met and discovers to his joy that it serves to transform an accidental meeting into a significant romantic relationship.

An adult writes an article for a local newspaper on recent layoffs in his community and generates a political action group from among several of its unemployed readers.




7.“7.“Relating to the Social Context of LiteracyRelating to the Social Context of Literacy””(Interpersonal Intelligence)(Interpersonal Intelligence)

(The Impotence of Words) The infant may “up” until she is blue in the face, and no one may come. The school child may write the environmental essay, only to have it filled with red pencil marks and given a D for poor penmanship. The teenager may strike out with both the letter and the girl. The adult may find his submission to periodicals met with rejection at every turn.

…No mini-revolution, no big or small social reforms to create, no cultural transformations to effect – but rather serve only the narrowest social goal of “doing what the teacher wants me to do.” When students feel their words are written only to be graded and then tossed into the wastepaper basket, then clearly they are being indoctrinated into the social impotence of words.




8.“8.“Speaking out About the Oral Basis of Reading and Speaking out About the Oral Basis of Reading and WritingWriting””

(Verbal/Linguistic Intelligence)(Verbal/Linguistic Intelligence)Even people who may not be able to read or write a single word have

the ability to speak thousands of different words and know what they mean. They can orally construct complex sentences with elaborate syntax and intricate meanings…Oral language has had an enormous head start over written language in evolution and history…

Prior knowledge of words and their meanings – a good oral vocabulary – is a very useful prerequisites to launching into the experience of reading and writing. Consequently, any program that provides students with plenty of exposure to spoken words through discussions, conversations, dialogues, lectures, storytelling, and plays, as well as through having books read to them on a regular basis, will help create a strong foundation for literacy acquisition.




9.“9.“Opening the Book of NatureOpening the Book of Nature””(Naturalist Intelligence)(Naturalist Intelligence)

Words and literacy have a central relationship to the natural world… for example, …humans were pre-adapted neurologically for reading through, among other things, the ancient skill of animal tracking, which could be considered the “reading” of hoof and paw prints. In ancient Egypt, the need the to control the flooding Nile using vast irrigation systems, led to more complex social organizations and the need to develop a system of writing to handle the increased workload.

A young child is alive with the rhythms and sensations of nature – she revels in watching a bird fly, smelling a flower, feeling the wind against her face, observing a squirrel eating a nut. These experiences captivate the child in a way that words, lying lifeless on a page, simply cannot.

However, as a child is introduced to printed words and discovers the mysteries they can reveal about the world around her, they too become imbued with a kind of magical natural quality Thomas Thomas

ArmstrongArmstrong



9.“9.“Opening the Book of NatureOpening the Book of Nature””(Naturalist Intelligence)(Naturalist Intelligence)

As they walk, students may be asked to name the many natural things they see… Once back in the classroom, each student might assemble (these words) into a story or poem.

In a nature-focused literacy program, many student’s first words might consist of onomatopoetic words based in nature, such as buzz, splash and murmur.

Sitting in a chair at a table or desk in a classroom with fluorescent lighting and no windows is certainly one of the worst places for highly naturalistic students to do their reading and writing…Have students go to a specific place in nature (preferably of their choosing) for 5 to 10 minutes a day for a week or longer and read or write down their observations in a notebook.


Multiple Multiple IntelligencesIntelligences

in the in the ClassroomClassroom

By Thomas Armstrong


Eight Ways of LearningEight Ways of LearningChildren who

are highly:THINK LOVE NEED

Verbal-Linguistic

in words reading, writing, telling stories, playing word games

books, tapes, writing tools, paper, diaries, dialogue, discussion, debate, stories

Logical-Mathematical

by reasoning experimenting, questioning, figuring out logical puzzles, calculating

materials to experiment with, science materials, manipulatives, trips to the planetarium and science museums

Spatial-Mechanical

in images and pictures designing, drawing, visualizing, doodling

art, LEGOS, video, movies, slides, imagination games, mazes, puzzles, illustrated books, trips to art museums

Bodily-Kinesthetic

through somatic sensations

dancing, running, jumping, building, touching, gesturing

role play, drama, movement, things to build, sports and physical games, tactile experiences, hands-on learning

Musical via rhythms and melodies

singing, whistling, humming, tapping feet and hands, listening

sing-along time, rips to concerts, music playing at home and school, musical instruments

Interpersonal by bouncing ideas off other people

leading, organizing, relating, manipulating, mediating, partying

friends, groups games, social gatherings, community events, clubs, mentors/apprenticeships

Intrapersonal in relation to their needs, feelings and goals

setting goals, meditating, dreaming, planning, reflecting

secret places, time alone, self-paced projects, choices

Naturalist through nature and natural forms

playing with pets, gardening, investigating nature, raising animals, caring for planet earth

access to nature, opportunities for interacting with animals, tools for investigating nature (e.g., magnifying glass, binoculars)

Eight Ways of TeachingEight Ways of TeachingIntelligence Teaching Activities Teaching Materials Instructional Strategies

Verbal-Linguistic

lectures, discussions, word games, storytelling, choral reading, journal writing

books, tape recorders, word processors, stamp sets, books on tapes

read about it, write about it, talk about it, listen to it


brain teasers, problem solving, science experiments, number games, mental calculation,, critical thinking

calculators, math manipulatives, science equipment, math games

quantify it, think critically about it, put it in a logical framework, experiment with it

Spatial-Mechanical

visual presentations, art activities, imagination games, mind-mapping, metaphor, visualization

graphs, maps, videos, LEGO sets, art materials, optical illusions, camera, picture library

see it, draw it, visualize it, color it mind-map-it

Bodily-Kinesthetic

hands-on learning, drama, dance, sports that teach, tactile activities, relaxation exercises

building tools, clay, sports equipment, manipulatives, tactile learning resources

build it, act it out, touch it, get a “gut feeling” of it, dance it

Musical rhythmic learnings, rapping, using songs that teach

tape recorders, tape collection, musical instruments

sing it, rap it, listen to it

Interpersonal cooperative learning, peer tutoring, simulations, community involvement, social gathering

board games, party supplies, props for role plays

teach it, collaborate on it, interact with respect to it

Intrapersonal individualized instruction, independent study, options in course of sturdy, self-esteem building

self-checking materials, journals, materials for projects

connect it to your personal life, make choices with regard to it, reflect on it

Naturalist nature study, ecological awareness, care of animals

plants, animals, naturalists’ tools, (e.g. binoculars), gardening tools

connect it to living things and natural phenomena

Blooms TaxonomyBlooms TaxonomyCompetence Skills Demonstrated

Knowledge * observation and recall of information *knowledge of dates, events, places *knowledge of major ideas *mastery of subject matter

Question Cues: list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where, etc.

Comprehension *understanding information *grasp meaning *translate knowledge into new context *interpret facts, compare, contrast *order, group, infer causes *predict consequences

Question Cues: summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend

Application *use information *use methods, concepts, theories in new situations*solve problems using required skills or knowledge

Questions Cues: apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover

Analysis *seeing patterns *organization of parts *recognition of hidden meanings *identification of components

Question Cues: analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer

Synthesis *use old ideas to create new ones *generalize from given facts *relate knowledge from several areas *predict, draw conclusions

Question Cues: combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, compose, formulate, prepare, generalize, rewrite

Evaluation *compare and discriminate between ideas *assess value of theories, presentations *make choices based on reasoned argument *verify value of evidence *recognize subjectivity

Question Cues: assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize

Intelligences Knowledge Comprehension Application Analysis Synthesis Evaluation

Verbal-Linguistic

memorize names of trees

explain how trees receive nutrients

give description of tree diseases, suggest cause of each disease

describe how each part of a tree functions in relation to the whole

write a paper describing the life cycle of a tree

rate different methods of controlling tree growth


remember number of points on specific leaves

convert English to metric in calculating height of tree

given height of smaller tree, estimate height of larger tree

analyze materials found in sap residue

given weather, soil etc. chart projected growth of a tree

rate different kinds of tree nutrients based on data

Spatial-Mechanical

remember basic configurations of specific trees

look at diagrams of trees and tell what stages of growth they are in

use geometric principles to determine height of tree

draw cellular structure of tree root

create a landscape plan using trees as a central feature

evaluate practicality of different landscape plans

Bodily-Kinesthetic

identify tree by the feel of the bark

given array of tree fruits, identify seeds

given type of local tree, find an ideal place for planting

create different parts of tree from clay

gather all materials needed to plant a tree

evaluate the quality of different kinds of fruit

Musical remember songs that deal with trees

explain how old tree songs came into being

change the lyrics of an old song to reflect current issues

classify songs by issue and historical period

create your own tree song based on information in this unit

rate songs from the best to worst and give reasons for your choices

Interpersonal record responses to the question, “What is your favorite tree?”

determine the most popular tree in class by interviewing others

use survey results to pick location for field trip to orchard

classify kids into groups according to favorite tree

arrange a field trip to orchard by contacting necessary people

rank three methods to ask others about tree preference

Intrapersonal remember a time you climbed a tee

share the primary feeling you had while up in the tree

develop “tree climbing rules” based on your own experience

divide up your experience into “beginning,” “middle’” and “end”

plan a tree climbing expedition based on you past experience

explain what you liked “best and “least” about your experience

Naturalist learn to discriminate different tree leaves by sight

explain how other living beings benefit from trees

create a system for classifying different tree leaves

analyze the function of a given tree in terms of the larger ecosystem

plan an approach for protecting specific trees in your neighborhood

evaluate which trees in your neighborhood are most eco-valuable

Blooms Taxonomy & Multiple IntelligencesBlooms Taxonomy & Multiple Intelligences(Ecology Unit: Local environment-trees in your neighborhood)

ObjectiveObjective

Logical-MathematicalHow can I bring in

numbers, calculations, logic, classifications, or critical thinking skills?

Spatial MechanicalHow can I use visual

aids, visualization, color, art, or metaphor?

Verbal LinguisticHow can I use the spoken

or written word?

NaturalistHow can I incorporate living things, natural

phenomena, or ecological awareness?

MusicalHow can I bring in music or environmental sounds,

or set key points in a rhythmic or melodic

framework?

InterpersonalHow can I engage

students in peer sharing, cooperative learning, or large group simulation?

IntrapersonalHow can I evoke

personal feelings or memories, or give students choices?

Bodily-KinestheticHow can I involve the

whole body or use hands-on experiences?

Planning QuestionsPlanning QuestionsAround Multiple IntelligencesAround Multiple Intelligences


“If kids are going to write, they need something to write about.”

Lucy Caulkins “The Art of Teaching

Writing”


Thinking Outside the BoxThinking Outside the Box

I hate science!

I hate science!I hate being curious…

I hate being fascinated…I hate learning new things…I hate observing the world

around me…

academic background knowledge

If they don’t have it…

you have to provide it!

…and make it fun!!!

State Core

The core curriculum

is a mile wide and an inch deep

Enduring UnderstandingWhat do you want them to

remember … a week from now, …a month from now, …ten years from now?

Approach each objective…

micro - (daily – what am I going to do today

to spark their curiosity and hook them in to the learning?)

Approach each objective…

macro - what is the big picture / long term

objectives / enduring understandings /

integrations

Refraction of lightRefraction of light

Objective 2 Describe how light can be produced, reflected, refracted, and separated into visible light of various colors.


Where do I start?What can I do to build background knowledge?What is the enduring understanding I want the kids to walk away with?


Vocabulary•Refraction•Reflection•Convex•Concave•Focal point

AssignmentsAssignments

Class Notes and Reflection: Due - Friday, Sept. 17th (by 5:00)

Reading Reflection and Collaboration: Building Background Knowledge - chapters 4&5 “I Used to Go Fishing” Due – Monday, Sept. 20th (5:00)

Inquiry Based Lesson Plan: 3rd grade lesson – due – Friday, Sept. 24th (5:00)

questions, ideas and concerns note to myself – be sure to ask about grades

Documents

life slide

education slide

model questions

bus slide

classification slide

highlighting slide

concerns glenna

concerns jennifer