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Effective Instructional Strategies: Delivering Curriculum Baker University 5103 Curriculum Development and Design Week 4

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Effective Instructional Strategies: Delivering Curriculum

Baker University 5103

Curriculum Development and Design

Week 4

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What to Expect?

The Basics - Overview

A Few Tricks for the Trade

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MARZANO STRATEGIES

MULTIPLE INTELLIGENCES

INSTRUCTIONAL PLANNING

DIFFERENTIATED INSTRUCTION

What Do You Already Know and Do?

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Activating Prior Knowledge

• Accessing what you already know • Making connections between new learning

and previous learning

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ROLE OF THE READER

Readers whose prior knowledge is accessible and well-developed,

remember more from their reading

than readers whose prior knowledge on the topic is limited.

[Anthony and Raphael, 1989]

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How can teachers help activate prior knowledge?

Incorporate pre-reading strategies

that activate and assess the learner’s prior knowledge.

Making Connections: story starters (prompts), analogies, examples, visualization, advance organizers, etc.

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PRE-READING EMPHASIS: Activate Prior Knowledge

STRATEGIES Pre-Teach Vocabulary What do you know about… What do you think this means? Film clip, pictures, object Relate to previous classroom

learning SQ3R KWL w/discussion Graphic Organizers

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VOCABULARY

Vocabulary knowledge is the single most

important factor contributing to reading comprehension.

Vocabulary instruction plays a major role in

improving comprehension. [Laflamme, 1997]

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Activating Prior Knowledge:

Pre-Teach Vocabulary

Activate Prior Knowledge to lay the ground work for new connections

Point out unfamiliar words Cite specific vocabulary words for

Technical or Informational Reading Content

Introduce via context clues.

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Instructional Design The influence of Madeline Hunter

From the beginning of a lesson until the end of a lesson.

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Lesson Objective

Standards & Expectations

Anticipatory Set (hook)

Instructional Process (input, modeling, checking for understanding)

Guided Practice & Monitoring

Closure

Independent Practice

Madeline Hunter: Lesson Design Model

ITIP (Instructional Theory in Practice)

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Stage 1: Desired results Goals Essential Questions Students Know and Do

Stage 2: Evidence How do you know they learned?

Stage 3: The Learning Plan How do activities tie back to goals? How will you achieve transfer? How will access be given to all learners? How will progress be monitored?

Understanding by Design

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Marzano Strategies

9 Identified Strategies that produce a significant increase in student achievement.

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The Teacher The most important factor affecting student learning is the teacher. Effective teachers appear to effective with students of all achievement levels. More can be done to improve education if we improve the effectiveness of teachers. Teachers who use the strategies identified by Marzano maximize the possibility of enhancing student achievement.

From Classroom Instruction That Works, Robert J. Marzano, et al.

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Elements of effective teaching

Instructional Strategies used by the teacher How it is taught

Management Techniques used by the teacher Routines & Organization

Curriculum Design used by the teacher What is taught

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What works?............most effective

Instructional Strategies

Effect Size Percent Gain

Identifying Similarities & Differences

1.61 45

Summarizing & Note Taking

1.00 34

Reinforcing Effort & Providing Recognition

.80 29

Homework & Practice .77 28

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What works?.......Medium Effectiveness

Instructional Strategies Effect Size Percent Gain

Linguistic & Non-Linguistic Representations

.75 27

Cooperative Learning .73 27

Setting Objectives & Providing Feedback

.61 23

Generating & Testing Hypotheses

.61 23

Questions, Cues & Advance Organizers

.59 22

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1. Presenting Students with Explicit Guidance in Identifying Similarities and Differences

Direct approach

To focus on specific similarities and differences between topics

Include discussion & inquiry

2. Students Independently Identify Similarities and Differences

To enhance understanding

To improve the students’ ability to use the information

To stimulate divergent thinking

Similarities & Differences

Research-Proven Ways to Address Similarities and Differences

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3. Representing Similarities and Differences in Graphic or Symbolic Forms

Enhance student understanding Non-linguistic forms increase the ability to think and recall

information

4. Identification of Similarities and Differences can be done in a variety of ways

Comparing Classifying Creating metaphors Creating analogies

Similarities & Differences

Research-Proven Ways to Address Similarities and Differences

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The comparison itself should not be the culminating activity, but rather a lead up activity to spark greater understanding of bigger ideas or application of those concepts.

Similarities & Differences

What will I do with the new information that I now have?

So what? Now what?

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How is Summarizing similar to Note Taking?

Decide (analyze) what is important what is trivial what is repetitive

Delete some information

Reword (substituting) Reorganize some

information

Must think about and shape the info they are recording

Synthesize

Prioritize

Restate some info

Organize concepts, topics and details

SUMMARIZING NOTE TAKING

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Summarizing

Sensory Filtering: Whatever we take in (see/hear) we choose to pay attention to what is most important and filter out the rest

Summarizing: Information that is read, heard, or seen is restated in a brief synthesized manner after we select what is most important.

Filling in missing parts A form of inference

What we expected even though it wasn’t overtly stated

Translating information into a synthesized form Retelling the gist of what we saw, heard or read

Not a scene by scene account

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Summarizing

Provide Summarizing Strategies Rule-based summarizing

Summary Frames: A questioning strategy based on the text structures.

Reciprocal Teaching + Group Enhanced Summary: Student led discussion

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Rule -Based Summarizing

1. Delete trivial material that is not needed for understanding

2. Delete redundant material

3. Replace a list of things with a word that describes the things (ex: use TREES for a list of elm, oak, and maple)

4. Select a topic sentence or invent one if it’s missing.

Use a think-aloud process to model this strategy.

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Table Talk: Analyzing Summarizing

Using the rubric in the summarizing packet (Fig. 5.11), where would you rate the majority of your students in their ability to summarize?

How is questioning a key component of effective summarizing? Who? How? When? What?

Common Core asks students to independently interact with text. How important does this skill become?

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Improving Learning: Note Taking

To take effective notes, a student must make a determination as to what is most important and then state that information in a economical form.

Key Generalizations:

Notes should be considered a work in progress; requiring continuous addition, systematic elaboration, and revision

Notes should be used as study guides for tests

The more notes that are taken the better

Verbatim note taking is the least effective way to take notes; one must synthesize new information as it is received.

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Classroom Practice: Note Taking

Teach/use a variety of note-taking formats

There is no right way to take notes

Students prefer different formats (so differentiate this!)

Examples:

Informal Outline

Web (Concept Map)

2 Column Note taking

Combination notes (Gr. Org + informal outline)

Teacher Prepared Notes

Best done prior to new content

Good way to model note taking

Students should review, revise, elaborate!!!

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Instructional Impact: Reinforcing Effort

Teach what effort is and how it leads to success. Have students chart their effort and achievement

Provide appropriate recognition for effort and achievement Establish a rationale for recognition (failure to receive recognition

does not = failure) Personalize recognition

Specific to the accomplishment Specific to the student

Pause, Prompt, and Praise Concrete symbolic tokens of recognition tied to specific

performance goals

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What we should know about

Homework

1. The amount of homework assigned should be different from elementary to middle school to high school

A. Elementary: 2nd grade & up = some homework a. Not necessarily to improve test scores

b. To develop work ethic and good study habits

B. High school homework had the most significant effect (over MS & elementary)

C. Within reason, the more homework HS students do the better their achievement

a. Each additional 30 minutes of homework = a .5 bump in GPA

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What we should know about

Homework

2. Parent Involvement in homework should be kept to a minimum

a. Inform parents of the assignment but don’t expect them to help

b. Facilitate homework completion

c. Avoid solving content problems for students

3. The purpose of homework should be identified and articulated.

2. Practice after they are fairly familiar with the skill

3. Preparation for new content or elaboration

4. If homework is assigned it should be commented on

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Research Results for Graded Homework

Use of Homework Average Effect Size

Percentile Gain

Homework with teacher’s comments as feedback

.83 30

Graded homework .78 28

Assigned homework but not graded or commented on

.28 11

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The Importance of

Practice

Mastering a skill requires practice 24 practice opportunities over days or weeks required to = 80%

proficiency

Initially improvement is steep (learning curve) and then gets smaller with each practice opportunity

Avoid compressing many skills into practice sessions. Students do better with fewer skills or concepts to practice at a deeper level.

Break down complex processes into smaller bits with time to practice each segment.

While practicing, students should adapt and shape what they have learned. Fewer examples with more in depth examination into the

reasoning behind the solutions

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How We Access Stored Information

Verbal

Written

Most common way new info is presented in the classroom

Actual statements stored in LTM

Physical models

Mental pictures

Graphic Organizers

Drawing pictures

Kinesthetic activities

Sensory images stored in memory

Linguistic Nonlinguistic

The more we use both systems of representation, the better able we are to think about and recall knowledge.

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Cooperative Learning Groups

Informal

Pair-share; Turn to your neighbor; Shoulder buddy

Last only a few minutes or the whole class period with the purpose of:

Formal groups

To complete a larger academic assignment

From several days to weeks

Teacher designs tasks to use the basic cooperative learning components.

Base Groups

Long term groups created to provide students with support through a long academic term (semester/year)

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Managing Learning Groups

Group Size

The smaller the better

Teacher must manage/monitor the group size and make changes as needed – sometimes bigger is OK

Combining Cooperative Learning with Other Classroom Structures

Balance group work with independent work

Can be overused and lose effectiveness

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Setting Objectives & Providing Feedback

Setting goals to narrow students’ focus and providing them timely feedback to let them know what they are

doing correctly and incorrectly.

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Setting Goals That work

Set Goals that are not too specific but still focus student learning

Narrow goals limit learning

Flexibility in the goals to account for student differences

Students should be encouraged to personalize teacher goals to increase learning

Increases student ownership of the goals

Learning Contracts

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Providing Feedback The most powerful single modification that enhances achievement is feedback. The simplest prescription for improving education must be “dollops of feedback.”

John Hattie, 1992

Feedback should be corrective. An explanation of what they are

doing correctly as well as incorrectly

Simply telling a student an answer is right or wrong has a negative effect on achievement

Asking students to keep working until they have succeeded enhances achievement.

Feedback should be timely. The greater the delay the less

improvement there is in achievement.

Feedback should be specific. Criterion referenced as opposed

to norm referenced

Students can provide effective feedback

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Generating and Testing Hypotheses

Inquiry

Scaffold the learning experience to make this more effective

http://ww2010.atmos.uiuc.edu/(Gh)/guides/crclm/act/prs.rxml

Teach students to ask thought-provoking questions

Predicting

What will happen next

What will happen if we do ….

Evidence to support theories/strategies

History

PE – game strategies; effective training theories

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Generating and Testing Hypotheses

Systems Analysis

Explain the purpose, parts and function of the parts

What would happen if something changed in the system?

Problem Solving

Try out various solutions or approaches (hypothesis)

Historical Investigations

Construct a plausible scenario for events from the past about which there is no general agreement

Invention

Experimental Inquiry (formal)

Decision Making

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Cues & Questions

Helping students use what they already know Activating Prior knowledge

Cues provide “hints” about upcoming learning

Questions prior to an activity focus on prior knowledge or what to expect

4 Generalizations Focus on what is important not just interesting

Higher level questions produce deeper learning

Wait time improves students answers

Questions before learning establish the mental set so students know how to process the learning experience.

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Create an Environment for Learning Set objectives

and provide feedback

Reinforce effort and

provide recognition

Cooperative Learning

Help Students Develop Understanding

Cues, Questions & Advance Organizers

Nonlinguistic Representations

Summarizing & Note taking

Assigning Homework and providing practice

Helping Students Extend and Apply

Knowledge Identifying Similarities

& Differences

Generating and Testing Hypotheses

From Classroom Instruction That Works 2nd Edition

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Engagement

Enthusiasm for learning

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What Does Engagement Look Like?

Fully immersed in the activity: where did the time go?

Motivated Degree to which they feel they can be successful

Often dependent on teaching style/activities Interest, relevance, enthusiasm, creative approach,

pace

Gets the brain excited!

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Challenge Engages the Brain

It gets the

brain to

pay

attention!

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• When something is new

• When something is relevant

• When something is meaningful

• When something does not make sense

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How Do We Get to Engagement?

Increase Thinking Levels

Increase collaborative opportunities

Project based/inquiry/extension

Increase active involvement

Hands on

Movement

Address learning styles/needs/interests

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Movement to Enhance Learning

Benefits

Improved learning/remembering

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Processing & Collaborative Strategies

Total Participation Techniques

Getting students to think (process) and talk through their understanding

Asking the right kind of questions to increase thinking levels

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What is Differentiation?

WHAT IT IS

Using a variety of classroom practices to enhance learning

Elevating the intellectual function of all students

Making the learning meaningful

Understanding and adapting to student readiness

WHAT IT IS NOT An all-purpose problem

solver A buffet of classroom

activities for students to choose from

Dividing kids into “bluebirds, redbirds, or crows”

Giving some kids more to do and others less to do

An IEP for each student

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Creating multiple paths so that students

of different abilities, interests, or

learning needs experience equally

appropriate ways to understand and

utilize the content of the intended

curriculum. Amy Benjamin

Meeting the individual needs of each learner; customizing instruction to help students learn.

Robin Fogarty

“Different Strokes for Different Folks!”

****** Matching the teacher’s teaching to

the student’s learning.

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Above All….

Differentiation is a philosophy

Differentiation entails common goals and multiple ways to attain them, each based on the unique needs of individuals learners.

In other words… What is it you want all your students to know?

How can each student best learn this in ways that are appropriate to his/her specific needs?

How can each student most effectively demonstrate what s/he has learned?

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Stephanie Bravmann, New Horizons for Learning

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Components of Differentiated Instruction

Content –What you want them to know (Curriculum/Standards)

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• Process –How they will learn the content

• Product –How you will know they learned it

(monitoring or end result)

• Environment –The tools and circumstances of learning

•Assessment

– How you know what they know (or

don’t know) and the skills they have (or don’t

have)

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How do I change the

content?

Change the vehicle that introduces or expands the content

Resources: Ex: Introduce a topic in history by having the students read a historical biography about one of the major players.

Complexity: Ex: Do an experiment before the content is learned to make a visual connection

Application: Ex:

Have students do real life examples of the math concept being learned.

Tell a story or analogy to make it real!

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How do I change the

process? Change the techniques on how students learn

the material while maintaining their own responsibility in the learning. Have students work in small groups or partners

Inquiry Learning

Jigsaw chapter reading

Work alone

Do Centers or Stations

Flexible grouping

Direct Instruction

Write on the board 53

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How do I change the product?

Change how students demonstrate understanding of the content to be learned.

Change the requirements

Provide choices (ex: Tic-Tac-Toe; Must Do – May Do; Contract; Project topics or displays)

Tier the activities so students can enter and/or move at their own pace

Keep the learning goal as the focus!!

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How do I change the

environment?

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Incorporate music into the lesson or work time.

Rearrange the desks from rows to “tables”

Have group discussions with students facing each other in a circle

Technology

Accessing & Utilizing Information: gallery walks; technology, movement, etc.

Physical Environment

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How do I manage a DI Classroom?

•Teacher controls the content

•Teacher determines learning goal.

•Teacher determines choices.

•Teacher determines movement “rules.”

*****

•Students are responsible for learning.

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MULTIPLE INTELLIGENCES

Things to Consider When Planning Instruction

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What are my strengths?

Gardner’s Multiple Intelligences (7)

Later on increased to 9 to include nature and existential

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Verbal Linguistic

Good at reading, writing, speaking, listening

What do we like to do?

Learning through reading, writing, discussing

Communicate effectively

Think/play with words/word games

Like to put thoughts on paper (letters, journals, etc.)

Multiple Intelligences: Word Smart

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Think in numbers and symbols

Good at problem solving, inductive & deductive thinking, knowing how things work

What do we like to do?

Classify and categorize; organize and sequence

Make lists

Figure things out; find and create patterns

Play strategy games

Multiple Intelligences: Logic/Math Smart

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Think with and about visual images

Good at visual arts’ skills (painting, sculpting), taking things apart and putting them back together

What do we like to do? Think in pictures and images; visualize

Create models

Solve jigsaw problems

Arrange and decorate

Paint, sketch, draw, coordinate colors

Multiple Intelligences: Art/Space Smart

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Sensitive to pitch, timbre, timing, tone, rhythm and sounds

Good at expressing oneself through music; playing instruments, singing, composing music

What do we like to do? Sing, whistle, hum, tapping hands or feet while doing other

things

Collect CD’s, tapes (iTunes, etc.)

Listen to, read, and/or write music

Key in on sounds around us

Make up songs to remember information

Multiple Intelligences: Music Smart

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Use motor skills, hands and bodies to communicate; unite mind and body to perfect physical performances

Good at expressing oneself through movement, gestures and body language; developing physical skills & fitness

What do we like to do? Move gracefully and with coordination Act and mimic Communicate information by modeling Touch people when we talk Learn through hands-on activities Play sports

Multiple Intelligences: Body Smart

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Keenly aware of the natural world around them

Interests in both natural and man-made items that are a part of our environment and making distinctions

What do we like to do? Care for, tame, or train pets and animals

Recognize patterns in nature

Collect and organize items

Draw or photograph natural objects

Protect the environment

Being outdoors, camping, hiking, field trips

Multiple Intelligences: Nature Smart

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Make and maintain friends easily; sensitive to the moods and feelings of others

Understand and work well with others; cooperatively and using leadership skills

What do we like to do? Understand and respect others

See the points of view of others

Lead and organize others

Enjoy social gatherings

Belong to clubs and organizations

Multiple Intelligences: People Smart

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Focus on themselves by being aware of feelings, memories, goals, dreams, ideas, values and beliefs

Accurate perception of oneself; planning and setting goals

What do we like to do?

Quiet alone time to think and reflect

Take time to process information

Hold strong opinions and beliefs

Maintain self-confidence

Work independently; motivate and direct self

Multiple Intelligences: Self Smart

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1. Better prepare students for tomorrow’s complex, interdependent world.

2. Make curriculum accessible to all students

3. Make content engaging and exciting for all students.

4. Recognize intelligences in yourself and your students.

5. Teach students to recognize and value their own unique pattern of intelligences.

Kagan’s Top 10 Reasons to Care About Multiple Intelligences

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6. Foster among students an appreciation, respect, and caring for others.

7. Help students master the content by using their natural strengths.

8. Develop the various facets of each intelligence in each student.

9. Create a more caring, enthusiastic class climate.

10. Rediscover the joy of teaching.

Kagan’s Top 10 Reasons to Care About Multiple Intelligences