elements of the tci approach part 1. theory multiple intelligences –howard gardner
TRANSCRIPT
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Elements of the TCI Approach
Part 1
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Theory
• Multiple Intelligences– Howard Gardner
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Multiple Intelligence
• Intelligence– An intelligence is the ability to solve
problems, or to create products, that are valued within one or more cultural settings.
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Linguistic Intelligence
• Video• Language• Reading• Writing• Listening• Talking
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Logical-Mathematical Intelligence
• Video• Deductive Reasoning• Scientific thinking• Ability to understand details as part of a
general pattern• Objective observations• Draw conclusions
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Visual – Spatial Intelligence
• Video• Excels in visual arts• Navigation• Mapmaking• Architecture• Ability to form images and pictures in the
mind
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Body-Kinesthetic Intelligence
• Video• Play a game• Act out a skill or information• Put on a play• Communicate in ways that touch the
human spirit
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Musical Intelligence
• Video• Video
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Interpersonal Intelligence
• Video• Get along well within a group• Work well in teams• Fostering teambuilding
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Research-based
• Cooperative learning– Active learning
• Spiral Curriculum– Differentiation– Diagnostic Assessment
• Figure out where students are on the staircase
• UbD• Nonlinguistic Representation
– Marzano
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Cooperative Learning
• Leads to higher test scores• Elizabeth Cohen
– Heterogeneous groups– Tasks– Group evaluations
• Johnson and Johnson
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Spiral Curriculum
• Jerome Bruner• The Process of Education• Bloom’s Taxonomy• Belief that all students can learn if a
teacher shows them how to think and discover knowledge for themselves.
• Do Activity on Page 16.
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Understanding by Design
• Grant Wiggins and Jay McTighe• Backward Design
– Desired Results– Assessment– Learning Plan– Video
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Nonlinguistic Representation
• Robert Marzano• Graphic organizers
– Visual learners– Kinesthetic learners
• Human bar graph– Classroom exercise on separation of powers
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Standards-Based Content
• Mixed-blessing– Tells us what to teach– Leads to coverage, not depth– Memorization , not understanding
• Georgia Performance Standards• Stage 1 in UbD is unpacking the
standards
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• Building a Concept Wall– Part of Stage 1– Includes Essential Questions– Enduring understandings– GPS– Graphic organizers– Video
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Preview Assignment
• Short engaging task (p. 22)– Analogies– Reviewing using higher order questions.– Comparing personal experiences to key
concepts– Create a product
• Publisher
– Predicting
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• Provocative Propositions• Responding to Visual Images (p.26)
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• Responding to Music• What if sketch• You were There Scenarios
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Visual Discovery
• Use powerful images
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• Ask carefully sequenced questions– Use Bloom’s (p. 31)
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• Use Detective Analogy to Developing Questions– Gather evidence– Interpret evidence– Make hypotheses
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• Read about the image
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• Interact with images– Use props, e.g., hats, shawls– Step into the picture– Act-it-out (p 35)
• Statues act-it-out
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• Group presentation Act-it-out• Impromptu act- it-out
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Social Studies Skill Builder
• Compare and contrast– Greece and Rome
• Use stimulating resources
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• Challenge students to use their multiple intelligences
• Encourage students to work as a team• Hands-on-practice• Spiral the curriculum (p 40)
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Teach the skill through modeling and guided practice
Page 41
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Prepare students to work in pairs
• Elbow buddies• Think-pair-share
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Debrief an activity (Closure)
• Political Spectrum• Values-Orientation Spectrum• Moral Continuum• Chronology• Logical Categorization• Human Graph
» Do in groups.
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Experiential Exercise
• Use short, memorable experiences to help students grasp concepts.– World War I exercise– Butter Battle activity– Assembly Line– Fear of Dots
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Experiential Exercises
• Prepare your students for a safe, successful experience– Age appropriate– Prepare administrators and families– Arrange the classroom appropriately
• Alternative venues
– Anticipate student reactions– Recognize teachable moments
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Experiential Exercises
• Make experiences as authentic as possible– Keep a straight face– Tap in to your acting side– Be dramatic– Be a ham– Use props
• Hats are invaluable
– Use music and sound effects
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Experiential Exercises
• Allow students to express their feelings immediately after the experience– Encourage students to say how they felt– Teach tolerance– Do not judge
• Ask questions like “Why do you think you felt that way?”
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Experiential Exercises
• Ask carefully crafted questions– Refer to page 54
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Writing for understanding
• Use writing to encourage learning of social studies concepts– Writing is an access to learning– Effect of poverty
• Read from Grapes of Wrath
– Write using supporting materials• Make protest signs for the Civil rights era and
stage a protest.
– Write from real life occurrences• Read from Lost Childhood: My Life in a
Japanese Prison Camp During World War II
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Writing for understanding
• Give students rich experiences to write about– Meaningful media– Creative group work– Role play– T-chart
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Writing for understanding
• Prewriting activities– Before hearing a guest speaker– Before watching a video– Before seeing a skit– K-W-L– Venn Diagrams– Write a postcard
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Writing for understanding
• Authentic Writing Assignments– Dialogue– Eulogies– Obituaries– Wanted Poster– Journal Entries
• Traveling with Lewis and Clark
– Letters
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• Newspaper Editorial• Interviews• Poetry or Song Lyrics• Position Papers• Job Descriptions (not in book)
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Writing for understanding
• Guide students through the writing process– Clear expectations
• Use rubrics
– Draft– Peer – feedback
• Require revisions• Final Drafts