Gardner’s Multiple Intelligences How We Learn Gardner’s Multiple Intelligences

Presenters Randi Ornelas, MA, CCC-SLP *Speech-Language Pathologist @ Amelia Earhart Elementary, Goddard rornelas@goddardusd.com Rachel Schemm, MS, CCC-SLP *Speech-Language Pathologist @ Clark Davidson Elementary, Goddard rschemm@goddardusd.com

Survey How We Learn

How we learn: William Glasser Children need a chance to DISCUSS, EXPERIENCE, and TEACH to learn more! Let more experienced students teach other students Quote leads us into next topic – multiple intelligences

Gardner’s Multiple Intelligences (https://hubpages.com/health/Unlocking-The-Power-of-Your-Mind-Types-of-Intelligences-Secrets-To-Being-Smarter)

(http://leoniemathilde.weebly.com/gardners-mi.html)

Multiple Intelligences Self-Evaluation Printable Versions: https://teachables.scholastic.com/content/dam/scholastic/teachables/products/04/9780439590204_001/978043959 0204_001.pdf http://leoniemathilde.weebly.com/uploads/2/2/7/4/22749974/free_multiple_intelligences_test_manual_version.pdf Online Versions: http://literacynet.org/mi/assessment/findyourstrengths.html https://www.edutopia.org/multiple-intelligences-assessment

Discussion & Take Away Build up to non-strengths to form more well-rounded students How can you use this information to serve your students? How does this look when you are working with students?  Resource for activity ideas:  https://www.scholastic.com/teachers/articles/teaching-content/clip-save-checklist- learning-activities-connect-multiple-intelligences/ 

Executive function skills

Executive function skills “Executive function represents our capacity to self-regulate, encompassing everything from focus and impulse control to long term planning, prioritizing, organizing our lives and emotional control. It is required for social interactions and classroom learning. [Mark Burtin, MD, The Family ADHD Solution: A Scientific Approach to Maximizing Your Child’s Attention and Minimizing Parental Stress] Domains Attention & Concentration Organization Time Management Memory Self-Regulation & Impulse Control Flexible Thinking Emotional Control

EFS: Attention & concentration *Cue Cards *Yellow-paper, highlighters, reading strips, etc. *Self-monitoring and feedback methods *On Task/Off Task Form (i.e., assess every 2 minutes using alarm, teacher-led, etc.) *Movement: Take brain breaks every 3-4 minutes for young children; every 8-10 minutes for older children. *WATER!!!!!!! “When you get dehydrated your brain is the first thing that gets dehydrated!” [Inflexible, oppositional, blow-ups]

EFS: Organization *Teacher/Class Organization *Materials in the same place *Procedures remain constant *Responsive Classroom, but not one that “ASSAULTS” you * “Match It” with pictures: locker/desk organization, 3-ring binders, folders, work space, etc.) *Separate teaching responsibility from getting started with a lesson. Example: A student that always forgets their pencil, have pencils available. *Remind app, phone alarms, etc.

EFS: Time management * “Match It” *Visualize the end result and move backwards *Predict or time how long something will take (homework, reading a chapter, math problem, etc.) and times by number of problems. Trial and error; adjust as necessary. *Checklists *Schedules

EFS: Memory *Focus (see attention & focus slide) *Checklists (teacher formed or student formed with guidance) *Engagement *Chunking Information *Pair teaching with movement as this is the best way to solidify something into long term memory *When you are anxious your Verbal IQ can drop by 40 points. Avoid using phrases with students such as “Hurry up” or “It’s easy, just try”

EFS: Self-Regulation & Impulse control/Emotional Control *When someone has an emotional outburst/blows up, it takes 30 minutes for the brain chemistry to calm down for the person who had the outburst and for those who witnessed it. *Give time to process. The more oppositional a person is, the more time they need to process. *Be clear about expectations, help identify feelings, play at self-control, take a break, provide a related reward, praise.  It takes time to build self-control. *It takes 3 days to go back to an old habit.

EFS: flexible thinking *Play Brain Games *Tell silly jokes and puns * “What’s this?” game using ordinary objects and coming up with creative uses *Read books that play on words (i.e., Amelia Bedelia, etc.) *Make up new rules for games *Find more than one way to do everyday things *Teach “self-talk” skills * www.understood.org

Bloom’s Taxonomy Instead of only asking "what is their math level or reading level"... we need to also ask "what is their thinking level and what can they do with content?"  (http://screencasting3point0.wikispaces.com/file/view/blooms_taxonomy_comparison.jpg/300172118/blooms_taxonomy_comparison.jpg) Work from LOTS (lower order thinking skills) to HOTS (higher order thinking skills) Idea goes back to survey at beginning – how we learn 

(https://www. middleweb (https://www.middleweb.com/21295/the-intersection-of-udl-and-blooms-taxonomy/)

Bloom's Taxonomy 2.0 (http://idtesu.blogspot.com/2010/11/blooms-taxonomy-and-web-20-tools.html)

(http://langwitches.org/blog/2011/08/21/blooms-taxonomy-and-ipad-apps/) http://www.schrockguide.net/bloomin-apps.html https://www.edutopia.org/ipad-apps-elementary-blooms-taxonomy-diane-darrow

Interesting quotes “If they make you frustrated, they have a skill deficit and a self esteem issue related to that deficit; every behavior is a ‘skill deficit’.” “Two reason drive all behavior: escape or desire.” “Technology has changed our wiring. We are rewarded for impulsive behavior; not accurate, but quick.” “Research indicates that you have to say things three times more to this generation. “Triple Talk”, repeat right in a row.” “A great way to start any activity are clear requirements for 3 things: seatedness, noise level and materials.” “Behaviors meet needs: don’t take away a behavior [chewing on a shirt] without replacing it [gum].” “An external structure creates an internal strategy.” “Kids on the spectrum: they judge other’s minimal behaviors as severe and their severe behaviors as minimal.”

References & Resources http://langwitches.org/blog/2011/08/21/ blooms-taxonomy-and-ipad-apps/) http://www.schrockguide.net/bloomin- apps.html https://www.edutopia.org/ipad-apps- elementary-blooms-taxonomy-diane-darrow http://screencasting3point0.wikispaces.com /file/view/blooms_taxonomy_comparison.j pg/300172118/blooms_taxonomy_compari son.jpg https://www.middleweb.com/21295/the- intersection-of-udl-and-blooms-taxonomy/) http://idtesu.blogspot.com/2010/11/bloom s-taxonomy-and-web-20-tools.html http://langwitches.org/blog/2011/08/21/bl ooms-taxonomy-and-ipad-apps/ https://hubpages.com/health/Unlockin g-The-Power-of-Your-Mind-Types-of- Intelligences-Secrets-To-Being-Smarter http://leoniemathilde.weebly.com/gard ners-mi.html www.totalbehaviormanagement.com www.harvard.edu www.bloomstaxonomy.org www.apu.edu