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

2. Presenters Randi Ornelas, MA, CCC-SLP
*Speech-Language Amelia Earhart Elementary, Goddard
Rachel Schemm, MS, CCC-SLP
*Speech-Language Clark Davidson Elementary, Goddard

3. Survey
How We Learn

4. 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

5. Gardner’s Multiple Intelligences(

6. (

7. Multiple Intelligences Self-Evaluation
Printable Versions:
_001.pdf
Online Versions:

8. 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: 
learning-activities-connect-multiple-intelligences/ 

9. Executive function skills

10. 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

11. 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 minutes for older children.
*WATER!!!!!!! “When you get dehydrated your brain is the first thing that gets dehydrated!” [Inflexible, oppositional, blow-ups]

12. 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.

13. 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

14. 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”

15. 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.

16. 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 *

17. 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?"  (
Work from LOTS (lower order thinking skills) to HOTS (higher order thinking skills)
Idea goes back to survey at beginning – how we learn 

18. (https://www. middleweb(

19. Bloom's Taxonomy 2.0 (

20. (

21. 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.”

22. References & Resources
blooms-taxonomy-and-ipad-apps/)
apps.html
elementary-blooms-taxonomy-diane-darrow
/file/view/blooms_taxonomy_comparison.j pg/ /blooms_taxonomy_compari son.jpg
intersection-of-udl-and-blooms-taxonomy/)
s-taxonomy-and-web-20-tools.html
ooms-taxonomy-and-ipad-apps/
g-The-Power-of-Your-Mind-Types-of- Intelligences-Secrets-To-Being-Smarter
ners-mi.html