0. Lead Past Gridlock by Engaging Opposing Views
Leadership skill sees through another’s view
Lead Past Gridlock
by Engaging
Opposing Views
© 2013 Ellen Weber (PhD) Mita International Brain Center

1. ©2013 Ellen Weber (PhD) Mita International Brain Center
Each task will be evaluated on five essential criteria:
Accuracy of facts
grammar, spelling.
2. Application of
course related
concepts to real life
situations.
3. Intelligence
identified and used
with evidence of
appropriateness.
Solutions to
challenges you
and others face,
presented as an
extension of your investigations.
Other – please submit a checklist
that contains the four criteria
above and one final criteria that
you wish to be assessed for in your work.
Submit your five essential assessment criteria after they are approved with faculty and before you submit your task card assignments for evaluation.
©2013 Ellen Weber (PhD) Mita International Brain Center

2. Multiple Intelligence Task Cards - Where …
Lectures become cheat sheets . Distribute relevant facts from lesson topics and invite students to actively investigate.
Task cards act as lesson guides - Ensure that learning adventures lead students to their desired destinations.
Faculty assume facilitator roles . As guide-to-the-side challenge and motivate innovative ideas alongside your students explorers.
DOING
FINE D E S K T A G
Desk Tag
NEED HELP
PLEASE!
Show tags on desk to alert facilitator of your team status.
©2013 Ellen Weber (PhD) Mita International Brain Center

3. ©2013 Ellen Weber (PhD) Mita International Brain Center
Sample Task Card
See sample Rubric Submission Below: (First 4 are required)
Accurate facts, grammar, spelling. __________ (5 points)
2. Application of course concepts to real life situations. ______ _(5 pts)
3. Intelligence identified and used effectively. ______ _(5 pts)
Solutions to challenges you and others face related to topic. ____(5 pts)
Evidence of original and creative elements ______ _(5 pts)
(Sample of your additional criteria )
TOTAL points earned for this task card: _____________ (from 25 possible pts)
Please submit your five essential assessment criteria after your #5 criteria is approved with faculty and before you submit your task card assignment for evaluation.
©2013 Ellen Weber (PhD) Mita International Brain Center

4. Task Cards Below Align with CCSS Writing 9 – 12 (see p. 8 – 9)
Identify on main problem in your lesson and build a replica of your solution. In a written document defend your solution to a finding organization.
Create lyrics to teach others key facts about your text or lesson. Use a familiar tune or create a better tune for your lyrics.
Impersonate a main character from lesson. Create 5-day log of 300 words daily to react as that character to topic.
Interview main players from your lesson topic. Create a list of 10 top questions for a mock interview within team.
Create front page of newspaper to show opposing views of topic theme. Support both views with valid research examples.
Design a poster for a mock conference to engage artists and architects in a lesson related solution.
Compare two different people or events in your lesson topic. Show (and support) how each one influenced others.
Create 10 What if …? questions to propose to top entrepreneur you would like to work with on a solution you see.
©2013 Ellen Weber (PhD) Mita International Brain Center

5. Create your own MI Task cards and propose to faculty
©2013 Ellen Weber (PhD) Mita International Brain Center

6. Create your own MI Task cards and propose to faculty
©2013 Ellen Weber (PhD) Mita International Brain Center

7. Create your own MI Task cards and propose to faculty
©2013 Ellen Weber (PhD) Mita International Brain Center

8. ©2013 Ellen Weber (PhD) Mita International Brain Center
Aligns with Eng. Lang Arts Standards > Writing > Gr. 9-10
*Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (all strands)
- Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics
- Develop topic with well-chosen, relevant, facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.
-Provide a concluding statement or section that follows from and supports the information or explanation presented
*Produce clear and coherent writing in which the development, organization, and style are appropriate.
*Use technology, including the Internet, to produce, publish, and update writing products.
*Gather relevant information from multiple authoritative sources.
Draw evidence from informational texts to support analysis, reflection, and research.
©2013 Ellen Weber (PhD) Mita International Brain Center

9. ©2013 Ellen Weber (PhD) Mita International Brain Center
Aligns with Eng Lang Arts Standards > Writing > Gr
*Write informative texts, including narration of historical events, sci. procedures/ experiments, or technical processes.
- Introduce a topic and organize complex ideas, concepts, and information to create a unified whole;
- Develop the topic thoroughly by selecting the most significant and relevant facts and appropriate examples.
- Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogies.
- Provide a concluding section that follows from and supports the information or explanation provided
*Use technology, including the Internet, to produce, publish, and update information.
* Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively.
*Draw evidence from informational texts to support analysis, reflection, and research.
©2013 Ellen Weber (PhD) Mita International Brain Center

10. ©2013 Ellen Weber (PhD) Mita International Brain Center