1. TEACHER 2 TEACHER Fall 2015 Using Multiple Intelligences to Inform Lesson Planning

2. Agenda  Warm-up—How best do you learn?  Howard Gardner’s Multiple Intelligences  Gallery Crawl of MI’s  Take the Test  Meaningful Closure—What did we learn about ourselves?

3. Focus/Review  Everyone needs a half-sheet of paper….  List Top 3 Strategies that Help YOU Learn….1 minute….  Take a minute to compare with the people around you….  Discuss:  Don’t throw away your Half-Sheet!

4. Multiple Intelligences  Howard Gardner—Harvard University Developmental Psychologist who developed the Theory of Multiple Intelligences.  In a nutshell Gardner studied how we best learn and process information.  He developed a list of learning PREFERENCES not styles.  This is important because it’s a conscious choice by the learner to learn a certain way NOT simply the way his/her “brain is wired”.

5. Gardner’s Advice to Teachers 1. Individualize your teaching as much as possible  No more “one size fits all” 2. Pluralize your teaching  Teach material several different ways 3. STOP saying Learning Styles!  Don’t give students a “crutch” or convince them they should learn this way or that way

6. Multiple Intelligence Crawl  Everyone needs a handout….  This handout will help you IDENTIFY the actual “intelligences” Gardner describes along with adding the WHY you believe you have found the correct answer.  In the third column check any area that YOU actually referred to in the warm-up.  DON’T worry about side 2…we’ll get to it!

7. The Multiple Intelligences  Linguistic—spoken word, inflections, meaning, and order of words.  Logical/Mathematical—reason and logic, capacity to conceptualize symbols and actions.  Interpersonal—interacts well with others, sensitive to moods, feelings, and emotions.  Intrapersonal—sensitive to one’s own feelings, goals, and anxieties.  Visual/Spatial—ability to conceptualize and manipulate spaces large or small and having a keen sense of symbols and images.  Body/Kinesthetic—ability to use one’s whole body or parts to create or solve.  Musical/Rhythmic—sensitive to rhythm, pitch, tone, and melody. Drawn to instrumental music or singing.  Naturalistic—ability to make distinctions in the world of nature, drawn to plant or animal life or patterns of nature in general.

8. Let’s Take the TEST!  Using your phone or one of my ipad minis go to this link….  http://www.literacynet.org/mi/home.html  Click the link for assessment and open the form to answer the 56 questions that follow….  When you finish the test you’ll get results about your strengths in order of greatest to least….  List those areas on side 2 of your handout….  Let’s discuss results!

9. What did YOU Learn?  How Do You Learn?  How Do You Teach?

10. Incorporating Intelligences If you are low in these areas try this….  Body/Kinesthetic—add useful movement to an activity, make them move to accomplish something even if it’s just a “Graffiti” exercise.  Musical/Rhythmic—use music (varying forms but NO explicit or profane) as cues to transition from activity to activity….15-30 second snip-its.  Interpersonal—groups of 3 with rotating responsibilities…don’t let same person lead every time.  Intrapersonal—this already happens a lot with independent practice.  Visual/Spatial—add more visuals and clear challenges with those visuals to your activities.  Linguistic—this happens a great deal already BUT make sure you use intentional Academic Language Function….Rex will go more in depth with that in another screencast.  Logical/Mathematical—NEVER…lol…just kidding Math ppl…I kid! Statistics are a great way to incorporate math into any content. Using Poll or Survey information from interesting topics can help blend the math I love!

11. Meaningful Closure  What did this session help you identify and how can you use this information going forward?  My Advice—