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Elements of the TCI Approach. Part 1. Theory. Multiple Intelligences Howard Gardner. Multiple Intelligence. Intelligence An intelligence is the ability to solve problems, or to create products, that are valued within one or more cultural settings. Linguistic Intelligence. Video Language
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Elements of the TCI Approach Part 1
Theory • Multiple Intelligences • Howard Gardner
Multiple Intelligence • Intelligence • An intelligence is the ability to solve problems, or to create products, that are valued within one or more cultural settings.
Linguistic Intelligence • Video • Language • Reading • Writing • Listening • Talking
Logical-Mathematical Intelligence • Video • Deductive Reasoning • Scientific thinking • Ability to understand details as part of a general pattern • Objective observations • Draw conclusions
Visual – Spatial Intelligence • Video • Excels in visual arts • Navigation • Mapmaking • Architecture • Ability to form images and pictures in the mind
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
Musical Intelligence • Video • Video
Interpersonal Intelligence • Video • Get along well within a group • Work well in teams • Fostering teambuilding
Intrapersonal Intelligence • Video
Naturalistic Intelligence • Video
Research-based • Cooperative learning • Active learning • Spiral Curriculum • Differentiation • Diagnostic Assessment • Figure out where students are on the staircase • UbD • Nonlinguistic Representation • Marzano
Cooperative Learning • Leads to higher test scores • Elizabeth Cohen • Heterogeneous groups • Tasks • Group evaluations • Johnson and Johnson
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.
Understanding by Design • Grant Wiggins and Jay McTighe • Backward Design • Desired Results • Assessment • Learning Plan • Video
Nonlinguistic Representation • Robert Marzano • Graphic organizers • Visual learners • Kinesthetic learners • Human bar graph • Classroom exercise on separation of powers
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
Building a Concept Wall • Part of Stage 1 • Includes Essential Questions • Enduring understandings • GPS • Graphic organizers • Video
Preview Assignment • Short engaging task (p. 22) • Analogies • Reviewing using higher order questions. • Comparing personal experiences to key concepts • Create a product • Publisher • Predicting
Provocative Propositions • Responding to Visual Images (p.26)
Responding to Music • What if sketch • You were There Scenarios
Visual Discovery • Use powerful images
Ask carefully sequenced questions • Use Bloom’s (p. 31)
Use Detective Analogy to Developing Questions • Gather evidence • Interpret evidence • Make hypotheses
Interact with images • Use props, e.g., hats, shawls • Step into the picture • Act-it-out (p 35) • Statues act-it-out
Group presentation Act-it-out • Impromptu act- it-out
Social Studies Skill Builder • Compare and contrast • Greece and Rome • Use stimulating resources
Challenge students to use their multiple intelligences • Encourage students to work as a team • Hands-on-practice • Spiral the curriculum (p 40)
Teach the skill through modeling and guided practice Page 41
Prepare students to work in pairs • Elbow buddies • Think-pair-share
Debrief an activity (Closure) • Political Spectrum • Values-Orientation Spectrum • Moral Continuum • Chronology • Logical Categorization • Human Graph • Do in groups.
Experiential Exercise • Use short, memorable experiences to help students grasp concepts. • World War I exercise • Butter Battle activity • Assembly Line • Fear of Dots
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
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
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?”
Experiential Exercises • Ask carefully crafted questions • Refer to page 54
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
Writing for understanding • Give students rich experiences to write about • Meaningful media • Creative group work • Role play • T-chart
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
Writing for understanding • Authentic Writing Assignments • Dialogue • Eulogies • Obituaries • Wanted Poster • Journal Entries • Traveling with Lewis and Clark • Letters
Newspaper Editorial • Interviews • Poetry or Song Lyrics • Position Papers • Job Descriptions (not in book)
Writing for understanding • Guide students through the writing process • Clear expectations • Use rubrics • Draft • Peer – feedback • Require revisions • Final Drafts
Problem Solving Groupwork • Group work