Differentiated InstructionCCNY

September 7, 2011

Multiple Intelligences

MyAppointment Clock

Round the Clock Learning BuddiesRound the Clock Learning Buddies

Make an appointment with 12 different people – one for each hour on the clock. Be sure you both record the appointment on your clocks. Only make the appointment if there is an open slot at that hour on both of your clocks.

Tape this paper inside a notebook, or to something that you will

bring to class each day.

Clock partnersPlease complete the clock and find a

different partner for each hour

MI InventoryIndividually please complete the MI

Inventory

DefinitionAs Dr. Gardner describes it, an intelligence is a biological and psychological potential to solve problems and/or create products that are valued in one or more cultural contexts.

One school did…• The KEY LEARNING COMMUNITY is a K-12

Program based upon the Theory of Multiple Intelligences developed by Dr. Howard Gardner of Harvard University. The program is rooted in the belief that all students have eight areas of intelligence.

Curriculum Design Example

The curriculum is designed to allow students opportunities to explore all eight areas of intelligence:

1.linguistic (language)2.logical-mathematical (math) 3.naturalist (science)4.spatial (art/geography) 5.bodily-kinesthetic (physical education/health)6.musical (instrumental/vocal) 7.interpersonal (history/collaboration),8.and intrapersonal (projects/pod/flow)

Then identify and build upon their own individual strengths.

Who do you recognize here?

Think of it this way: J.K. Rowling, Richard Feynmann, Lauryn Hill, Julian Schnabel, Mia Hamm, Colin Powell, Deepak Chopra, Jane Goodall, and Gary Larson are students on your seating chart.

What if your students were…• J.K. is writing the next Harry Potter adventure on scraps of

paper. • Richard is daydreaming the equations enabling a quantum

computer. http://www.feynmanonline.com/• Lauryn softly hums the tunes for the sequel to "The

Miseducation of Lauryn Hill." http://www.youtube.com/watch?v=YiOgu1rnr28&feature=fvst

• Julian has painted brilliant fall leaves on each windowpane. • Mia can't wait to get to PE. • Colin Powell has organized the school's charity fund drive. • Deepak Choprak provides in-class spiritual counseling. • Jane Goodall adds a new animal to the class menagerie daily. • Gary scrawls witty absurdities in the margins of his notebook.

http://www.thefarside.com/ http://www.youtube.com/watch?v=HMvxa1LyMGk

Howard Gardner and some studentshttp://www.thirteen.org/edonline/

concept2class/mi/w1_video1.htmlThis is an Edutopia video in which H.

Gardner explains his theory of Multiple Intelligences

http://www.youtube.com/watch?v=l2QtSbP4FRg

Benefit of MI• You may come to regard intellectual ability more broadly.

Drawing a picture, composing, or listening to music, watching a performance -- these activities can be a vital door to learning -- as important as writing and mathematics. Studies show that many students who perform poorly on traditional tests are turned on to learning when classroom experiences incorporate artistic, athletic, and musical activities.

Take music, for example. As educator, David Thornburg of the Thornburg Institute notes,

"The mood of a piece of music might communicate, clearer than words, the feeling of an era being studied in history. The exploration of rhythm can help some students understand fractions. The exploration of the sounds of an organ can lead to an understanding of vibrational modes in physics. What caused the great scientist Kepler to think of the motions of planets in musical terms? Astronomy students could program a synthesizer to play Kepler's 'music of the spheres' and explore history, science, math and music all at once."

Ways to use Multiple Intelligences

1. In the Personal Work Center (Intrapersonal Intelligence), students explore the present area of study through research, reflection, or individual projects.

2. In the Working Together Center (Interpersonal Intelligence), they develop cooperative learning skills as they solve problems, answer questions, create learning games, brainstorm ideas and discuss that day's topic collaboratively.

3. In the Music Center (Musical Intelligence), students compose and sing songs about the subject matter, make their own instruments, and learn in rhythmical ways.

4. In the Art Center (Spatial Intelligence), they explore a subject area using diverse art media, manipulables, puzzles, charts, and pictures.

5. In the Building Center (Kinesthetic Intelligence), they build models, dramatize events, and dance, all in ways that relate to the content of that day's subject matter.

6. In the Reading Center (Verbal/Linguistic Intelligence), students read, write, and learn in many traditional modes. They analyze and organize information in written form.

7. In the Math & Science Center (Logical/ Mathematical Intelligence), they work with math games, manipulatives, mathematical concepts, science experiments, deductive reasoning, and problem solving.

• http://www.context.org/ICLIB/IC27/Campbell.htm

In groupsFind your 3:00 partner and:Read the intelligence that was given to youUnderstand itMake a list of activities that you can

incorporate in your lessons addressing this intelligence

Linguistic intelligence• Linguistic intelligence involves sensitivity

to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals. This intelligence includes the ability to effectively use language to express oneself rhetorically or poetically; and language as a means to remember information. Writers, poets, lawyers and speakers are among those that Howard Gardner sees as having high linguistic intelligence.

Logical-mathematical intelligenceLogical-mathematical intelligence

consists of the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. In Howard Gardner's words, it entails the ability to detect patterns, reason deductively and think logically. This intelligence is most often associated with scientific and mathematical thinking.

Musical intelligenceMusical intelligence involves skill in the

performance, composition, and appreciation of musical patterns. It encompasses the capacity to recognize and compose musical pitches, tones, and rhythms. According to Howard Gardner musical intelligence runs in an almost structural parallel to linguistic intelligence.

Bodily-kinesthetic intelligenceBodily-kinesthetic intelligence entails

the potential of using one's whole body or parts of the body to solve problems. It is the ability to use mental abilities to coordinate bodily movements. Howard Gardner sees mental and physical activity as related.

Spatial intelligenceSpatial intelligence involves the potential

to recognize and use the patterns of wide space and more confined areas.

Interpersonal intelligenceInterpersonal intelligence is concerned

with the capacity to understand the intentions, motivations and desires of other people. It allows people to work effectively with others. Educators, salespeople, religious and political leaders and counsellors all need a well-developed interpersonal intelligence.

Intrapersonal intelligenceIntrapersonal intelligence entails the

capacity to understand oneself, to appreciate one's feelings, fears and motivations. In Howard Gardner's view it involves having an effective working model of ourselves, and to be able to use such information to regulate our lives.

Naturalist intelligenceNaturalist intelligence enables human

beings to recognize, categorize and draw upon certain features of the environment. It 'combines a description of the core ability with a characterization of the role that many cultures value' (ibid.: 48). 

Existential intelligence,• Existential intelligence, a concern with

'ultimate issues', is, thus, the next possibility that Howard Gardner considers - and he argues that it 'scores reasonably well on the criteria' (ibid.: 64). However, empirical evidence is sparse - and although a ninth intelligence might be attractive, Howard Gardner is not disposed to add it to the list. 'I find the phenomenon perplexing enough and the distance from the other intelligences vast enough to dictate prudence - at least for now' (ibid.: 66).

Stop here – Start group work

Verbal-Linguistic• declarizing • storytelling • retelling • speaking • debating • presenting • reading aloud • dramatizing • book making • nonfiction reading • researching • listening • process writing • writing journals

Read more on TeacherVision: http://www.teachervision.fen.com/intelligence/teaching-methods/2204.html#ixzz1XCTHmn4k

Logical-Mathematical• problem solving • measuring • coding • sequencing • critical thinking • predicting • playing logic games • collecting data • experimenting • solving puzzles • classifying • using manipulatives • learning the scientific model • using money • using geometry

Visual Spatial• graphing • photographing • making visual metaphors • making visual analogies • mapping stories • making 3D projects • painting • illustrating • using charts • using organizers • visualizing • sketching • patterning • visual puzzles

Bodily-Kinesthetic• hands on experiments • activities • changing room arrangement • creative movement • going on field trips • physical education activities • crafts • dramatizing • using cooperative groups • dancing

Musical• humming • rapping • playing background music • patterns • form • playing instruments • tapping out poetic rhythms • rhyming • singing

Interpersonal• classroom parties • peer editing • cooperative learning • sharing • group work • forming clubs • peer teaching • social awareness • conflict mediation • discussing • cross age tutoring • study group • brainstorming

Intrapersonal• personal response • individual study • personal goal setting • individual projects • journal log keeping • personal choice in projects • independent reading

Naturalistic• reading outside • cloud watching • identifying insects • building habitats • identifying plants • using a microscope • dissecting • going on a nature walk • build a garden • studying the stars • bird watching • collecting rocks • making bird feeders • going to the zoo

Bloom’s Taxonomy

2nd class – CCNY – Fall 2011Differentiated Instruction

http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm

NEWOLD

In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. During the 1990's a new group of cognitive psychologist, lead by Lorin Anderson (a former student of Bloom's), updated the taxonomy reflecting relevance to 21st century work. The graphic is a representation of the NEW verbage associated with the long familiar Bloom's Taxonomy. Note the change from Nouns to Verbs to describe the different levels of the taxonomy.

Remembering: can the student recall or remember the information? define, duplicate, list, memorize, recall, repeat, reproduce state

Understanding: can the student explain ideas or concepts? classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase

Applying: can the student use the information in a new way? choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write.

Analyzing: can the student distinguish between the different parts? appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test.

Evaluating: can the student justify a stand or decision? appraise, argue, defend, judge, select, support, value, evaluate

Creating: can the student create new product or point of view? assemble, construct, create, design, develop, formulate, write.

• Bloom's as a learning process.• Bloom's Taxonomy in its various forms represents the process of

learning. It has been simplified in some case like the Three Story Intellect (Oliver Wendell Holmes and Art Costa), but it still essentially represents how we learn.

Before we can understand a concept we have to remember itBefore we can apply the concept we must

understand it

Before we analyse it we must be able to apply it

Before we can evaluate its impact we must have

analysed it

Before we can create we must have remembered, understood, applied, analysed, and evaluated.

The Process of Learning• Before we can understand a concept we have to remember it

• Before we can apply the concept we must understand it

• Before we analyse it we must be able to apply it

• Before we can evaluate its impact we must have analysed it

• Before we can create we must have remembered, understood, applied, analysed, and evaluated.

Let’s make some cubes

Creating a Cubing Exercise

Start by deciding which part of your unit lends itself to optional activities. Decide which concepts in this unit can you create a cube for. Is it possible for you to make 3 cubes for 3 different interests, levels, or topics?

First Step: (use one of the cubes) Write 6 questions that ask for information on the selected unit. Use your 6 levels of Bloom, intelligence levels, or any of the cubing statements to design

questions. Make questions that use these levels that probe the specifics of your unit. Keep one question opinion based – no right or wrong.

Second Step: (use other cubes) Use the first cube as your “average” cube, create 2 more using one as a lower level and one as

a higher level. Remember all cubes need to cover the same type of questions, just geared to the level, don’t

water down or make too busy! Label your cubes so you know which level of readiness you are addressing. Hand your partner the cubes and ask if they can tell high, medium, or low. If they can’t tell,

adjust slightly. Third Step:

Always remember to have an easy problem on each cube and a hard one regardless the levels. Color code the cubes for easy identification and also if students change cubes for questions. Decide on the rules: Will the students be asked to do all 6 sides? Roll and do any 4 sides? Do

any two questions on each of the 3 cubes?

Places to get questions:Old quizzes, worksheets, textbook-study problems, students generated.

CUBINGCUBING1. Describe it: Look at the subject

closely (perhaps with your senses as well as your mind)

2. Compare it: What is it similar to? What is it different from?

3. Associate it: What does it make you think of? What comes to your mind when you think of it? Perhaps people? Places? Things? Feelings? Let your mind go and see what feelings you have for the subject.

4. Analyze it: Tell how it is made? What are it’s traits and attributes?

5. Apply it: Tell what you can do with it. How can it be used?

6. Argue for it or against it: Take a stand. Use any kind of reasoning you want – logical, silly, anywhere in between.

Or you can . . . .

Rearrange itIllustrate itQuestion itSatirize itEvaluate itConnect itCartoon itChange it Solve it

Ideas for Cubing

Arrange ________ into a 3-D collage to show ________

Make a body sculpture to show ________

Create a dance to show Do a mime to help us understand Present an interior monologue

with dramatic movement that ________

Build/construct a representation of ________

Make a living mobile that shows and balances the elements of ________

Create authentic sound effects to accompany a reading of _______

Show the principle of ________ with a rhythm pattern you create. Explain to us how that works.

Ideas for Cubing in Math Describe how you would solve ______ Analyze how this problem helps us

use mathematical thinking and problem solving

Compare and contrast this problem to one on page _____.

Demonstrate how a professional (or just a regular person) could apply this kink or problem to their work or life.

Change one or more numbers, elements, or signs in the problem. Give a rule for what that change does.

Create an interesting and challenging word problem from the number problem. (Show us how to solve it too.)

Diagram or illustrate the solutionj to the problem. Interpret the visual so we understand it.

Cubing

Cubing

Cubing

Red

Cube

DescribeYour favorite picture in the

story Family Pictures. Tell

why you picked that one.

Big Idea:To understand basic connections that all people have regardless of

their culture in order to function in the real world

CompareYour favorite picture in the story

Family Pictures to a similar activity in your life. You may use words and/or

pictures

ListWords that describe your feelings about the Mexican culture as you look at each

picture in the story.

ChartUsing a Venn diagram, show your favorite things and compare to the

favorite things you found in the story. Find common areas that you and the

story share.

Third Grade

Southwest Unit

Cubing ExampleFamily Pictures by

Carmen Lomas Garza

AnalyzeThe favorite things in the story by understanding why these might be

traditions in the culture. If you were a researcher asked about the important things in the Mexican culture, what

would you say.

Adapted from a lesson by

Joy Peters, Nebraska

JustifyThe story describes a family that speaks a different language and come from a

different culture. Justify why it is important to meet people who speak a different language and have a different

culture.

Orange

Cube

DescribeThe Mexican culture using at least

three sentences with three describing words in each sentence.

Big Idea:To understand basic connections that all people have regardless of

their culture in order to function in the real world

CompareUse the Compare/Contrast graphic organizer and look at areas of food, shelter, traditions, family life, fun

PretendThat you are a child from Mexico. Tell me about your day. What would your chores be? What would you eat? How

would you spend your free time? Would you take naps? Tell me why.

CritiqueFind another story to read at the reading

center. Compare it to Family Pictures and discuss elements you liked and did

not like of either.

Third Grade

Southwest Unit

Cubing ExampleFamily Pictures by

Carmen Lomas Garza

CreateMake your own family album by

drawing at least five special activities your family shares

Adapted from a lesson by

Joy Peters, Nebraska

DanceChoreograph a dance or mime to

represent three main ideas that you learned about the Mexican culture.

Cubing with Charlotte’s WebBasic Cube1. Draw Charlotte as you

think she looks.

2. Use a Venn diagram and compare Charlotte and Fern.

3. Use a comic strip to tell what happened in this chapter.

4. Shut your eyes and describe the barn. Jot down your ideas.

5. Predict what will happen in the next chapter using symbols.

6. In your opinion, why is Charlotte a good friend?

Abstract Cube1. Use a graphics program on the

computer and create a character web for Wilbur.

2. Use symbols on a Venn diagram to compare Wilbur and Charlotte.

3. Draw the farm and label the items, people, and buildings.

4. Use a storyboard to show the progress of the plot to this point.

5. What is the message that you think the writer wants people to remember? Draw a symbol that illustrates your ideas.

6. When you think of the title, do you agree or disagree that it is a good choice? Why or why not?

Theme Describe the theme of your poem in a

paragraph. Check fortopic sentence,

supporting detailsand conclusion

Figurative Language Using a graphic

organizer, list all thesimiles and metaphors

in your poem. If you need help finding

metaphors, consult With your group members

Line Describe the way

the lines are arranged

Rhyme Figure out the rhymescheme of the poem.

Be prepared toteach it to the

class.

Setting Illustrate the setting ofyour poem. Use color (markers, pencils) andgive your picture a titlethat is connected to the poem but not the

title of the poem

Speaker Describe the speaker

of this poem. Beprepared to share

orally.

8th Grade Poetry

Beth Atkins & Kay Brimijoin

(1999) Amherst, VA

Theme Compare the theme of

your poem to the themeof a story or novel youhave read. Use a Venndiagram to show your

comparison.

Figurative Language Tell how the similes

and metaphors in yourpoem enhance the

imagery. Be preparedto share orally.

Rhyme What does the rhymescheme have to do with the meaning ofthe poem? Why doyou think the poet

chose this pattern?

Line Describe the impactthe line arrangement

has on the poem.Argue convincingly

In a short paragraph.

Setting Illustrate the setting ofyour poem. Use color (markers, pencils) andgive your picture a titlethat is connected to the poem but not the

title of the poem

Speaker How does the speaker

feel? Find at least 2feelings and be

prepared to explainorally.

8th Grade Poetry

Beth Atkins & Kay Brimijoin

(1999) Amherst, VA

ThemeWrite a short poem toexpress the theme ofthe poem you have

chosen. Choose yourown style.

Figurative LanguageWrite 2 more similesand metaphors thatcould be added to

the poem.

RhymeProvide other examples

Of rhyme or rhythmBesides end rhyme used in your poem.How does this addTo the sound of thePoem? Be prepared

To share orally

LineHow would the poet

arrange the next linesof this poem if he/shewere extending the

meaning and theme?

SettingIf your poet were an

artist, how wouldhe/she express thispoem as a picture?

Use markers, pencils,etc. to illustrateyour answer.

SpeakerCreate another line for

this poem that thespeaker may have

written.

Beth Atkins & Kay Brimijoin

(1999) Amherst, VA

8th Grade Poetry