Post on 19-Dec-2015
Top Down ModelTop Down Model (Questions asked by the district and building administrators)
What are the core curriculum standards?What will be on the end-of-level tests?What programs or text books are we implementing?What are our grade level or department goals?What regulations and program do I have to follow?What reading or math programs do we adopt?
The Role of the The Role of the Educator in Educator in EducationEducation
Bottom Up ModelBottom Up Model (Questions asked by the classroom teacher)
Who are my students?What are their abilities?What are their strengths?What are their interests?What are their life experiences and background?What are their weaknesses?What do I personally bring to the table? (strengths, abilities, interests etc.)
The Role of the The Role of the Educator in Educator in EducationEducation
How much overlap does How much overlap does your school have (your school have (or allowor allow)?)?
Bottom Up ModelTop Down Model
The Role of the The Role of the Educator in Educator in EducationEducation
Where do the Where do the mermaids mermaids
stand?stand?
GiantsGiants
WizarWizardsds
DwarfDwarfss
by Robert Fulghum
Bringing Bringing Literature to Literature to
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In order to create the rich, environment needed to stimulate powerful learning for all students, current research shows
that all 19 senses need to be stimulated. YES, 19 Senses (not 5)
SightSight HearingHearing Touch Touch Taste Taste SmellSmell Balance Balance Vestibular Vestibular PainPain Eidetic Eidetic imagery Temperatureimagery Temperature MagneticMagnetic Ultraviolet Ultraviolet Infrared Infrared IonicIonicVomeronasal Proximal Vomeronasal Proximal ElectricalElectricalGeogravimetric Geogravimetric BarometricBarometric
How do we create Powerful Learning?How do we create Powerful Learning?
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Curriculum and instructional strategies need to be based upon being there input (stimulating as
many senses as possible) extended by immersion and enriched with hands on of the real thing.
In contrast, learning based on secondary input (print with some video) is inherently brain-
antagonistic because it severely restricts input. The fewer senses involved, the more difficult the
task of learning becomes for all learners.
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What is taken in by the senses (all 19 senses) makes for profound differences in the structure of the brain (the more senses involved, the more efficiently
and successfully the brain is able to work.)
Learning is a product of the creation of dendrites connecting to neurons in the brain. This complex web of connections is possible in any brain, but is
dependant upon powerful, real world experiences.
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Students of today (the Nintendo and video generation) come to our classes with very little
experience of the real world and thus with minimal conceptual understanding of what makes the world
work.(In other words, their neuro net is limited.) In the past we could assume that students came to school with a wide range of experiences of the real world
and the concepts and language that come with such experience. But that is not true today.
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Today’s students are starved for exposure to reality. They are coming with a shortage of
experiences with the real world and the concepts and language that accompany them. They are
therefore ill-equipped to adequately learn from our secondhand sources. For example, we have known
for some time that 80 percent of reading comprehension depends upon prior knowledge. In
effect, one can only take from a book what one brings to the book. Books can expand our
knowledge but cannot create it from scratch
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Multiple IntelligencesMultiple IntelligencesCurrent research has identified eight (8)
intelligences, only two of which are focused on in traditional schooling. One of the truly
revolutionary discoveries is that we all possess portions of each of the intelligences. We each
favor certain intelligences as our particular strengths, but we all possess portions of each.
Another revolutionary discovery, at least to education, is that in order to truly educate a student, any student, all 8 intelligences must be developed
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Verbal/LinguisticVerbal/Linguistic• The ability to use language to convince others of a course of
action• Like to write• Spin tall tales or tell jokes and stories• Have a good memory for names, places, dates, or trivia• Enjoy reading books in their spare time• Spell words accurately and easily• Appreciate nonsense rhymes and tongue twisters• Like doing crossword puzzles or playing games
• Emily Dickinson, William Shakespeare, Edgar Allen PoeEmily Dickinson, William Shakespeare, Edgar Allen Poe
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Logical/MathematicalLogical/Mathematical• Compute arithmetic problems quickly in their head
• Enjoy using computers
• Ask questions like; “Where does the universe begin?” “What happens after we die?” “When did time begin?”
• Play chess, checkers, or other strategy games, and win
• Reason things out logically and clearly
• Devise experiments to test out things they don’t understand
• Stephen Hawking, Isaac Newton, Marie CurieStephen Hawking, Isaac Newton, Marie Curie
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Spatial/MechanicalSpatial/Mechanical• Spend free time engaged in art activities
• Report clear visual images when thinking about something
• Easily read maps, charts, and diagrams
• Draw accurate representations of people or things
• Like it when you show movies, slides, or photographs
• Enjoy doing jigsaw puzzles or mazes
• Daydream a lot
• Michelangelo, Georgia O’Keefe, Frank Lloyd WrightMichelangelo, Georgia O’Keefe, Frank Lloyd Wright
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Bodily/KinestheticBodily/Kinesthetic• Do well in competitive sports• Move, twitch, tap, or fidget while sitting in a chair• Engage in physical activities such as swimming, biking,
hiking, or skateboarding• Need to touch people when they talk to them• Enjoy scary amusement rides• Demonstrate skill in a craft like woodworking, sewing, or
carving• Cleverly mimic other people’s gestures, & behaviors
• Michael Jordan, Jim Carey, Wilma Rudolph
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MusicalMusical• Play a musical instrument• Remember melodies to songs • Tell you when a musical note is off key• Say they need to have music on in order to study• Collect records or tapes• Sing songs to themselves• Keep time rhythmically to music
• Mozart, Ella Fitzgerald, George GershwinMozart, Ella Fitzgerald, George Gershwin
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InterpersonalInterpersonal• Have lots of friends
• Socialize a great deal at school or around the neighborhood
• Seem to be “street-smart”
• Get involved in after-school group activities
• Serve as the “family mediator” when disputes arise
• Enjoy playing groups games with other students
• Have lots of empathy for the feelings of others
• Nelson Mandela, Mahatma Gandhi, Ronald ReaganNelson Mandela, Mahatma Gandhi, Ronald Reagan
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IntrapersonalIntrapersonal• Display a sense of independence or a strong will• React with strong opinions when controversial topics are
being discussed• Seem to live in their own private, inner world• Like to be alone to pursue some interest, or hobby• Seem to have a deep sense of self-confidence• March to the beat of a different drummer in their style of
dress, their behavior, or their general attitude• Motivate themselves to do well on independent projects
• Mother Teresa, Victor Frankl, C. S. LewisMother Teresa, Victor Frankl, C. S. Lewis
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NaturalistNaturalist• Communion with nature
• Caring for, taming,, and interacting with living creatures
• Sensitivity to nature’s “flora”
• Recognize and classify members of a species
• Growing things
• Appreciating the impact of nature on the self (and the self of nature)
• Rachel Carson, Henry David Thoreau, John Muir Rachel Carson, Henry David Thoreau, John Muir
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Multiple IntelligencesMultiple IntelligencesBy Howard Gardner
“We should spend less time ranking children and more time helping them to identify their natural competencies and gifts, and cultivate those. There are hundreds and hundreds of ways to succeed, and many, many different abilities that will help you get there.”
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Question #1: How will these scores affect this student’s ability to succeed in a
traditional classroom setting?
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Question #2: How would these traits affect a teacher’s ability to teach? What biases
will you bring to the classroom?
Bringing Bringing Literature to Literature to
LifeLifeOkay, this sounds reasonable BUTBUT…
“Let’s talk about… you’re big but.”
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Needs Assessment
“I don’t want to know that all students can learn, I want to
know what you do when they don’t.” Richard Dufour
The Multiple Intelligences The Multiple Intelligences of Reading and Writingof Reading and Writing““Making the Words Making the Words
Come Alive”Come Alive”
Thomas Thomas ArmstrongArmstrong
The Multiple Intelligences The Multiple Intelligences of Reading and Writingof Reading and Writing““Making the Words Making the Words
Come Alive”Come Alive”The Conundrum of Multiple The Conundrum of Multiple
IntelligencesIntelligences
Thomas Thomas ArmstrongArmstrong
Bodily/Kinesthetic
Spatial/Mechanical
Musical
Verbal/Linguistic
Naturalist
Logical/Mathematical
Intrapersonal
Interpersonal
The Multiple Intelligences The Multiple Intelligences of Reading and Writingof Reading and Writing““Making the Words Making the Words
Come Alive”Come Alive”The Conundrum of Multiple The Conundrum of Multiple
IntelligencesIntelligences
Thomas Thomas ArmstrongArmstrong
Bodily/Kinesthetic
Spatial/Mechanical
Musical
Verbal/Verbal/LinguisticLinguistic
Naturalist
Logical/Mathematical
Intrapersonal
Interpersonal
Page 6-7Page 6-7
Whether we like it or not, one of the best things that we as educators can do to help our students achieve success in this culture is to assist them in becoming as fully literate as possible… What we really need are not reasons or excuses for why so many children and adults are not literate, but rather positive solutions for helping empower everyone with the skills of literacy… I advocate an approach to literacy based on the belief that there is no one best way to teach reading and writing skills, in part because each person is so differently organized neurologically, and that the best attitude to adopt in any literacy program is a multiple-solution focus… reading and writing are not simply linguistic acts; they involve all of the intelligences, and many more areas of the brain are involved in literacy acquisition than has previously been assumed by educators working in the field. We have limited ourselves too much in the past – even in the field of MI theory – by considering too narrow a range of interventions, and ignoring many other strategies that are available for helping children and adults acquire literacy skills.
Introduction
Thomas Thomas ArmstrongArmstrong
The Multiple Intelligences The Multiple Intelligences of Reading and Writingof Reading and Writing““Making the Words Making the Words
Come Alive”Come Alive”
The Multiple Intelligences The Multiple Intelligences of Reading and Writingof Reading and Writing““Making the Words Making the Words
Come Alive”Come Alive”Page 7, 21Page 7, 21
…Literacy emerged out of our oral language capacities (verbal/linguistic intelligence), our logical capabilities (logical/mathematical intelligence), our physical movement (bodily/kinesthetic intelligence), our image-making abilities (spatial/mechanical intelligence), our musical proclivities (musical intelligence), our emotional life (intrapersonal intelligence), our attempts to decipher and control nature (naturalist intelligence), and our impulse to connect meaningfully with others (interpersonal intelligence)… A revolution of sorts is required in the way that we think about reading and writing, so that more of the brain’s power may be brought to bear upon the acquisition of these valued skills.
The biggest question is whether we as educators are going to teach literacy skills in such a way that the words lie dead there on the page for so many students, or, conversely, whether we’re going to take positive steps toward the ultimate goal of making the words come alive for all students.
Introduction
Thomas Thomas ArmstrongArmstrong
The Multiple Intelligences The Multiple Intelligences of Reading and Writingof Reading and Writing““Making the Words Making the Words
Come Alive”Come Alive”Page 10-11Page 10-11
1.“The Blind Educators and the The Blind Educators and the Literacy LionLiteracy Lion”
Thomas Thomas ArmstrongArmstrong
The Multiple Intelligences The Multiple Intelligences of Reading and Writingof Reading and Writing
““Making the Words Making the Words Come AliveCome Alive”
Page 10-11Page 10-11
1 “The Blind Educators and the The Blind Educators and the Literacy LionLiteracy Lion”“This beast is made up of whole words! Yes, all
sorts of words, like the and captain and sure and poultry and wizard and tens of thousands more.”
Thomas Thomas ArmstrongArmstrong
The Multiple Intelligences The Multiple Intelligences of Reading and Writingof Reading and Writing““Making the Words Making the Words
Come Alive”Come Alive”Page 10-11Page 10-11
1.“The Blind Educators and the The Blind Educators and the Literacy LionLiteracy Lion”“This animal isn’t made up of whole words! It
is made up of sounds! Sounds like ‘thhh’ and ‘buh’ and ‘ahhhh’ and ‘ayyyy’ and ‘juh’ and many more. In fact, I counted all the sounds, and there are exactly 44!”
Thomas Thomas ArmstrongArmstrong
The Multiple Intelligences The Multiple Intelligences of Reading and Writingof Reading and Writing““Making the Words Making the Words
Come Alive”Come Alive”Page 10-11Page 10-11
1.“The Blind Educators and the The Blind Educators and the Literacy LionLiteracy Lion”“This creature isn’t made of sounds or whole
words. It’s constructed out of stories, and fables, and songs, and chants, and poems, and storybooks, and Big Books, and board books, and novels, and plays, and whole libraries full of living, exciting tales, and lots more besides!”
Thomas Thomas ArmstrongArmstrong
The Multiple Intelligences The Multiple Intelligences of Reading and Writingof Reading and Writing““Making the Words Making the Words
Come Alive”Come Alive”Page 10-11Page 10-11
1.“The Blind Educators and the The Blind Educators and the Literacy LionLiteracy Lion”“They’re all wrong! This beast is made up of whole cultures, and people crying out for freedom and power, and it’s about understanding who we are and what we’re capable of, and how each of us can speak, and read, and write with our own voices, and in this way contribute to the good of all.”
Thomas Thomas ArmstrongArmstrong
The Multiple Intelligences The Multiple Intelligences of Reading and Writingof Reading and Writing““Making the Words Making the Words
Come Alive”Come Alive”Page 32-34Page 32-34
2.“2.“Coming to Grips with the Muscularity of Coming to Grips with the Muscularity of WordsWords””
(Bodily/Kinesthetic Intelligence)(Bodily/Kinesthetic Intelligence)I’ve often suggested to educators that if, after reading a story, teachers would simply have students quickly role-play the material that they have just read, reading comprehension levels would increase rapidly for many students, particularly for many of those students who have been labeled as having attention deficit hyperactivity disorder (ADHD) or learning disability.
What we’re asking students to do is think through material in the text through their bodies, instead of simply requiring them to sit still at their desks and do all the thinking invisibly.
Tell them that in addition to having a physical body, they also have an imaginary kinesthetic body. After reading a text, have students experience the action of the text (if it is a narrative) by closing their eyes and imagining themselves in the story.
Thomas Thomas ArmstrongArmstrong
The Multiple Intelligences The Multiple Intelligences of Reading and Writingof Reading and Writing““Making the Words Making the Words
Come Alive”Come Alive”Page 49Page 49
3.“3.“Seeing the Visual Basis of Seeing the Visual Basis of LiteracyLiteracy””
(Spatial/Mechanical Intelligence)(Spatial/Mechanical Intelligence)Perhaps the simplest activity – and one that I believe would make a big difference in the reading comprehension rates of students, especially for those with good imaginations – would be to ask students anytime they have read a body of text to close their eyes for a minute or two and picture what they’ve just read.
To go one step further, students might be asked to draw their images of what they’ve just read, making quick one- to – three-minute sketches or creating longer art projects.
Another approach to employing visual imagery in reading involves the use of guided imagery to help students into the text.
Thomas Thomas ArmstrongArmstrong
The Multiple Intelligences The Multiple Intelligences of Reading and Writingof Reading and Writing““Making the Words Making the Words
Come Alive”Come Alive”Page 55, 57Page 55, 57
4.“4.“Grooving with the Rhythms of Grooving with the Rhythms of LanguageLanguage””
(Musical Intelligence)(Musical Intelligence)Notice how, this sentence is particularly; difficult to, read because, I; have put in, punctuation, marks that, disturb the, basic, flow of what I am, trying to, say.
Whereas, when I place the punctuation marks appropriately, my ability to communicate effectively with you becomes much smoother.
This little experiment provides a small indication of the huge importance that rhythm, meter, and music have in language and literacy… The rhythms of music stir words to life in our great orators (remember Martin Luther King Jr.’s historic “I Have a Dream” speech)…
Thomas Thomas ArmstrongArmstrong
The Multiple Intelligences The Multiple Intelligences of Reading and Writingof Reading and Writing““Making the Words Making the Words
Come Alive”Come Alive”Page 63Page 63
4.“4.“Grooving with the Rhythms of Grooving with the Rhythms of LanguageLanguage””
(Musical Intelligence)(Musical Intelligence)There is the sense in education that music is a frill and that, aside from small doses of it in cute little songs and rhymes, formal reading programs are much too serious to be bothered by this kind of creative nonsense. And yet, for the highly musical individual who struggles with reading using traditional methods, such a program might well be the key that gives them access to the world of literacy.
Look for environmental sounds in texts, such as rain falling, the wind blowing against the trees, or the sounds of an avalanche.
Have students keep a journal of sounds and rhythms they hear in their everyday world.
Thomas Thomas ArmstrongArmstrong
The Multiple Intelligences The Multiple Intelligences of Reading and Writingof Reading and Writing““Making the Words Making the Words
Come Alive”Come Alive”Page 68, 75, 80Page 68, 75, 80
5.“5.“Calculating the Logic of WordsCalculating the Logic of Words””(Logical/Mathematical Intelligence)(Logical/Mathematical Intelligence)
(The logic or illogic of letters, sounds and words.) There are more than 1,100 ways that letters in English can be used to symbolize the 44 sounds in the spoken language. This diversity gives rise to sentences that would baffle just about anyone trying to learn the code. Some examples: “The bandage was wound around the wound.” “The farm was used to produce produce.” The soldier decided to desert his dessert in the desert.”
In a classroom, students who have logical proclivities may be interested in thinking about and creating both logical and illogical sentences.
Ask students to share the problem-solving process they go through when reading something that they don’t initially understand. Encourage them to articulate what questions, ideas or strategies work best for them.
Thomas Thomas ArmstrongArmstrong
The Multiple Intelligences The Multiple Intelligences of Reading and Writingof Reading and Writing““Making the Words Making the Words
Come Alive”Come Alive”Page 82,Page 82,
6.“6.“Feeling the Emotional Power of Feeling the Emotional Power of TextText””
(Intrapersonal Intelligence)(Intrapersonal Intelligence)I have to chuckle a little when I hear educators and researchers discuss reading and writing as if they were exact sciences… I suspect that for most of us, our early memories of literacy acquisition were probably not scientifically neutral experiences… Instead, I’ll bet these memories were something far more luminous, set in a complex web of emotions: sitting in the arms of a loved one reading a book together, angrily attempting to write some words after a real or imagined slight, writing a love note to a secret admirer, listening to a fairy tale before drifting off into dreamland.
(Quote by 1971 Noble Prize winner in Literature – Pablo Neruda p. 82)
Thomas Thomas ArmstrongArmstrong
The Multiple Intelligences The Multiple Intelligences of Reading and Writingof Reading and Writing““Making the Words Making the Words
Come Alive”Come Alive”Page 91-92Page 91-92
6.“6.“Feeling the Emotional Power of Feeling the Emotional Power of TextText””
(Intrapersonal Intelligence)(Intrapersonal Intelligence)What are we doing in our literacy programs, reading classes, and literature courses to help students feel deeply what they read? We need to remember that while illiteracy is a terrible plague on society, so is aliteracy, a term I like to use to describe people who are able to read, but choose not to do so. Too many people are turned off by text because they feel there is nothing in the words that speaks to their lives, their concerns, their hopes and dreams.
Select materials for reading that has been passionately written. Avoid textbook materials that have been written by committees or with a “school culture” voice.(share from Beyond the Aspen Grove by Anne H. Zwinger p. 278)
In writing activities, help students move beyond the superficial mechanics of writing to focus on what real writers care about: telling a moving story in the most compelling way possible…
Thomas Thomas ArmstrongArmstrong
The Multiple Intelligences The Multiple Intelligences of Reading and Writingof Reading and Writing““Making the Words Making the Words
Come Alive”Come Alive”Page 99Page 99
7.“7.“Relating to the Social Context of Relating to the Social Context of LiteracyLiteracy””
(Interpersonal Intelligence)(Interpersonal Intelligence)(The Power of Words) An 8 year old writes the words “Go Away!” on a piece of paper and tacks it to his bedroom door, and suddenly he shapes the social world around him in a tangible way…
A 6th grader writes an essay on environmental waste that helps to create a recycling program for her school
A teenager writes a passionate love letter to a girl he just met and discovers to his joy that it serves to transform an accidental meeting into a significant romantic relationship.
An adult writes an article for a local newspaper on recent layoffs in his community and generates a political action group from among several of its unemployed readers.
Thomas Thomas ArmstrongArmstrong
The Multiple Intelligences The Multiple Intelligences of Reading and Writingof Reading and Writing““Making the Words Making the Words
Come Alive”Come Alive”Page 99-100Page 99-100
7.“7.“Relating to the Social Context of Relating to the Social Context of LiteracyLiteracy””
(Interpersonal Intelligence)(Interpersonal Intelligence)(The Impotence of Words) The infant may “up” until she is blue in the face, and no one may come. The school child may write the environmental essay, only to have it filled with red pencil marks and given a D for poor penmanship. The teenager may strike out with both the letter and the girl. The adult may find his submission to periodicals met with rejection at every turn.
…No mini-revolution, no big or small social reforms to create, no cultural transformations to effect – but rather serve only the narrowest social goal of “doing what the teacher wants me to do.” When students feel their words are written only to be graded and then tossed into the wastepaper basket, then clearly they are being indoctrinated into the social impotence of words.
Thomas Thomas ArmstrongArmstrong
The Multiple Intelligences The Multiple Intelligences of Reading and Writingof Reading and Writing““Making the Words Making the Words
Come Alive”Come Alive”Page 111, 115Page 111, 115
8.“8.“Speaking out About the Oral Basis of Speaking out About the Oral Basis of Reading and WritingReading and Writing””
(Verbal/Linguistic Intelligence)(Verbal/Linguistic Intelligence)Even people who may not be able to read or write a single word have the ability to speak thousands of different words and know what they mean. They can orally construct complex sentences with elaborate syntax and intricate meanings…Oral language has had an enormous head start over written language in evolution and history…
Prior knowledge of words and their meanings – a good oral vocabulary – is a very useful prerequisites to launching into the experience of reading and writing. Consequently, any program that provides students with plenty of exposure to spoken words through discussions, conversations, dialogues, lectures, storytelling, and plays, as well as through having books read to them on a regular basis, will help create a strong foundation for literacy acquisition.
Thomas Thomas ArmstrongArmstrong
The Multiple Intelligences The Multiple Intelligences of Reading and Writingof Reading and Writing““Making the Words Making the Words
Come Alive”Come Alive”Page 123-124Page 123-124
9.“9.“Opening the Book of NatureOpening the Book of Nature””(Naturalist Intelligence)(Naturalist Intelligence)
Words and literacy have a central relationship to the natural world… for example, …humans were pre-adapted neurologically for reading through, among other things, the ancient skill of animal tracking, which could be considered the “reading” of hoof and paw prints. In ancient Egypt, the need the to control the flooding Nile using vast irrigation systems, led to more complex social organizations and the need to develop a system of writing to handle the increased workload.
A young child is alive with the rhythms and sensations of nature – she revels in watching a bird fly, smelling a flower, feeling the wind against her face, observing a squirrel eating a nut. These experiences captivate the child in a way that words, lying lifeless on a page, simply cannot.
However, as a child is introduced to printed words and discovers the mysteries they can reveal about the world around her, they too become imbued with a kind of magical natural quality Thomas Thomas
ArmstrongArmstrong
The Multiple Intelligences The Multiple Intelligences of Reading and Writingof Reading and Writing““Making the Words Making the Words
Come Alive”Come Alive”Page 127, 132Page 127, 132
9.“9.“Opening the Book of NatureOpening the Book of Nature””(Naturalist Intelligence)(Naturalist Intelligence)
As they walk, students may be asked to name the many natural things they see… Once back in the classroom, each student might assemble (these words) into a story or poem.
In a nature-focused literacy program, many student’s first words might consist of onomatopoetic words based in nature, such as buzz, splash and murmur.
Sitting in a chair at a table or desk in a classroom with fluorescent lighting and no windows is certainly one of the worst places for highly naturalistic students to do their reading and writing…Have students go to a specific place in nature (preferably of their choosing) for 5 to 10 minutes a day for a week or longer and read or write down their observations in a notebook.
Thomas Thomas ArmstrongArmstrong
Multiple Multiple IntelligencesIntelligences
in the in the ClassroomClassroom
By Thomas Armstrong
Bringing Bringing Literature to Literature to
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Eight Ways of LearningEight Ways of LearningChildren who
are highly:THINK LOVE NEED
Verbal-Linguistic
in words reading, writing, telling stories, playing word games
books, tapes, writing tools, paper, diaries, dialogue, discussion, debate, stories
Logical-Mathematical
by reasoning experimenting, questioning, figuring out logical puzzles, calculating
materials to experiment with, science materials, manipulatives, trips to the planetarium and science museums
Spatial-Mechanical
in images and pictures designing, drawing, visualizing, doodling
art, LEGOS, video, movies, slides, imagination games, mazes, puzzles, illustrated books, trips to art museums
Bodily-Kinesthetic
through somatic sensations
dancing, running, jumping, building, touching, gesturing
role play, drama, movement, things to build, sports and physical games, tactile experiences, hands-on learning
Musical via rhythms and melodies
singing, whistling, humming, tapping feet and hands, listening
sing-along time, rips to concerts, music playing at home and school, musical instruments
Interpersonal by bouncing ideas off other people
leading, organizing, relating, manipulating, mediating, partying
friends, groups games, social gatherings, community events, clubs, mentors/apprenticeships
Intrapersonal in relation to their needs, feelings and goals
setting goals, meditating, dreaming, planning, reflecting
secret places, time alone, self-paced projects, choices
Naturalist through nature and natural forms
playing with pets, gardening, investigating nature, raising animals, caring for planet earth
access to nature, opportunities for interacting with animals, tools for investigating nature (e.g., magnifying glass, binoculars)
Eight Ways of TeachingEight Ways of TeachingIntelligence Teaching Activities Teaching Materials Instructional Strategies
Verbal-Linguistic
lectures, discussions, word games, storytelling, choral reading, journal writing
books, tape recorders, word processors, stamp sets, books on tapes
read about it, write about it, talk about it, listen to it
Logical-Mathematical
brain teasers, problem solving, science experiments, number games, mental calculation,, critical thinking
calculators, math manipulatives, science equipment, math games
quantify it, think critically about it, put it in a logical framework, experiment with it
Spatial-Mechanical
visual presentations, art activities, imagination games, mind-mapping, metaphor, visualization
graphs, maps, videos, LEGO sets, art materials, optical illusions, camera, picture library
see it, draw it, visualize it, color it mind-map-it
Bodily-Kinesthetic
hands-on learning, drama, dance, sports that teach, tactile activities, relaxation exercises
building tools, clay, sports equipment, manipulatives, tactile learning resources
build it, act it out, touch it, get a “gut feeling” of it, dance it
Musical rhythmic learnings, rapping, using songs that teach
tape recorders, tape collection, musical instruments
sing it, rap it, listen to it
Interpersonal cooperative learning, peer tutoring, simulations, community involvement, social gathering
board games, party supplies, props for role plays
teach it, collaborate on it, interact with respect to it
Intrapersonal individualized instruction, independent study, options in course of sturdy, self-esteem building
self-checking materials, journals, materials for projects
connect it to your personal life, make choices with regard to it, reflect on it
Naturalist nature study, ecological awareness, care of animals
plants, animals, naturalists’ tools, (e.g. binoculars), gardening tools
connect it to living things and natural phenomena
Blooms TaxonomyBlooms TaxonomyCompetence Skills Demonstrated
Knowledge * observation and recall of information *knowledge of dates, events, places *knowledge of major ideas *mastery of subject matter
Question Cues: list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where, etc.
Comprehension *understanding information *grasp meaning *translate knowledge into new context *interpret facts, compare, contrast *order, group, infer causes *predict consequences
Question Cues: summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend
Application *use information *use methods, concepts, theories in new situations*solve problems using required skills or knowledge
Questions Cues: apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover
Analysis *seeing patterns *organization of parts *recognition of hidden meanings *identification of components
Question Cues: analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer
Synthesis *use old ideas to create new ones *generalize from given facts *relate knowledge from several areas *predict, draw conclusions
Question Cues: combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, compose, formulate, prepare, generalize, rewrite
Evaluation *compare and discriminate between ideas *assess value of theories, presentations *make choices based on reasoned argument *verify value of evidence *recognize subjectivity
Question Cues: assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize
Intelligences Knowledge Comprehension Application Analysis Synthesis Evaluation
Verbal-Linguistic
memorize names of trees
explain how trees receive nutrients
give description of tree diseases, suggest cause of each disease
describe how each part of a tree functions in relation to the whole
write a paper describing the life cycle of a tree
rate different methods of controlling tree growth
Logical-Mathematical
remember number of points on specific leaves
convert English to metric in calculating height of tree
given height of smaller tree, estimate height of larger tree
analyze materials found in sap residue
given weather, soil etc. chart projected growth of a tree
rate different kinds of tree nutrients based on data
Spatial-Mechanical
remember basic configurations of specific trees
look at diagrams of trees and tell what stages of growth they are in
use geometric principles to determine height of tree
draw cellular structure of tree root
create a landscape plan using trees as a central feature
evaluate practicality of different landscape plans
Bodily-Kinesthetic
identify tree by the feel of the bark
given array of tree fruits, identify seeds
given type of local tree, find an ideal place for planting
create different parts of tree from clay
gather all materials needed to plant a tree
evaluate the quality of different kinds of fruit
Musical remember songs that deal with trees
explain how old tree songs came into being
change the lyrics of an old song to reflect current issues
classify songs by issue and historical period
create your own tree song based on information in this unit
rate songs from the best to worst and give reasons for your choices
Interpersonal record responses to the question, “What is your favorite tree?”
determine the most popular tree in class by interviewing others
use survey results to pick location for field trip to orchard
classify kids into groups according to favorite tree
arrange a field trip to orchard by contacting necessary people
rank three methods to ask others about tree preference
Intrapersonal remember a time you climbed a tee
share the primary feeling you had while up in the tree
develop “tree climbing rules” based on your own experience
divide up your experience into “beginning,” “middle’” and “end”
plan a tree climbing expedition based on you past experience
explain what you liked “best and “least” about your experience
Naturalist learn to discriminate different tree leaves by sight
explain how other living beings benefit from trees
create a system for classifying different tree leaves
analyze the function of a given tree in terms of the larger ecosystem
plan an approach for protecting specific trees in your neighborhood
evaluate which trees in your neighborhood are most eco-valuable
Blooms Taxonomy & Multiple IntelligencesBlooms Taxonomy & Multiple Intelligences(Ecology Unit: Local environment-trees in your neighborhood)
ObjectiveObjective
Logical-MathematicalHow can I bring in
numbers, calculations, logic, classifications, or critical thinking skills?
Spatial MechanicalHow can I use visual
aids, visualization, color, art, or metaphor?
Verbal LinguisticHow can I use the spoken
or written word?
NaturalistHow can I incorporate living things, natural
phenomena, or ecological awareness?
MusicalHow can I bring in music or environmental sounds,
or set key points in a rhythmic or melodic
framework?
InterpersonalHow can I engage
students in peer sharing, cooperative learning, or large group simulation?
IntrapersonalHow can I evoke
personal feelings or memories, or give students choices?
Bodily-KinestheticHow can I involve the
whole body or use hands-on experiences?
Planning QuestionsPlanning QuestionsAround Multiple IntelligencesAround Multiple Intelligences
Bringing Bringing Literature to Literature to
LifeLife“If kids are going to write, they need something to write about.”
Lucy Caulkins “The Art of Teaching
Writing”
Building Building Background Background Knowledge Knowledge
for Academic for Academic AchievementAchievement
by Robert Marzanoby Robert Marzano
“What seems to be critical is not sheer amount of experience but rather what one has been able to learn from and do with experience.”
“… innate intelligence is not as strongly related to academic achievement as once thought…learned intelligence is the stronger correlate of success in school.”
page 5
page 11
Word ChoiceWord Choice“Students who have a great deal of background knowledge are
making connections even when they are not consciously trying to do so.” (p. 23)
Three key factors:
• Strength of the memory trace
• Depth of processing
• Variety of associations
“…vocabulary and intelligence are highly correlated.”
page 32-35
“…a word is the label associated with a packet of knowledge stored in permanent memory.”
“…the more words we have, the more packets of knowledge, and, hence, the more background knowledge we have.”
“…teaching vocabulary is synonymous with teaching background knowledge.”
Teacher ApplicationsTeacher Applications• School Year Implications
“…schools are limited in the quality and quantity of direct experience they can provide for students.”
“The fact that we experience much of life through working memory opens the door to alternative ways of generating background experiences. Anything that creates representations in working memory is a potential source of background knowledge.”
“Reading can be a powerful way to generate virtual experiences. Even though these experiences might not be as robust as direct experiences they will suffice to significantly increase background knowledge.”
page 35-36
Bringing Bringing Literature to Literature to
LifeLife
Thinking Outside the BoxThinking Outside the Box
Bringing Bringing Literature to Literature to
LifeLife
Mount Logan Middle School Summer Learning 2005
Two GoalsTwo Goals
1. Improve Reading Fluency
2. Improve Writing Skills in Words Choice and Ideas
Bringing Bringing Literature to Literature to
LifeLife2 Week Summer Practicum2 Week Summer Practicum
Raising Student’s Test ScoresRaising Student’s Test ScoresImproving Reading Fluency, Reading Comprehension
and Writing Skills
Bringing Bringing Literature to Literature to
LifeLifeReading Fluency DataReading Fluency DataWith more than 130 students tested;
on average, students improved21 words per minutes
in only 2 weeks
Raising Student’s Test ScoresRaising Student’s Test ScoresImproving Reading Fluency, Reading Comprehension
and Writing Skills
Bringing Bringing Literature to Literature to
LifeLifeWriting Skills
We focused on two of the Six Traits:
Raising Student’s Test ScoresRaising Student’s Test ScoresImproving Reading Fluency, and Writing Skills
(4) Above Standard (3) Standard (2) In Progress (1) Minimal
Ideas:* My information is accurate, clear, balanced and focused.* Specific details support my main idea.* I anticipate and answer questions in the reader’s mind.
Ideas:* My information is good and generally accurate, clear, focused and balanced.* Most of my details are specific and support my main idea.*I answer most questions in the reader’s mind.
Ideas:* My information is somewhat defined, but broad. My knowledge is general and/or not always accurate.* I attempt to support my main idea with details.* I leave some questions in the reader’s mind.
Ideas:* My information is vague, unclear, and may be inaccurate.* My details are general and offer little support.* I leave many questions in the reader’s mind.
Word Choice:* I use a broad, rich, and concise vocabulary.* My language is natural, lively, and interesting.
Word Choice:*My words are correct and adequate, and sometimes show originality and flair.*The writing is usually clear and easy to interpret.
Word Choice:*My vocabulary is quite average, but I often rely on slang, repetition, and overused phrases.
Word Choice:*I use limited, vague and often incorrect vocabulary.
Bringing Bringing Literature to Literature to
LifeLifeWriting Skills DataStudent Table of Writing Sample Results
4(Mastery)
3(Near
Mastery)
2(Partial
Mastery)
1(Minimal Mastery)
Pre-Test 1% 22.75% 54.6% 19%
Post-Test 25.75% 41.6% 23% 8.5%
Raising Student’s Test ScoresRaising Student’s Test ScoresImproving Reading Fluency, Reading Comprehension
and Writing Skills
Bringing Bringing Literature to Literature to
LifeLifeWriting SkillsWriting Skills(Student sample)
Home is behind,The world ahead.
And there are many paths to tread.Through shadow to the edge of night,
Until the stars are all a light.
Raising Student’s Test ScoresRaising Student’s Test ScoresImproving Reading Fluency, Reading Comprehension
and Writing Skills
Bringing Bringing Literature to Literature to
LifeLifeI improved at least a little in everythingIt was really cool and they should do it more.I think it brought back my skills that I had forgotten over the summer.I think it helped me understand the book and I learned a lot.I liked the book.I think I got better at reading and writing.Thank you for giving me this opportunity.It was a really great book, and it was really fun.
Raising Student’s Test ScoresRaising Student’s Test ScoresImproving Reading Fluency, Reading Comprehension
and Writing Skills
Student ResponsesStudent Responses
Bringing Bringing Literature to Literature to
LifeLifeI think reading the book and doing activities throughout the book was great I think it really helped improve my skills.We learned more by experiencing it.It was very cool and interesting and I enjoyed the book.I could improve my writing skills.It was a really great and fun experience because I could be the ones in the book.You could compare the book to your experience.
Raising Student’s Test ScoresRaising Student’s Test ScoresImproving Reading Fluency, Reading Comprehension
and Writing Skills
Student ResponsesStudent Responses
Bringing Bringing Literature to Literature to
LifeLifeVital for student who is still trying to learn to enjoy reading.Great program… writing, reading, real life experience… having children have goals and objectives for the two weeks for summer.Reading the book is great. The kids understand more, learn more and it means more to them.I think my son got better at reading and writing.They had a great experience and learned more independence.
Raising Student’s Test ScoresRaising Student’s Test ScoresImproving Reading Fluency, Reading Comprehension
and Writing Skills
Parent ResponsesParent Responses
Bringing Bringing Literature to Literature to
LifeLifeMy children had so much fun and they learned at the same time. I really support this program.My child had a little trouble reading, now she is not afraid to read out loud.She had social needs which were met very well.Wonderful way to bring learning to life… Out of the box… Demanding…
Raising Student’s Test ScoresRaising Student’s Test ScoresImproving Reading Fluency, Reading Comprehension
and Writing Skills
Parent ResponsesParent Responses