Module II: How do my students learn?
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Transcript of Module II: How do my students learn?
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MODULE II: HOW DO MY STUDENTS LEARN?Learning Cycle and Learning Styles
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WELCOME
Create a Name Plate Fold a sheet of paper and write your name in the
center Using words and/or images, surround it with at
least 4 characteristics that describe you as a learner
AMANDACreative
Enjoys group workEasily bored
Variety
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MODULE II: HOW DO MY STUDENTS LEARN?Learning Cycle and Learning Styles
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EXPECTATIONS
Dr. Shelton-We would like to use the slide from group 4 (their slide #3).
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TODAY’S AGENDA• Peer edit lessons using
three things you like and a wish
• Follow-up: Implement lesson in own classroom and provide a copy to your administrator.
• Nameplate/Welcome• Would you rather?• Who are you? How
do you learn?• MI Quiz
• What is intelligence?
• Multiple Intelligence PowerPointOverview
• Role Play MI scenarios• Model sample lesson
plan• Create sample lesson
using learning cycle and B.E.S.T template
If? Why?
What?How?
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DESIRED OUTCOMES
By the end of Module 2, we will learn about Your learning styles and strengths Learning Cycle How to create lessons that incorporate higher
order thinking while reaching a variety of learning styles and intelligences.
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THE LEARNING CYCLE
• Refine• Perform
• Connect • Attend
• Image • Inform
• Extend• Practice
If? Why?
What?How?
MEANING
CON
CEPTSSKILLS
ADAPTATIO
NS
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THE LEARNING CYCLE AND HUNTER
• Closure• Independe
nt practice
• Stating objectives
• Anticipatory set
• Instructional input
• Modeling
• Check for understanding
• Guided practice
If? Why?
What?How?
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WHY?
“Tell me and I will forget. Show me, and I may remember. Involve me, and I will understand.”
Confucius
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INTROVERT EXTROVERTOR
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ALWAYS PROMPT ALWAYS LATEOR
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GO CAMPINGGO TO
THE MOVIESOR
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THE ABILITY TO FLY
THE POWER OF INVISIBILITYOR
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MUSIC TALK RADIOOR
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JUST GET IN THE CAR AND DRIVE
PLAN TRIP ACCORDING TO MAPQUEST DIRECTIONSOR
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REMEMBER FACES REMEMBER NAMESOR
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MOST POPULAR SMARTESTOR
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READ THE BOOK WATCH THE MOVIEOR
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SUDOKUCROSSWORD
PUZZLEOR
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RUN WITH THE PACK LONE WOLFOR
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PROCRASTINATEDO YOUR WORK
RIGHT AWAYOR
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PUZZLES=FUN! PUZZLES=PAINFUL!OR
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GOOD DANCER TWO LEFT FEETOR
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SEQUENTIAL RANDOMOR
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BEACHSIDE RESORT
CAMPING IN THE WOODSOR
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HOW DO WE LEARN?
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WHICH GROUP OF WORDS BEST DESCRIBES YOU?
• Empathetic• Reflective• Imaginativ
e
• Spontaneous• Adventurous• Dramatic
• Organized• Factual• Loyal
• Conceptual• Pragmatic• Experimenta
l
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WHICH GROUP OF WORDS BEST DESCRIBES YOU?
BLUE
ORANGE
GOLD
GREEN
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SensingFeeling Watching
Watching and Thinkingthrough concepts
Thinking through concepts and doing it yourself
HOW DO YOU PREFER TO
LEARN?
Doing it yourself and sensing/feeling
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IMAGINATIVE LEARNER
ANALYTIC LEARNER
COMMON SENSE LEARNER
HOW DO YOU PREFER TO
LEARN?
DYNAMIC LEARNER
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MULTIPLE INTELLIGENCE
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THE LEARNING CYCLE AND LEARNING STYLES
• Self-discovery
• Experiential learning
• Listening and sharing ideas
• Taking things personally
• Forming theories and concepts
• Values sequential thinking
• Testing theories
• Solving real-world problems
If? Why?
What?How?
IMAGINATIVE
AN
ALY
TIC
COMM
ON SENSE
DYNAMIC
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WHAT?“It has always seemed strange to me that in our endless discussions about education so little stress is laid on the pleasure of becoming an educated person, the enormous interest it adds to life. To be able to be caught up into the world of thought -- that is to be educated.”
Edith Hamilton
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QUICKWRITE
On a sheet of paper, write an answer to this question…
What is INTELLIGENCE??
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“I am 100% convinced that if I were to come back to Earth in 50 years, people would laugh at the idea of uniform education.”
Howard Gardner
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HOWARD GARDNER’S DEFINITION
“The human ability to solve problems or to create products, that are valued within one or more cultural settings.”
ALL human beings have multiple intelligences Can be strengthened or weakened over time Everyone has aspects of all 8 intelligences.
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CRITERIA FOR IDENTIFYING AN INTELLIGENCE
Evidence that areas of the brain are specialized for certain activities
Prodigies, savants, and geniuses in the field
Set of core operations
Cultural history
Developmental history with expert end performance
Supported psychological tasks
Psychometric tasks
Symbols
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VERBAL-LINGUISTIC “Word Smart” people
Typically good at reading, writing, telling stories, memorizing names and dates
Learns best from reading, taking notes, listening to lectures, discussions, and debates
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YOU MIGHT BE A… Writer, teacher, politician, lawyer Famous linguists include:
Mark TwainWilliam Shakespeare
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LOGICAL-MATHEMATICAL INTELLIGENCE
“Logic Smart”
Good at logic, numbers, mathExcel in mathematics, chess,
computer programming, and other logical activities
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YOU MIGHT BE A… Mathematician, scientist, engineer Famous logical-mathematicians include:
Sir Isaac Newton
Stephen Hawking
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MUSICAL INTELLIGENCE
“Sound Smart” Remembers tones, patterns, and rhythms Good pitch Excels at singing or playing instruments May use songs or rhythms to memorize info Needs music
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YOU MIGHT BE A… Musician, Composer Famous musical people include:
Elvis
Beethoven
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VISUAL-SPATIAL INTELLIGENCE
“Picture Smart”
Good at visualizing/manipulating objects in head
Strong memoryArtistically inclinedGood sense of directionActive imagination
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YOU MIGHT BE A(N)… Artist, General, Inventor Famous visual/spatial people include:
Walt Disney
Vincent van Gogh
Steven Spielberg
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BODILY-KINESTHETIC INTELLIGENCE
“Body Smart” Good at physical activities such as sports and
dance Prefers doing things that involve movement Good at acting, performing, building, and making
things, learns best by doing.
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YOU MIGHT BE A(N)… Actor, athlete, dancer, comedian Famous bodily-kinesthetic people include:
Robin Williams
Tiger Woods
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INTERPERSONAL INTELLIGENCE “People Smart”
Generally extrovertedGood at working together and
reading other people’s emotions, motivations, etc.
Good communicatorsLearns best by discussion or
working in a group
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YOU MIGHT BE A(N)… Politician, social worker, therapist Famous interpersonal people include:
Nelson Mandela
Bill Clinton
Oprah Winfrey
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INTRAPERSONAL INTELLIGENCE
“Self-Smart”Generally introvertsPrefer to work aloneSelf-aware—understand their own emotions, motivations, goals
Learn best when allowed to work independently
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YOU MIGHT BE A(N)… Poet, Author, Philosopher, Religious Leader Famous intrapersonal people include:
Henry David Thoreau
Gandhi
The Dalai Lama
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NATURALIST INTELLIGENCE
“Nature Smart” Environmentally aware Has the ability to recognize and categorize plants
and animals
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YOU MIGHT BE A… Gardener, Biologist, Farmer, Doctor Famous naturalist people include:
Rachel Carson
Lewis and ClarkJacques Cousteau
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WHAT DOES THIS MEAN TO ME??
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Everyone’s brain works a little differently
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All people have ALL intelligences in different amounts
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The intelligences are not mutually exclusiveAct togetherMost people have 3-4
dominant ones
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We learn most effectively when taught to several different intelligences
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Students who understand their own
balance of multiple intelligences can: Better manage their own learningLearn to value their individual
strengths Instructors who apply M.I. theory can:
Provide more opportunities for students to cultivate their talents and improve their weaknesses
Engage the students in the material in ways that make sense to them
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Intelligence isn’t staticWith work and practice, you can
strengthen your intelligencesIf neglected, they can weaken
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10 MINUTE BREAK
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Linguistic
Body/Kinesthetic
Logical/Mathematical
Naturalist
Spatial
Interpersonal
Intrapersonal
Musical
As you enter, sit in the area of the room of your dominant
intelligence.
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THE LEARNING CYCLE AND BLOOM
• Creating• Evaluatin
g
• Remembering
• Understanding
• Applying• Analyzing
If? Why?
What?How?
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HOW?
“The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.”
Alvin Toffler
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ROLE PLAYING SCENARIOS
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MODELED LESSON PLANS: THE TRUE STORY OF THE THREE LITTLE PIGS
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Unit Title/Theme
Bloom's Taxonomy
Remembering: Can the student
recall or remember the information?
Understanding: Can the student explain ideas or
concepts?
Applying: Can the student use the
information in a new way?
Analyzing: Can the student
distinguish between the different parts?
Evaluating: Can the student justify a stand or decision?
Creating: Can the student create a new product or point of view?
Garnder's Multiple Intelligences
Define, duplicate, list, memorize, recall, repeat,
reproduce
Classify, describe, discuss, explain, identify, locate,
recognize, report, select, translate,
paraphrase
Choose, demonstrate,
dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use,
write
Appraise, compare, contrast, criticize,
differentiate, discriminate, distinguish, examine,
experiment, question, test
Appraise, argue, defend, judge,
select, support, value, evaluate
Assemble, construct, create, design, develop, formulate, write
Verbal/Linguistic
As you listen/read the story, record at least five concepts
you found interesting. Share your ideas with a
partner.
Select one character to analyze in a
character journal. Examine the
character's actions, behavior, and
reactions.
Visual/Spatial
Describe your story's characters
and their relationships to each other by
creating a relationship map.
Develop a visual or musical
representation for your character. Include physical
and personal attributes.
Assess the use of symbols/pictures in your story. Design
an illustrated poster showing each
symbol/picture and give its meaning.
Logical/Mathematical
Summarize the plot of the story by constucting a
timeline of events.
Naturalist
If your character lived today, what kinds of things
would you find in his/her backpack.
Collect and organize items to
display.
Musical
Develop a visual or musical
representation for your character. Include physical
and personal attributes.
Body/Kinesthetic
Dramatize one of the characters and role play how they
would solve a simlar problem
today.
Intrapersonal
Is there a message or reflection in the
story that is applicable to your life? Write your
reflection in your journal.
Interpersonal
Choose a favorite character and discuss with a friend why you selected that
character.
B.E.S.T. Inegration Planning SheetThe True Story of the Three Little Pigs
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Bloom's Taxonomy
Remembering: Can the student recall or
remember the information?
Understanding: Can the student explain ideas or concepts?
Applying: Can the student use the
information in a new way?
Analyzing: Can the student distinguish
between the different parts?
Evaluating: Can the student justify a stand
or decision?
Creating: Can the student create a new
product or point of view?
Garnder's Multiple Intelligences
Define, duplicate, list, memorize, recall, repeat, reproduce
Classify, describe, discuss, explain, identify, locate,
recognize, report, select, translate,
paraphrase
Choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use,
write
Appraise, compare, contrast, criticize,
differentiate, discriminate,
distinguish, examine, experiment, question,
test
Appraise, argue, defend, judge, select,
support, value, evaluate
Assemble, construct, create, design,
develop, formulate, write
Verbal/Linguistic
As you listen/read the story, record at least
five concepts you found interesting.
Share your ideas with a partner.
Select one character to analyze in a
character journal. Examine the
character's actions, behavior, and
reactions.
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Bloom's Taxonomy
Remembering: Can the student recall or
remember the information?
Understanding: Can the student explain ideas or concepts?
Applying: Can the student use the
information in a new way?
Analyzing: Can the student distinguish
between the different parts?
Evaluating: Can the student justify a stand
or decision?
Creating: Can the student create a new
product or point of view?
Garnder's Multiple Intelligences
Define, duplicate, list, memorize, recall, repeat, reproduce
Classify, describe, discuss, explain, identify, locate,
recognize, report, select, translate,
paraphrase
Choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use,
write
Appraise, compare, contrast, criticize,
differentiate, discriminate,
distinguish, examine, experiment, question,
test
Appraise, argue, defend, judge, select,
support, value, evaluate
Assemble, construct, create, design,
develop, formulate, write
Visual/Spatial
Describe your story's characters and their relationships to each other by creating a relationship map.
Develop a visual or musical
representation for your character.
Include physical and personal attributes.
Assess the use of symbols/pictures in
your story. Design an illustrated poster
showing each symbol/picture and give its meaning.
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Bloom's Taxonomy
Remembering: Can the student recall or
remember the information?
Understanding: Can the student explain ideas or concepts?
Applying: Can the student use the
information in a new way?
Analyzing: Can the student distinguish
between the different parts?
Evaluating: Can the student justify a stand
or decision?
Creating: Can the student create a new
product or point of view?
Garnder's Multiple Intelligences
Define, duplicate, list, memorize, recall, repeat, reproduce
Classify, describe, discuss, explain, identify, locate,
recognize, report, select, translate,
paraphrase
Choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use,
write
Appraise, compare, contrast, criticize,
differentiate, discriminate,
distinguish, examine, experiment, question,
test
Appraise, argue, defend, judge, select,
support, value, evaluate
Assemble, construct, create, design,
develop, formulate, write
Logical/Mathematical
Summarize the plot of the story by
constucting a timeline of events.
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Bloom's Taxonomy
Remembering: Can the student recall or
remember the information?
Understanding: Can the student explain ideas or concepts?
Applying: Can the student use the
information in a new way?
Analyzing: Can the student distinguish
between the different parts?
Evaluating: Can the student justify a stand
or decision?
Creating: Can the student create a new
product or point of view?
Garnder's Multiple Intelligences
Define, duplicate, list, memorize, recall, repeat, reproduce
Classify, describe, discuss, explain, identify, locate,
recognize, report, select, translate,
paraphrase
Choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use,
write
Appraise, compare, contrast, criticize,
differentiate, discriminate,
distinguish, examine, experiment, question,
test
Appraise, argue, defend, judge, select,
support, value, evaluate
Assemble, construct, create, design,
develop, formulate, write
Naturalist
If your character lived today, what kinds of
things would you find in his/her backpack. Collect and organize
items to display.
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Bloom's Taxonomy
Remembering: Can the student recall or
remember the information?
Understanding: Can the student explain ideas or concepts?
Applying: Can the student use the
information in a new way?
Analyzing: Can the student distinguish
between the different parts?
Evaluating: Can the student justify a stand
or decision?
Creating: Can the student create a new
product or point of view?
Garnder's Multiple Intelligences
Define, duplicate, list, memorize, recall, repeat, reproduce
Classify, describe, discuss, explain, identify, locate,
recognize, report, select, translate,
paraphrase
Choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use,
write
Appraise, compare, contrast, criticize,
differentiate, discriminate,
distinguish, examine, experiment, question,
test
Appraise, argue, defend, judge, select,
support, value, evaluate
Assemble, construct, create, design,
develop, formulate, write
Musical
Develop a visual or musical representation
for your character. Include physical and personal attributes.
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Bloom's Taxonomy
Remembering: Can the student recall or
remember the information?
Understanding: Can the student explain ideas or concepts?
Applying: Can the student use the
information in a new way?
Analyzing: Can the student distinguish
between the different parts?
Evaluating: Can the student justify a stand
or decision?
Creating: Can the student create a new
product or point of view?
Garnder's Multiple Intelligences
Define, duplicate, list, memorize, recall, repeat, reproduce
Classify, describe, discuss, explain, identify, locate,
recognize, report, select, translate,
paraphrase
Choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use,
write
Appraise, compare, contrast, criticize,
differentiate, discriminate,
distinguish, examine, experiment, question,
test
Appraise, argue, defend, judge, select,
support, value, evaluate
Assemble, construct, create, design,
develop, formulate, write
Body/Kinesthetic
Dramatize one of the characters and role play how they would
solve a simlar problem today.
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Bloom's Taxonomy
Remembering: Can the student recall or
remember the information?
Understanding: Can the student explain ideas or concepts?
Applying: Can the student use the
information in a new way?
Analyzing: Can the student distinguish
between the different parts?
Evaluating: Can the student justify a stand
or decision?
Creating: Can the student create a new
product or point of view?
Garnder's Multiple Intelligences
Define, duplicate, list, memorize, recall, repeat, reproduce
Classify, describe, discuss, explain, identify, locate,
recognize, report, select, translate,
paraphrase
Choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use,
write
Appraise, compare, contrast, criticize,
differentiate, discriminate,
distinguish, examine, experiment, question,
test
Appraise, argue, defend, judge, select,
support, value, evaluate
Assemble, construct, create, design,
develop, formulate, write
Intrapersonal
Is there a message or reflection in the story that is applicable to your life? Write your
reflection in your journal.
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Bloom's Taxonomy
Remembering: Can the student recall or
remember the information?
Understanding: Can the student explain ideas or concepts?
Applying: Can the student use the
information in a new way?
Analyzing: Can the student distinguish
between the different parts?
Evaluating: Can the student justify a stand
or decision?
Creating: Can the student create a new
product or point of view?
Garnder's Multiple Intelligences
Define, duplicate, list, memorize, recall, repeat, reproduce
Classify, describe, discuss, explain, identify, locate,
recognize, report, select, translate,
paraphrase
Choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use,
write
Appraise, compare, contrast, criticize,
differentiate, discriminate,
distinguish, examine, experiment, question,
test
Appraise, argue, defend, judge, select,
support, value, evaluate
Assemble, construct, create, design,
develop, formulate, write
Interpersonal
Choose a favorite character and discuss with a friend why you
selected that character.
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THE LEARNING CYCLE AND GARDNER
• Body/Kinesthetic
• Naturalist
• Intrapersonal• Interpersonal
• Verbal/Linguistic
• Logical/Math
• Spatial• Musical
If? Why?
What?How?
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IF?
“In times of change, learners inherit the Earth, while the learned find themselves beautifully equipped to deal with a world that no longer exists.”
Eric Hoffer
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SAMPLE LESSON PLAN
Take a journey and learn how to create a lesson plan incorporating the Multiple Intelligences and Bloom’s Higher Level Thinking Skills.
Use the B.E.S.T. Integration Planning Sheet.
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NOW IT’S YOUR TURN!
Begin to write a sample lesson using the Learning Cycle Model and B.E.S.T. Integration Lesson Plan Template.
Edit your lesson plan with a partner.
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WHAT’S NEXT?
Follow-up: Complete lesson plan and implement with your class.
Reflect on what went well with your students and what you would change in future lessons using the template.
Look ahead to Module 3: Managing the Learning Environment
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CELEBRATE!