Applying Multiple Intelligences into tiered

lessonsLSM Session

Agenda• Quickwrite

• Cornell Notes Review and Essential Question

• Gardner’s Multiple Intelligences

• Determine which multiple intelligences you reach with a recent lesson

plan/tiered assignment

• Decide which of the multiple intelligences you plan to reach in a future lesson plan/tiered assignment

• Questions and Summary

QUICKWRITE ON LEARNING STYLES

❖ What do I already know about the topic?

❖ Where have I heard about the topic before in pop culture or another class?

❖ What do others likely feel about the topic?

❖ How does this topic relate to controversial subjects today?

❖ How can I relate to the topic?

❖ What questions do I have about the topic?

(anticipatory set)

How can I reach various learning styles?

Gardner’s Multiple Intelligences

INPUT During a video or

lecture, the students

should write here only!

OUTPUTHave the students generate questions here after the lecture

and notetaking. Try to avoid many “Level 1” questions.

Shoot for open-ended questions for a discussion.

12

3

45

6The summary is the

answers to the questions that they generate in part

5

Linguistic

• words and language, written and spoken; retention, interpretation and explanation of ideas and information via language, understands relationship between communication and meaning

• activities- various types of poetry, Socratic Seminars, Philosophical Chairs/ 4 Corner Discussions, write an editorial, expository writing, reading, etc.

How can you incorporate this into Math or Science class?

(checking for understanding)

Logical-mathematical

• logical thinking, detecting patterns, scientific reasoning and deduction; analyze problems, perform mathematical calculations, understands relationship between cause and effect towards a tangible outcome or result

• activities- calculations, analyzing “how” something works, compromising, negotiations, annotated timelines, charts, graphs etc

How can this be brought into the humanities?(checking for understanding)

Musical

• musical ability, awareness, appreciation and use of sound; recognition of tonal and rhythmic patterns, understands relationship between sound and feeling

• activities- writing or performing a song, rap, rhythmic poem, etc

• *not necessarily an activity but remember Power of Teaching, BEWARE OF BEING MONOTONE FOR THIS LEARNER

How can you appeal to this learner in your subject?

(checking for understanding)

Bodily-Kinesthetic • body movement control, manual dexterity, physical agility and balance;

eye and body coordination

• classroom activities- Philosophical Chairs, 4 Corner Discussions, anything involving exercise, Hot Seat, performances such as “poetry cafes”

How comfortable are you with addressing this type of learner?

(checking for understanding)

Spatial / Visual

• visual and spatial perception; interpretation and creation of visual images; pictorial imagination and expression; understands relationship between images and meanings, and between space and effect

• activities- graphic organizers, designing, drawing, Discovery Education, etc

Who would agree that this is one of the most common learning styles? Why do you think that

is?(checking for understanding)

Interpersonal

• perception of other people's feelings; ability to relate to others; interpretation of behavior and communications; understands the relationships between people and their situations, including other people

• activities- think pair share/30 second expert, partner reading, peer assessment, “poetry cafes,”Hot Seat, etc

How many of you have extroverts in your class?*rhetorical

Intrapersonal

• self-awareness,personal objectivity, the capability to understand oneself, one's relationship to others and the world, and one's own need for, and reaction to change

• activities- journals, learning logs, poetry, self assessments, etcHow can you accommodate the

introverts in your classroom? (checking for understanding)

Reflection•Make a list of intelligences that you reached in a recent lesson plan. What strategies did you use? (Share with your tables and then discuss as a whole)

•Make a list of intelligences that you plan to reach more often. What strategies will you use? (Share with your table and then discuss as a whole)

(guided practice)

Generate Open-ended questions on

the left

Why? How? Do you think?

Cornell Note summary

Remember this part is perhaps the most important part of Cornell Notes. The summary

is the answers to the questions that the students generate.