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Elements of the TCI Approach Part 1. Theory Multiple Intelligences –Howard Gardner.

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Presentation on theme: "Elements of the TCI Approach Part 1. Theory Multiple Intelligences –Howard Gardner."— Presentation transcript:

1 Elements of the TCI Approach Part 1

2 Theory Multiple Intelligences –Howard Gardner

3 Multiple Intelligence Intelligence –An intelligence is the ability to solve problems, or to create products, that are valued within one or more cultural settings.

4 Linguistic Intelligence Video Language Reading Writing Listening Talking

5 Logical-Mathematical Intelligence Video Deductive Reasoning Scientific thinking Ability to understand details as part of a general pattern Objective observations Draw conclusions

6 Visual – Spatial Intelligence Video Excels in visual arts Navigation Mapmaking Architecture Ability to form images and pictures in the mind

7 Body-Kinesthetic Intelligence Video Play a game Act out a skill or information Put on a play Communicate in ways that touch the human spirit

8 Musical Intelligence Video

9 Interpersonal Intelligence Video Get along well within a group Work well in teams Fostering teambuilding

10 Intrapersonal Intelligence Video

11 Naturalistic Intelligence Video

12 Research-based Cooperative learning –Active learning Spiral Curriculum –Differentiation –Diagnostic Assessment Figure out where students are on the staircase UbD Nonlinguistic Representation –Marzano

13 Cooperative Learning Leads to higher test scores Elizabeth Cohen –Heterogeneous groups –Tasks –Group evaluations Johnson and Johnson

14 Spiral Curriculum Jerome Bruner The Process of Education Bloom’s Taxonomy Belief that all students can learn if a teacher shows them how to think and discover knowledge for themselves. Do Activity on Page 16.

15 Understanding by Design Grant Wiggins and Jay McTighe Backward Design –Desired Results –Assessment –Learning Plan –VideoVideo

16 Nonlinguistic Representation Robert Marzano Graphic organizers –Visual learners –Kinesthetic learners Human bar graph –Classroom exercise on separation of powers

17 Standards-Based Content Mixed-blessing –Tells us what to teach –Leads to coverage, not depth –Memorization, not understanding Georgia Performance Standards Stage 1 in UbD is unpacking the standards

18 Building a Concept Wall –Part of Stage 1 –Includes Essential Questions –Enduring understandings –GPS –Graphic organizers –VideoVideo

19 Preview Assignment Short engaging task (p. 22) –Analogies –Reviewing using higher order questions. –Comparing personal experiences to key concepts –Create a product Publisher –Predicting

20 Provocative Propositions Responding to Visual Images (p.26)

21 Responding to Music What if sketch You were There Scenarios

22 Visual Discovery Use powerful images

23 Ask carefully sequenced questions –Use Bloom’s (p. 31)

24 Use Detective Analogy to Developing Questions –Gather evidence –Interpret evidence –Make hypotheses

25 Read about the image

26 Interact with images –Use props, e.g., hats, shawls –Step into the picture –Act-it-out (p 35) Statues act-it-out


28 Group presentation Act-it-out Impromptu act- it-out

29 Social Studies Skill Builder Compare and contrast –Greece and Rome Use stimulating resources

30 Challenge students to use their multiple intelligences Encourage students to work as a team Hands-on-practice Spiral the curriculum (p 40)

31 Teach the skill through modeling and guided practice Page 41

32 Prepare students to work in pairs Elbow buddies Think-pair-share

33 Debrief an activity (Closure) Political Spectrum Values-Orientation Spectrum Moral Continuum Chronology Logical Categorization Human Graph »Do in groups.

34 Experiential Exercise Use short, memorable experiences to help students grasp concepts. –World War I exercise –Butter Battle activity –Assembly Line –Fear of Dots

35 Experiential Exercises Prepare your students for a safe, successful experience –Age appropriate –Prepare administrators and families –Arrange the classroom appropriately Alternative venues –Anticipate student reactions –Recognize teachable moments

36 Experiential Exercises Make experiences as authentic as possible –Keep a straight face –Tap in to your acting side –Be dramatic –Be a ham –Use props Hats are invaluable –Use music and sound effects

37 Experiential Exercises Allow students to express their feelings immediately after the experience –Encourage students to say how they felt –Teach tolerance –Do not judge Ask questions like “Why do you think you felt that way?”

38 Experiential Exercises Ask carefully crafted questions –Refer to page 54

39 Writing for understanding Use writing to encourage learning of social studies concepts –Writing is an access to learning –Effect of poverty Read from Grapes of Wrath –Write using supporting materials Make protest signs for the Civil rights era and stage a protest. –Write from real life occurrences Read from Lost Childhood: My Life in a Japanese Prison Camp During World War II Japanese Prison Camp

40 Writing for understanding Give students rich experiences to write about –Meaningful media –Creative group work –Role play –T-chart

41 Writing for understanding Prewriting activities –Before hearing a guest speaker –Before watching a video –Before seeing a skit –K-W-L –Venn Diagrams –Write a postcard

42 Writing for understanding Authentic Writing Assignments –Dialogue –Eulogies –Obituaries –Wanted Poster –Journal Entries Traveling with Lewis and Clark –Letters

43 Newspaper Editorial Interviews Poetry or Song Lyrics Position Papers Job Descriptions (not in book)

44 Writing for understanding Guide students through the writing process –Clear expectations Use rubrics –Draft –Peer – feedback Require revisions Final Drafts

45 Problem Solving Groupwork Group work

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