1. ED532 Unit 2 Seminar

2. TeacherTube Visit - Curriculum Maping http://www.teachertube.com/viewVideo.php ?title=Using_Curriculum_Mapping_and_Asses sment_Data&video_id=167558

3. Multiple Intelligence 1. Linguistic Intelligence: the capacity to use language to express what's on your mind and to understand other people. Any kind of writer, orator, speaker, lawyer, or other person for whom language is an important stock in trade has great linguistic intelligence. 2. Logical/Mathematical Intelligence: the capacity to understand the underlying principles of some kind of causal system, the way a scientist or a logician does; or to manipulate numbers, quantities, and operations, the way a mathematician does. 3. Musical Rhythmic Intelligence: the capacity to think in music; to be able to hear patterns, recognize them, and perhaps manipulate them. People who have strong musical intelligence don't just remember music easily, they can't get it out of their minds, it's so omnipresent.

4. Continued 4. Bodily/Kinesthetic Intelligence: the capacity to use your whole body or parts of your body (your hands, your fingers, your arms) to solve a problem, make something, or put on some kind of production. The most evident examples are people in athletics or the performing arts, particularly dancing or acting. 5. Spatial Intelligence: the ability to represent the spatial world internally in your mind -- the way a sailor or airplane pilot navigates the large spatial world, or the way a chess player or sculptor represents a more circumscribed spatial world. Spatial intelligence can be used in the arts or in the sciences. 6. Naturalist Intelligence: the ability to discriminate among living things (plants, animals) and sensitivity to other features of the natural world (clouds, rock configurations). This ability was clearly of value in our evolutionary past as hunters, gatherers, and farmers; it continues to be central in such roles as botanist or chef.

5. Continued 7. Intrapersonal Intelligence: having an understanding of yourself; knowing who you are, what you can do, what you want to do, how you react to things, which things to avoid, and which things to gravitate toward. We are drawn to people who have a good understanding of themselves. They tend to know what they can and can't do, and to know where to go if they need help. 8. Interpersonal Intelligence: the ability to understand other people. It's an ability we all need, but is especially important for teachers, clinicians, salespersons, or politicians -- anybody who deals with other people. 9. Existential Intelligence: the ability and proclivity to pose (and ponder) questions about life, death, and ultimate realities. Howard Gardner’s Theory of Multiple Intelligence http://www.pbs.org/wnet/gperf/education/ed_mi_overview.html

6. Reflection Do you think that the MI test accurately reported your learning style? Share one example?

7. Learning Domains Cognitive Domain The cognitive domain (Bloom, 1956) involves knowledge and the development of intellectual skills. This includes the recall or recognition of specific facts, procedural patterns, and concepts that serve in the development of intellectual abilities and skills. There are six major categories, which are listed in order below, starting from the simplest behavior to the most complex. The categories can be thought of as degrees of difficulties. That is, the first ones must normally be mastered before the next ones can take place.

8. Continued Affective Domain The affective domain (Krathwohl, Bloom, Masia, 1973) includes the manner in which we deal with things emotionally, such as feelings, values, appreciation, enthusiasms, motivations, and attitudes. The five major categories are listed from the simplest behavior to the most complex:

9. Continued Psychomotor Domain The psychomotor domain (Simpson, 1972) includes physical movement, coordination, and use of the motor-skill areas. Development of these skills requires practice and is measured in terms of speed, precision, distance, procedures, or techniques in execution. The seven major categories are listed from the simplest behavior to the most complex:

10. Reflection Go to the drop box and read APPLYING the Theories of Bloom and Gardner through Technology to Support Learning

11. Reflection Do you think these two theories can be integrated through technology?

12. Bloom’s Taxonomy

13. Bloom’s Revised Taxonomy

14. Bloom’s Chart Go to http://www.google.com/search?q=bloom's+taxo nomy+chart&hl=en&rls=com.microsoft:en-us:IE- Address&rlz=1I7RNRN_enUS434&prmd=imvns&t bm=isch&tbo=u&source=univ&sa=X&ei=kmITT5X 6JcLr0QGH6am9Aw&sqi=2&ved=0CE4QsAQ&biw =1018&bih=543 and examine the various ways Bloom’s theory is illustrated and integrated http://www.google.com/search?q=bloom's+taxo nomy+chart&hl=en&rls=com.microsoft:en-us:IE- Address&rlz=1I7RNRN_enUS434&prmd=imvns&t bm=isch&tbo=u&source=univ&sa=X&ei=kmITT5X 6JcLr0QGH6am9Aw&sqi=2&ved=0CE4QsAQ&biw =1018&bih=543

15. Curriculum Mapping Curriculum maps can be aligned both horizontally and vertically, organizing content, skills, assessments, and resources over time. A curriculum map can also serve as a tool for collecting data about the implemented curriculum in a school and in a district—the instruction that students are experiencing. By mapping what's actually taught and when it's taught, teachers produce data that can be used with assessment data to make modifications in instruction (Educational Leadership, December 2003/January 2004).