2 Howard Gardner Multiple Intelligences Verbal/LinguisticReport, interview, listen to tape, read applicationMusical/RhythmicCompose a song, listen to music, write a poem, make a cheer, connect learning to musicNaturalistConduct experiment, categorize, look for ideas in nature, investigateBodily/KinestheticRole-play, construct a model
3 Multiple Intelligences (cont.) InterpersonalWork in a group to dialogue and solve problems, class debates, peed mentoringLogical/mathematicsCreate a pattern, analyze a situation, interpret evidence, critical thinking skillsVisual/SpatialDraw a picture or poster, create a diagramIntrapersonalThink about a plan, write in a journal, connect the new with the old, student-centered and ownership
4 RememberingThe learner is able to recall, restate and remember learned informationRecognizingListingDescribingIdentifyingRetrievingNamingLocatingFinding
5 Remember cont’ List Memorize Relate Show Locate Distinguish Give exampleReproduceQuoteRepeatLabelRecallKnowGroupReadWriteOutlineListenGroupChooseReciteReviewRecordMatchSelectUnderlineCiteSort
6 Classroom roles for Remembering Teacher rolesDirectsTellsShowsExaminesQuestionsEvaluatesStudent rolesRespondsAbsorbsRemembersRecognizesMemorizesDefinesDescribesRetellsPassive recipient
7 Remembering: Potential Activities and Products Make a story map showing the main events of the storyMake a time-line of your typical dayWrite a list of keywords you know about…What characters were in the story?Make a chart showing…Make an acrostic poem about…Recite a poem you have learned.
8 UnderstandingThe learner grasps the meaning of information by interpreting and translating what has beenInterpretingExemplifyingSummarizingInferringParaphrasingClassifyingComparingExplainingCan you explain ideas or concepts?
9 Understanding cont’ Restate Identify Discuss Retell Research Annotate TranslateGive examplesParaphraseReorganizeAssociateDescribeReportRecognizeReviewObserveOutlineAccount forInterpretGive the main ideaEstimateDefine
10 Classroom Roles for Understanding Teacher rolesDemonstratesListensQuestionsComparesContrastsExaminesStudent rolesExplainsDescribesOutlinesRestatesTranslatesDemonstratesInterpretsActive Participant
11 Understanding: Potential Activities Write in your own words…Cut out, or draw pictures to illustrate a particular event in the story.Report to the class…Illustrate what you think the main idea may have been.Make a cartoon strip showing the sequence of events in the story.Write and perform a play based on the story.Write a brief summary outline to explain this story to someone else.Explain why the character solved the problem in this particular way.Prepare a flow chart to illustrate the sequence of events.Retell in your own words.Outline the main points.
12 ApplyingThe learner makes use of the information in a context different from the one in which it was learned.ImplementingCarrying outUsingExecuting
14 Classroom Roles for Applying Teacher rolesShowsFacilitatesObservesEvaluatesOrganizesQuestionsStudent rolesSolves problemsDemonstrates use of knowledgeCalculatesCompilesCompletesIllustratesConstructsActive recipient
15 Applying: Potential Activities Construct a model to demonstrate how it looks or worksPractice a play and perform it for the classMake a diagram to illustrate an eventWrite a diary entry or blogMake a scrapbook about the area of studyPrepare invitations for a character’s birthday partyMake a topographic mapTake and display a collection of photographs on a particular topicMake a puzzle or a game about the topicWrite an explanation about this topic for othersMake a clay modelContinue the story…
16 AnalyzingThe learner breaks learned information into is parts to best understand that information.ComparingOrganizingDeconstructingAttributingOutliningFindingStructuringIntergrating
18 Classroom Roles for Analyzing Teacher rolesProbesGuidesObservesEvaluatesActs as a resourceQuestionsOrganizesDissectsStudent rolesDiscussesUncoversArguesThinks deeplyTestsExaminesQuestionsCalculatesInvestigatesInquiresActive participant
19 Analyzing: Potential Activities Use a Venn Diagram to show how two topics are the same and differentDesign a questionnaire to gather informationMake a flow chart to show the critical stagesClassify the actions of the characters in the bookCreate a sociogram from the narrativeConstruct a graph to illustrate selected informationMake a family tree showing relationshipsDevise a roleplay about the study areaWrite a biography of a person studiedConduct an investigation to support a viewDraw a graph
20 EvaluatingThe learner makes decisions based on in-depth reflection, criticism, and assessmentCheckingHypothesizingCritiquingExperimentingJudgingTestingDetectingMonitoring
21 CreatingThe learner creates new ideas and information using what has been previously learned.DesigningConstructingPlanningProducingInventingDevisingMaking
23 Classroom Roles for Creating Teacher rolesFacilitatesExtendsReflectsAnalyzesEvaluatesStudent rolesDesignsFormulatesPlansTakes risksModifiesCreatesProposesActive participant
24 Creating: Potential Activities Invent a machine to do a specific taskDesign a robot to do your homeworkDesign a monetary systemDevelop a menu for a new restaurant using a variety of healthy foodDesign a record, book, or magazine cover, company…Sell an ideaWrite a jingle to advertise a new product
26 Classroom Roles for Evaluating Teacher rolesClarifiesAcceptsGuidesStudent rolesJudgesDisputesComparesCritiquesQuestionsArguesAssessesDecidesSelectsJustifiesActive Participant
27 Evaluating: Potential Activities Write a letter to the editorPrepare and conduct a debatePrepare a list of criteria to judge…Write a persuasive speech arguing for/against…Make a booklet about five rules you see as important to convince othersForm a panel to discuss viewpoints on…Write a letter to…..advising on changes needed.Prepare a case to present your view about…Evaluate the character’s actions in the story
28 Blooming QuestionsQuestioning should be used purposefully to achieve well-defined goalsBloom’s Taxonomy is a classification of thinking organized by level of complexity. It gives teachers and students an opportunity to learn and practice a range of thinking and provides a simple structure for many different kinds of questions and thinkingThe taxonomy involves all categories of questions and thinkingTypically a teacher would vary the level of question within a single lesson
29 Lower and Higher-Order Questions Lower level questions are those at the level remembering, understanding and lower level application levels of the taxonomyUsually questions at the lower levels are appropriate for:Evaluating students’ preparation and comprehensionDiagnosing students’ strengths and weaknessesReviewing and/or summarizing content
30 Lower and Higher-Order Questions Higher level questions are those requiring complex application, analysis, evaluation or creation skillsQuestions at higher levels of the taxonomy are usually most appropriate for:Encouraging students to think more deeply and criticallyProblem solvingEncouraging discussionsStimulating students to seek information on their own
31 Questions for Remembering What happened after….?How many…?What is…?Who was it that…?Can you name…?Find the definition of…?Describe what happened after…?Who spoke to…?Which is true or false…?
32 Questions for Understanding Can you explain why…?Can you write in your own words…?How would you explain…?Can you write a brief outline…?What do you think could have happened…?Who do you think…?What was the main idea…?Can you clarify…?Can you illustrate…?
33 Questions for Applying Do you know of another instance where…?Can you group by characteristics such as…?Which factors would you change if…?What questions would you ask of…?From the information given, can you develop a set of instructions about…?
34 Questions for Analyzing Which events could not have happened?If…happened, what might the ending have been?How is…similar to…?What do you see as other possible outcomes?Can you explain what must have happened when…?What are some or the problems of…?Can you distinguish between…?What were some of the motives behind…?What was the turning point?What was the problem with…?
35 Questions for Evaluating Is there a better solution to…?Judge the value of…What do you think about…?Can you think…is a good or bad thing?How would you have handled…?What changes to…would you recommend?