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AIMEE. LOGICAL/MATHEMATICAL MULTIPLE INTELLIGENCES ASSESSMENT The 8 intelligences recognise that students learn differently and that some types of learning.

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Presentation on theme: "AIMEE. LOGICAL/MATHEMATICAL MULTIPLE INTELLIGENCES ASSESSMENT The 8 intelligences recognise that students learn differently and that some types of learning."— Presentation transcript:

1 AIMEE

2 LOGICAL/MATHEMATICAL MULTIPLE INTELLIGENCES ASSESSMENT The 8 intelligences recognise that students learn differently and that some types of learning may not be successful for some students. Acknowledging the different learning styles is crucial (Van Kraayenoord & Elkins, 1998). Dominant Intelligence: LOGICAL/MATHEMATICAL CHARACTERISTICS Good at analysing problems and mathematical operations Enjoys thinking about abstract ideas Likes conducting scientific experiments Good at solving complex computations Is very precise Recognises patterns Likes maths games and computers (Van Wagner, 2009) TECHNOLOGY & MULTIPLE INTELLIGENCES There has been rapid developments in multimedia technology resulting in many educational opportunities for teachers to incorporate technology into the curriculum. Multimedia extends the opportunity for students to learn from their preferred learning style and is a valuable tool when used to enhance students’ learning and develop students’ critical thinking skills (Veenema & Gardner, 1996).

3 BULLYING LEARNING DIFFICULTIES & BULLYING ‘Poor academic self-concepts, learned helplessness, low expectations, and dysfunctional perceptions of success and failure are common among students with learning difficulties’ (Van Kraayenoord & Elkins, 1998) For this reason implementing effective policies and practices is particularly important for students with learning difficulties. THE NATIONAL SAFE SCHOOLS FRAMEWORK: Policies and Practices to avoid bullying Affirm the right of all school community members to feel safe at school Promote care, respect and cooperation, and value diversity Have a responsibility to provide opportunities for students to learn through the formal curriculum the knowledge, skills and dispositions needed for positive relationships Focus on policies that are proactive and oriented towards prevention and intervention (DEST, 2003, p.5) SOCIAL & EMOTIONAL IMPACTS Low self-esteem Mistrust of others Anxiety Depression DEFINITION ‘the systematic abuse of power’ (Smith, Pepler & Rigby, 2004, p. 5) ‘In Australia, approximately 1 in 6 school students reports being bullied at least once a week’ (Smith, Pepler & Rigby, 2004, p. 187)

4 DYSLEXIA Difficulty with any combination of reading, writing, spelling or maths. (Kamhi & Catts,1989) Signs and symptoms of Dyslexia Slow or inaccurate reading, poor spelling, letter reversals, difficulty sustaining concentration and poor organisational skills ( Jordan, 1977) (Long, MacBlain & MacBlain, 2007). IRLENS SYNDROME Irens Syndrome is one of the more serious co-occurring conditions caused by a light sensitivity. People with Irens can experience moving, shaking, blurred or rivers in the text (The Irlen Dyslexia Centre Australia, 2006). Often coloured lenses or text printed on coloured backgrounds can assist with this light sensitivity and can help students read text(The Irlen Dyslexia Centre Australia, 2006).

5 ROLE: COLLECTION OF MONEY PROCESS Talk to parents about money management Look at 40 hour famine website for ideas (World Vision Australia, 2009) Make spreadsheet table for donations in Microsoft Excel (Ulman, 2005) Upload table to the Wiki for Visual/Spatial Publicity group Graph each weeks’ total fundraising effort Keep a running total of our fundraising progress and update this weekly DateNameDonatio n 18/8J. Smith$ 5

6 Aimee uses the wiki to record fundraising goals and graphs.

7 Jake

8 Learn best through interaction and dialogue Relates well with people and thrive in social interactions. Good at reading, empathize and understanding others. Recognise and use a variety of ways to relate to others. Participates in collaborative efforts and assumes various roles as appropriate from follower to leader in group work. Understands and communicates effectively in both verbal and nonverbal ways. INTERPERSONAL INTELLIGENCE Jakes Dominant Intelligence: Interpersonal Characteristics Interpersonal Approaches Collaborative learning experiences comply with students’ desires for interaction with others in the classroom and may provide a more supportive, caring environment. Examining topics from a global perspective in schools also give students further opportunities for expressing their interactive intelligence and need to be accepted as part of a cohesive group. (Lauglin 1999)

9 Mild Hearing Loss A student with a mild hearing loss is likely to understand conversational speech. Face to face is essential, otherwise class discussions may be missed if the voices are faint Speaker must be in the student’s line of vision. The student may require a hearing aid, auditory training and speech therapy. Communication Strategies The majority of deaf/hearing impaired students rely on oral and speech reading to communicate Signed communication, e.g, Signed English or Auslan Social networking Auslan (Australian Sign Language) Auslan is the sign language of the Australian Deaf community Provides hearing impaired people with a sense of identity and pride that many find difficult to achieve in a schooling environment, particularly in mainstream settings.

10 Jakes Role: School Service Officer (SSO) Requirements of an SSO High quality interpersonal skills Project co-ordination skills High quality communication skills, through written and verbal. High level of computer literacy Ability to translate strategy into action Knowledge of co-ordinating broad groups of people (especially peers) to achieve specific outcomes Sound administration skills Jakes Needs as an SSO: David need to provide an inclusive environment which engages Jake with his hearing peers. School services need to provide a social networking system so Jake can communicate with peers effectively. A variety of multimedia networks

11 Role: Organiser of Publicity PROCESS Distributes sponsorship forms for students Develops promotional material such as; posters, pamphlets and notices in the school newsletter to promote and raise awareness of the cause Inform students of Famine Health and safety guidelines through email Provides online support for students participating Upload important updates and progress on to the Wiki Use social networking to promote participation and sponsorship Organise certificates of appreciation to the students who successfully completed the famine.

12 Jake created a facebook event to further raise awareness for fundraising Jake created a widget/hyperlink directing students to additional information on the 40hr famine website

13 Implementing Social Networking  Famine Widget: You can put them on your website, blog, MySpace or Bebo pages and let your friends know that you’re doing something real to help hungry kids.(Vision World Australia 2009) Support Network Strategies: school chat site would allow students to support one another during the famine. wikispace, discussion pages, msn messenger would provide a support base which is easily accessible by all students.

14 John uses the wiki to post updates for other students As a group representative, John takes responsibility for communicating

15 BEN

16 VISUAL/SPATIAL Dominant Intelligence: VISUAL/SPATIAL CHARACTERISTICS Tend to think in pictures or images. They need to create vivid mental images in order to retain information. They enjoy looking at maps, charts, pictures, videos, and movies. Some common skills include: puzzle building, reading, writing, understanding charts and graphs, a good sense of direction, sketching, painting, creating visual metaphors and analogies (perhaps through the visual arts), manipulating images, constructing, fixing, designing practical objects, interpreting visual images.

17 Autism Spectrum Disorder… Signs and symptoms of Autism Autism can become apparent through a spectrum of behaviours such as: Poor social relatedness Difficulty in understanding eye contact, gestures and facial expressions. Difficulty in empathising and taking on the perspectives of others. Poor comprehension and expression of language. Unusually intense interests. Imposition of personal routine or interests on others When disengaged, students often exhibit stereotypic behaviors such as repetitive shouting, rocking or hand flapping and once a child is disengaged, it is often very difficult to regain their attention. “… is a pervasive developmental disorder (PDD) characterised by impairments in socialization, communication and behaviour.” (Adreon & Stella 2001, pp.266) A mild impairment is often referred to as Aspergers Syndrome.

18 SCHOOL DISCONNECTION School disconnection can often develop as a reaction to sterile classrooms, a feeling that student contributions are under-valued, boring or unchallenging curriculum, a lack of resources, social disconnection and/or bullying (Fallis 2003). SOCIAL & EMOTIONAL IMPACTS Alienation of students can cause them to find curriculum irrelevant and lead to dropouts. (Slee 2002). DEFINITION Feeling that the school setting does not cater to personal needs and lack of belonging. “ South Australia's school retention rate is at its highest level in 13 years with 75.3% of State government school students beginning high school in 2004 being retained to year 12 in 2008” (Government of South Australia 2009) STRATEGIES FOR ENGAGING STUDENTS WITH AUTISM SPECTRUM DISORDERS IN THE CLASSROOM Preventative strategies such as implementing social stories, The Picture Exchange system, visual schedules, environmental arrangements, using a variety of instructional formats and alternating activities are useful in planning for an inclusive classroom setting. Supportive strategies such as setting clear behavioral and social expectations, identifying the big ideas/issues, pairing verbal instruction with visual cues, using guided notes, differentiating assessment, encouraging physical participation (e.g. role-play), group response activities and incorporating special interests into the curriculum can be implemented during class and aid students in overcoming obstacles Corrective strategies such as prompting-fading or differential reinforcement of incompatible, zero rates or lower rates behavior and communicative behaviors can be used to redirect or refocus a student.

19 ROLE: PROJECT DESIGN PROCESS Design and create posters and pamphlets to advertise the 40 hour famine fundraising and feast. Distribute posters and pamphlets around the school and community. Contribute to online wiki with drafts Design decorations for the celebratory feast. Organise tools, art supplies and equipment required. Collaborate with students and teachers.

20 wiki Ben uses the wiki to communicate with peers in his group in a non-threatening way Ben was allowed to incorporate his interests into the wiki if he was on task and this helped with focus.


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