Celebrating Every Learner: Activities and Strategies for Creating a Multiple Intelligences Classroom - Softcover

Hoerr, Thomas R.

Softcover

ISBN 10: 0470563869 ISBN 13: 9780470563861

Verlag: Jossey-Bass, 2010

Inhaltsangabe

Howard Gardner's groundbreaking theory applied for classroom use

This important book offers a practical guide to understanding how Howard Gardner's theory of Multiple Intelligences (MI) can be used in the classroom. Gardner identified eight different types of intelligence: linguistic, logical, spatial, musical, bodily-kinesthetic, naturalist, interpersonal, and intrapersonal. Celebrating Every Learner describes the characteristics of each type of intelligence and follows up with ready-to-use lesson plans and activities that teachers can use to incorporate MI in their pre-K through 6 classrooms.

• Offers a treasury of easily implemented activities for engaging all students' multiple intelligences, from the New City School, a leading elementary school at the forefront of MI education
• Provides ready-to-use lesson plans that teachers can use to incorporate MI in any elementary classroom
• Includes valuable essays on how and why to integrate MI in the classroom
• Hoerr is the author of a bi-monthly column for Educational Leadership as well as the editor of the "Intelligence Connections" e-newsletter

Über diesen Titel

Über die Autorin bzw. den Autor

Thomas R. Hoerr, Ph.D. is the Head of School at the New City School in St. Louis, Missouri. He is also the author of Becoming a Multiple Intelligences School, The Art of School Leadership, and School Leadership for the Future, as well as many articles and book chapters.

Sally Boggeman, Christine Wallach, and all of the other contributors are the dedicated teachers of the New City School.

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The New City School in St. Louis, Missouri, has been successfully using Howard Gardner's Multiple Intelligence (MI) model for more than twenty years to provide joyful and challenging educational experiences to children ages 3 through grade 6. Celebrating Every Learner describes how tailoring lessons to students' intelligences?Interpersonal, Intrapersonal, Bodily-Kinesthetic, Linguistic, Logical-Mathematical, Musical, Spatial, and Naturalist?creates a deeper level of understanding, so that children can use what they've learned in new and different situations. In addition to the treasury of classroom activities, lesson plans, and assessment tools, Celebrating Every Learner contains valuable essays on how and why to integrate MI in the classroom.

Praise for Celebrating Every Learner

"Celebrating Every Learner takes students beyond the 'preparing for the test' mentality that is so common in education today, and engages students in learning experiences that have intrinsic meaning and a positive impact." ?Thomas Armstrong, Ph.D., author, Multiple Intelligences in the Classroom, Third Edition

"Every day New City teachers model collaboration and take the MI Theory to real classroom application with outstanding results. Teachers will benefit immensely from this book, particularly the interpersonal and intrapersonal sections. The faculty of the New City School is once again blazing the path that the rest of us need to follow." ?Greg Miller, Ph.D., director of Graduate Studies, University of Rio Grande

"Celebrating Every Learner is a valuable tool that offers practical ideas and strategies I can apply directly in my classroom. This book offers fresh, thoughtful perspectives on teaching and learning, and guidance on the path to providing meaningful learning experiences to students that will prepare them with necessary skills for the 21st century." ?Katherine Gasper, M.Ed., teacher at the Saltonstall School in Salem, Massachusetts

Aus dem Klappentext

The New City School in St. Louis, Missouri, has been successfully using Howard Gardner's Multiple Intelligence (MI) model for more than twenty years to provide joyful and challenging educational experiences to children ages 3 through grade 6. Celebrating Every Learner describes how tailoring lessons to students' intelligences--Interpersonal, Intrapersonal, Bodily-Kinesthetic, Linguistic, Logical-Mathematical, Musical, Spatial, and Naturalist--creates a deeper level of understanding, so that children can use what they've learned in new and different situations. In addition to the treasury of classroom activities, lesson plans, and assessment tools, Celebrating Every Learner contains valuable essays on how and why to integrate MI in the classroom.

Praise for Celebrating Every Learner

Celebrating Every Learner takes students beyond the 'preparing for the test' mentality that is so common in education today, and engages students in learning experiences that have intrinsic meaning and a positive impact. --Thomas Armstrong, Ph.D., author, Multiple Intelligences in the Classroom, Third Edition

Every day New City teachers model collaboration and take the MI Theory to real classroom application with outstanding results. Teachers will benefit immensely from this book, particularly the interpersonal and intrapersonal sections. The faculty of the New City School is once again blazing the path that the rest of us need to follow. --Greg Miller, Ph.D., director of Graduate Studies, University of Rio Grande

Celebrating Every Learner is a valuable tool that offers practical ideas and strategies I can apply directly in my classroom. This book offers fresh, thoughtful perspectives on teaching and learning, and guidance on the path to providing meaningful learning experiences to students that will prepare them with necessary skills for the 21st century. --Katherine Gasper, M.Ed., teacher at the Saltonstall School in Salem, Massachusetts

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Celebrating Every Learner

Activities and Strategies for Creating a Multiple Intelligences Classroom

By Thomas R. Hoerr, Sally Boggeman, Christine Wallach

John Wiley & Sons, Inc.

Copyright © 2010 John Wiley & Sons, Inc.
All rights reserved.

ISBN: 978-0-470-56386-1

CHAPTER 1

TheInterpersonalIntelligence

Web of the Interpersonal Intelligence 8
The Interpersonal Intelligence by Laurie Falk 9
Lesson Plans:
Picture This! 12
The House We Built 15
Making Museums 16
Getting to Know You 18
Masai Jewelry 19
Rainforest Simulation 21
Gold Rush Inventions 27
Unfairness on Purpose 29
Activities to Support the InterpersonalIntelligence 31Identifying the Interpersonal Intelligence in YourStudents 32Children's Resources 36Teachers' Resources 39

Web of theInterpersonalIntelligence

Student Quotes

"Having a strong Interpersonal Intelligence isnot only about interacting with others, but alsothinking for and about others."

"I'm Interpersonal because I get along withpeople. I share my markers with my brother andmy games with my sister."

"I'm Interpesonal because I like to work ingroups and hear someone else's point of viewand what they are thinking."

"I love to be around people, and I like tofigure things out by talking with others."

Characteristics

• Enjoys cooperative games, demonstrates·empathy toward others, has lots of friends,is admired by peers, displays leadershipskills, prefers group problem solving, canmediate conflicts, understand and recognizesstereotypes and prejudices

Famous People

BARACK OBAMA is the forty-fourthpresident of the United States and the firstAfrican American to hold that office.

ELEANOR ROOSEVELT advocated for socialreforms that helped the disadvantaged.

OPRAH WINFREY is the host of an internationallysyndicated talk show and considered one ofthe most influential women in the world.

MAHATMA GANDHI was the preeminentpolitical and spiritual leader of India during theIndian independence movement.

Adult Quotes

"The best way to cheer yourself up isto try to cheer somebody else up."—MARK TWAIN

"Emotional intelligence emerges as amuch stronger predictor of who will be mostsuccessful, because it is how we handle ourselvesin our relationships that determineshow well we do once we are in a given job."—DANIEL GOLEMAN

The InterpersonalIntelligence

BY LAURIE FALK

In understanding the development of children, there has long been adebate of nature versus nurture. How much comes with a child on theday of birth? How much can we teach? By and large, the answer to thenature/nurture debate is that both matter. This is true for all of the intelligences,including the Interpersonal Intelligence—the ability to understandpeople and relationships. We, as educators, belong to the set ofnurturers in a child's life, and the school setting offers a prime locationfor development of the Interpersonal Intelligence—a very importantintelligence indeed!

When babies are born, they are by necessity egocentric creatures. Beforelong, though, they embark on interactions with parents and caregiversthat begin their interpersonal journey. Throughout their development,children are constantly learning about themselves and how they areconnected to the outside world. This interplay between the developingIntrapersonal and Interpersonal intelligences and relationships with selfand with others continues throughout life, but its foundations are set inchildhood. We are social animals, and a sense of belonging is critical toour emotional health and well-being. However, the rules, norms, andexpectations of social interactions are very complex. Add innate temperament,varied family backgrounds, and cultural diversity to the mixand the task of teaching the Interpersonal Intelligence can seem almostoverwhelming. But this need not be the case.

There are some important facts about the development of the InterpersonalIntelligence to keep in mind. First, much of this happensorganically as human beings constantly interact with each other in manysettings throughout life. This development of social learning is obviouswith younger children. For example, one expects very young childrento learn that verbal expression is more appropriate than physical aggression.One need only to watch a group of four year-olds and their teachersto see this skill being taught and progress being made. This kind ofteaching is critical to the development of social skills. The school settinggives the adults a chance to intervene and use those teachable momentswhen interpersonal interactions are not going according to standards ofacceptable behavior. It is imperative that we attend to child-to-child andchild-to-adult interactions and use the opportunities that present themselvesto teach children appropriate behaviors in real time. However, itis not just young children whose social interactions need to be observedand corrected—the fourth grade student who makes fun of anotherstudent needs adult intervention just as much as the four-year-old does.

This experiential teaching tool is invaluable; it can seem time-consuming,but it is time well spent. Regardless of a student's age, we need to intervenewhen the opportunity presents itself; after all, we are also teachingwhen we ignore inappropriate behaviors.

In addition to using teachable moments, the development of an InterpersonalIntelligence should also be taught from a planned curriculum.Specific interpersonal lessons are no different than math or linguisticlessons. If something needs to be learned, it must be consciously taughtand reinforced. For example, a teamwork lesson would include instructionon the rationale for working together in groups, the specific steps todoing so successfully, and explanations of the interactive process. Thenthere would be a practice activity on teamwork. But this is not a one-timelesson or practice session. Teachers must give students many opportunitiesto practice all the skills needed for successful teamwork and acknowledgethe students when they are using these skills appropriately. Additionally,they must allocate time for student reflection. If students are tolearn from their experiences, it is important that they consciously thinkabout what happened and their role in it.

Just as in teaching mathematics or history, reflection is best if it is donein different ways. Certainly there are times when a group discussionprovides students with the chance to process the lesson together and toengage in a group activity where insights can be shared. At other times,however, individual reflection can take place by writing in journals or byreflecting on a few questions during quiet time allocated for thinkingabout what the lesson means to them. Reflection should happen oftenso that it becomes automatic and so that students develop the habit ofevaluating their feelings, behavior, motivation, and performance. Thisprocess gives students the means to internalize their experiences andconnect their Interpersonal and Intrapersonal intelligences.

The number and variety of interpersonal skills to be mastered are significantand complex. Respect, cooperation, empathy, compromise, caring,assertiveness, negotiation—these are but of few of the interpersonalskills we need to teach. And if they are to be internalized and learned,they cannot be taught and practiced just once. There is a critical needto teach the skills multiple times with increasing complexity as childrendevelop. The combination of specifically teaching the InterpersonalIntelligence through lessons that address interpersonal skills and usingteachable moments to educate in real time is powerful and effective. Wemust continuously recognize and reinforce these skills. Often, this is asimple statement said privately to a student—"I noticed you were willingto compromise when the group wanted to go with someone else'sidea." These observations and comments can be tailored to a student'stemperament, strengths, and challenges. A shy student can be noticedbeing more assertive and an argumentative student can be reinforced forefforts to get along with others. Reinforcing positive behavior helps tobuild the Interpersonal skills that don't come as easily to some individualsas they do to others. Of course, these teachable moments also needto be used when the behavior does not meet with expectations, but thesame kind of simple, private statement can be used—"I see that yourgroup can't decide on a plan and you're the only one who wants it yourway. Do you think you can compromise?" A key component of this techniqueis to keep the teacher language nonjudgmental and unemotional.The student should be self-motivated to do the right thing because it'sthe right thing to do, not because it pleases others. This requires teachersto observe constantly and comment often, but it will solidify thedevelopment of Interpersonal skills in a meaningful and permanent way.

Success is measured in many ways in school and in life. Real success,though, comes with a sense of happiness and satisfaction. Human beingsneed human interaction and relationships. The goal in all schoolsshould be to recognize the value of the Interpersonal Intelligence and toteach and encourage its development in every student.

Picture This!

PURPOSE:

Cooperation, compromise, and communication are directly taught assmall groups work together to draw pictures. Over the course of fourdays, the groups are required to make more decisions to complete thepictures.

MATERIALS:

Four large sheets of paper per group, markers, task sheet, chart paper,rating sheet

PROCEDURE:

1. Children work in the same group of three or four children throughoutthe activity. Each day, as a warm-up, the groups are given aquestion upon which they must reach consensus:

If you could change one thing about our class, what would it be?

What is a chore at home you dislike doing?

If you had to eat one food for lunch for a week, what would it be?

What is a book you all like?

If you could learn a new musical instrument, what would it be?

After the groups reach consensus, have a brief check-in and askquestions, such as "Who had to compromise?" "What was hard?" and"What made it easy?"

2. Explain that each group works together to draw a picture. Discusswhat problems might arise. Tell the class you will be circulating andjotting down notes of things you see and hear that indicate people areworking cooperatively. Ask the children to give examples of what youmight hear and see.

3. Give each group the first task sheet. Before they begin to draw,encourage the groups to make a plan and talk about how they willdivide the tasks.

4. Walk around and record things you hear, such as "OK," "What do youthink?" "That is a good idea!" "Is it OK if I ...," and "How about ...?"

5. When the pictures are completed, gather the class and share some ofthe things you heard and saw, recording them on a chart to display.

6. Ask the class how things went in their groups. Children should offercomments without mentioning specific names. Ask questions such as"What might you do differently the next day?" "Is everyone having thechance to offer ideas?" "Is anyone taking over?" "Did anyone have tocompromise?"

7. Each child privately fills out a rating sheet showing how their groupcooperated and then gives a one to five rating, with one beinguncooperative and five being very cooperative, to each member ofthe group including him or herself.

8. Follow the same procedure on each of the next three days with tasks2, 3, and 4. Start each day with a consensus-building question, then goover the charts and talk about what behaviors they want to improve.On the last day, children reflect and share the ways they improvedtheir ability to cooperate, compromise, and communicate during theprocess.

9. Create a permanent chart based on what cooperation looks andsounds like. Children sign the chart to show they will use the ideas onthe chart. Hang the chart up for future reference.

ASSESSMENT/REFLECTION:

Using a class checklist, record whether the children were able to decidewhat to draw the last day in an appropriate amount of time and withthought and consideration for everyone in the group. Specific behaviorsto note include details from the class chart that show cooperation,communication, and the ability to compromise.

MI EXTENSIONS:

The Spatial Intelligence was also used in this lesson.

Linguistic: Under the headings Cooperative Words and UncooperativeWords, children sort phrases, such as "Good idea," "I should go first,"and "Give it to me!"

Bodily-Kinesthetic: Children pantomime situations of cooperation forother children to guess. For example, they might pantomime sharingmaterials. These ideas could be generated by the children or the teacher.The children share what would be heard in this situation.

Logical-Mathematical: Wearing badges that say "Cooperation Detectives,"the class stands quietly in the back of various classrooms and jots downexamples of people working cooperatively. Note words heard, bodylanguage, and things seen. Poll results and make a graph to show cooperationat various grade levels.

Intrapersonal: In their journals, students formulate and write about agoal they would like to reach to improve their ability to cooperate,compromise, or communicate.

The House We Built

PURPOSE:

Students will develop the teaming skills of cooperation, compromise,and communication while discovering the architectural principle ofstructural strength of the triangle in geodesic domes and bridges.

MATERIALS:

Newspaper, masking tape, images of various structures: geodesic domes,bridges, columns, towers, and skyscrapers

PROCEDURE:

1. Show several pictures of structures while students discuss what theysee in the images and what gives the structures their strength.

2. Divide the class into small groups. Each student makes a minimumof six newspaper rolls by rolling a section of newspaper into a tubularshape and securing the ends with masking tape.

3. Before groups begin working, review the expectations and skillsimportant for working collaboratively so that students remember tolisten, share ideas, compromise, and stay on task.

4. Instruct students to build a free-standing structure large enough forall members of the group to get inside, using only the rolled tubesand tape. Groups draw a plan for their structure and have it approvedbefore building.

ASSESSMENT/REFLECTION:

Each student shares something he or she did that helped the groupas they planned and built. Someone in each group tells the class whatsomeone else in that group did that was helpful.

Each group devises a way to test the strength of their structure and demonstratestheir method of proof.

MI EXTENSIONS:

Other intelligences used in this lesson are Spatial and Logical-Mathematical.

Bodily-Kinesthetic: Read What It Feels Like to Be a Building by Forrest Wilson,which uses human figures to replicate architectural structures. Studentsexperiment with duplicating one of the human configurations shown inthe book.

Logical-Mathematical: Using various building blocks, construct geometricmodels of buildings.

Naturalist: Find examples of animal homes and discuss what gives eachone its strength.

Making Museums

PURPOSE:

Students work together to create a museum at the end of a unit of study;for example, Plant, Body, or Westward Expansion museums. The focusis the process of working together and using the interpersonal skills ofcooperation, perseverance, tenacity, compromise, communication, andproblem solving. The galleries contain exhibits the students have createdthat show the knowledge and understandings they have gained duringtheir studies.

MATERIALS:

Various art and craft materials children use to create exhibits for the museumand gifts for the gift shop, writing materials, poster board, samplesof plaques that go with exhibits, Katie's Picture Show by James Mayhew,Visiting the Art Museum by Brown and Brown

(Continues...)

Excerpted from Celebrating Every Learner by Thomas R. Hoerr, Sally Boggeman, Christine Wallach. Copyright © 2010 John Wiley & Sons, Inc.. Excerpted by permission of John Wiley & Sons, Inc..
All rights reserved. No part of this excerpt may be reproduced or reprinted without permission in writing from the publisher.
Excerpts are provided by Dial-A-Book Inc. solely for the personal use of visitors to this web site.

Details zur Ausgabe

• Verlag: Jossey-Bass
• Erscheinungsdatum: 2010
• Sprache: Englisch
• ISBN 10: 0470563869
• ISBN 13: 9780470563861
• Einband: Tapa blanda
• Auflage: 2
• Anzahl der Seiten: 336
• Kontakt zum Hersteller: Nicht verfügbar
• Verantwortliche Person: Nicht verfügbar