eight kinds of smart - responding to student diversity with engaging learning strategies

8 Kinds of Smart:

Responding to Student Diversity with Engaging Learning Strategies

Thomas Armstrong, Ph.D. (www.institute4learning.com)

Urban Charter Schools Collective

Sacramento, CA

April 26, 2013

.

http://www.thomasarmstrong.com/

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The Eight IntelligencesThe Eight Intelligences

Word SmartWord Smart

Jennifer's brother Matthew has one more brother than he has sisters How many more brothers than sisters does Jennifer have?


Word SmartWord Smart Logic SmartLogic Smart

Visualize in as much detail as possible:

•Your bedroom•A yellow hippo with orange spots in a pink tutu•Your mother on the ceiling•A photo of Barack Obama

0 Nothing

10Like outer sights


Word SmartWord Smart Logic SmartLogic Smart Picture SmartPicture Smart

Stand Off

•Choose a partner about your same height•Stand facing each other at arms length•Bend your knees slightly•Count: one….two…three…•Then attempt to put your partner off balance•You can make contact only with your partner’s palms•Two out of three wins


Word SmartWord Smart Logic SmartLogic Smart Picture SmartPicture Smart Body SmartBody Smart

Listen in your mind’s ear to:

•The sound of rain on the roof•Your favorite popular song•The sound of a violin playing•A large group of people singing ‘’Three Blind Mice’’ as a round•Any song you loved as a child

10Like outer sights

0 Nothing


Word SmartWord Smart Logic SmartLogic Smart Picture SmartPicture Smart Body SmartBody Smart Music SmartMusic Smart

To discuss (one minute each):

•A student you’ve had (present or past) who is particularly good at ‘’pushing your buttons’’


Word SmartWord Smart Logic SmartLogic Smart Picture SmartPicture Smart Body SmartBody Smart Music SmartMusic Smart People SmartPeople Smart

Reflect on:

•Your most important goal for the future.•The biggest mistake you’ve ever made in your past.

Note: You will not share this!


Word SmartWord Smart Logic SmartLogic Smart Picture SmartPicture Smart Body SmartBody Smart Music SmartMusic Smart People SmartPeople Smart Self SmartSelf Smart


Word SmartWord Smart Logic SmartLogic Smart Picture SmartPicture Smart Body SmartBody Smart Music SmartMusic Smart People SmartPeople Smart Self SmartSelf Smart Nature SmartNature Smart

The Nine Intelligences?The Nine Intelligences?

Word SmartWord Smart• Logic Smart• Picture Smart• Body Smart• Music Smart• People Smart• Self Smart• Nature Smart• Life Smart ?

MI and HETMI and HET

Biologically Based LearningBiologically Based Learning

(Picture Smart)

((((Music Smart) (Body Smart)

(People andSelf Smart)

(Logic and Nature Smart)

Word Smart

Source: Rosenzweig, M. R., Bennett, E. L., & Diamond, M. C. (1972). Brain changes in response to experience. Scientific American, 226, 22-29.S

Source: Bryan Kolb, Margaret Forgie, Robbin Grazyna Gorny, Sharon Rowntree, Age, Experience and the Changing Brain, Neuroscience & Biobehavioral Review, March 1998


Biologically Based LearningBiologically Based Learning Enriched Learning EnvironmentEnriched Learning Environment


Biologically Based LearningBiologically Based Learning Enriched Learning EnvironmentEnriched Learning Environment Life Skills = Personal IntelligencesLife Skills = Personal Intelligences

LIFESKILLS

•CARING – To feel and show concern for others

•COMMON SENSE – To use good judgment

•COOPERATION – To work together toward a common goal or purpose

•COURAGE – To act according to one’s beliefs despite fear of adverse consequences

•CREATIVITY – To generate ideas; To create something original or redesign through imaginative skill

•CURIOSITY – A desire to investigate and seek understanding of one’s world

•EFFORT – To do your best

•FLEXIBILITY – To be willing to alter plans when necessary

•FRIENDSHIP – To make and keep a friend through mutual trust and caring

•INITIATIVE – To do something, of one’s own free will, because it needs to be done

•INTEGRITY – To act according to a sense of what’s right and wrong

•ORGANIZATION – To plan, arrange, and implement in an orderly way; to keep things orderly and ready to use

•PATIENCE – To wait calmly for someone or something

•PERSEVERANCE – To keep at it

•PRIDE – Satisfaction from doing one’s personal best

•PROBLEM SOLVING – To create solutions to difficult situations and everyday problems

•RESOURCEFULNESS – To respond to challenges and opportunities in innovative

•RESPONSIBILITY – To respond when appropriate; to be accountable for one’s actions

•SENSE OF HUMOR – To laugh and be playful without harming others


Biologically Based LearningBiologically Based Learning Enriched Learning EnvironmentEnriched Learning Environment Life Skills = Personal IntelligencesLife Skills = Personal Intelligences Lifelong Guidelines = Personal IntelligencesLifelong Guidelines = Personal Intelligences

Lifelong Guidelines

•TRUSTWORTHINESS – To act in a manner that makes one worthy of trust and confidence

•TRUTHFULNESS – To be honest about things and feelings with oneself and others

•ACTIVE LISTENING – To listen with the intention of understanding what the speaker intends to communicate

•NO PUT-DOWNS – To never use words, actions and/or body language that degrade, humiliate, or dishonor others

•PERSONAL BEST – To do one’s best given the circumstances and available resources


Biologically Based LearningBiologically Based Learning Enriched Learning EnvironmentEnriched Learning Environment Life Skills = Personal IntelligencesLife Skills = Personal Intelligences Lifelong Guidelines = Personal IntelligencesLifelong Guidelines = Personal Intelligences One of Five Learning PrinciplesOne of Five Learning Principles

‘’There are multiple intelligences (ways of solving problems and/or producing products)’’


Biologically Based LearningBiologically Based Learning Enriched Learning EnvironmentEnriched Learning Environment Life Skills = Personal IntelligencesLife Skills = Personal Intelligences Lifelong Guidelines = Personal IntelligencesLifelong Guidelines = Personal Intelligences One of Five Learning PrinciplesOne of Five Learning Principles Instructional StrategiesInstructional Strategies

Thinking MinuteThinking Minute

Reflect on something interesting you just Reflect on something interesting you just learned.learned.

• Reflect on something that’s still unclear to you.

Sharing MinuteSharing Minute

Share something interesting you just Share something interesting you just learned.learned.

• Share something that’s still unclear to you.

Introducing MI to Your StudentsIntroducing MI to Your Students

MI PizzaMI Pizza

Self Smart

Word Smart

Number/Logic Smart

Picture Smart

Body Smart

Music Smart

Nature Smart

People Smart

MI Pizza


MI PizzaMI Pizza

• Experiences

Human Intelligence HuntHuman Intelligence Hunt

Find Someone Who Can:Find Someone Who Can:– whistle Mozart (M)whistle Mozart (M)

– do a dance step (BK)do a dance step (BK)

– recite four lines of poetry (L)recite four lines of poetry (L)

– draw a picture of a horse (S)draw a picture of a horse (S)

– share a dream they’ve had (Intra)share a dream they’ve had (Intra)

– explain why the sky is blue (LM)explain why the sky is blue (LM)

– say they’re feeling relaxed now (Inter)say they’re feeling relaxed now (Inter)

– name 5 common birds in this area (N)name 5 common birds in this area (N)


MI PizzaMI Pizza

• Experiences

• Games


MI PizzaMI Pizza

• Experiences

• Games

• People


MI PizzaMI Pizza

• Experiences

• Games

• People

• Trips


MI PizzaMI Pizza

• Experiences

• Games

• People

• Trips

• Displays


MI PizzaMI Pizza

• Experiences

• Games

• People

• Trips

• Displays

• Books

Human Intelligence HuntHuman Intelligence Hunt

Find Someone Who Can:Find Someone Who Can:– whistle Mozart (M)whistle Mozart (M)

– do a dance step (BK)do a dance step (BK)

– recite four lines of poetry (L)recite four lines of poetry (L)

– draw a picture of a horse (S)draw a picture of a horse (S)

– share a dream they’ve had (Intra)share a dream they’ve had (Intra)

– explain why the sky is blue (LM)explain why the sky is blue (LM)

– say they’re feeling relaxed now (Inter)say they’re feeling relaxed now (Inter)

– name 5 common birds in this area (N)name 5 common birds in this area (N)

NeurodiversityNeurodiversityAn idea which asserts that atypical An idea which asserts that atypical (neurodivergent) neurological (neurodivergent) neurological development is a normal human development is a normal human difference that is to be recognized and difference that is to be recognized and respected as any other human variation. respected as any other human variation.

Niche ConstructionNiche Construction

• Helping to ensure the thriving of an organism by directly modifying the environment in such a way that it enhances that organism’s chances for survival.

Positive Niche ConstructionPositive Niche Construction

• Helping to ensure the thriving of a child by directly modifying the environment in such a way that it enhances that child’s chances for success.

Positive Niche ConstructionPositive Niche Construction

Strength AwarenessStrength Awareness

Positive Niche ConstructionPositive Niche Construction Strength AwarenessStrength Awareness

– Autistic Spectrum DisorderAutistic Spectrum Disorder

04/09/23 89Happé, F. (1999) ‘Understanding assets and deficits in autism: why success is more interesting than failure’, Spearman Medal Lecture, The Psychologist, vol. 12, no. 11, November 1999

04/09/23 90

Source: Wikimedia Commons

04/09/23 91



– Learning DisabilitiesLearning Disabilities

94Source: Wikimedia Commons




– ADD/ADHDADD/ADHD

04/09/23 99

NEOTENYNO NEOTENY





– Intellectual DisabilitiesIntellectual Disabilities

Source: Vicky Broadus, Lexington (KY) Herald Leader





– Intellectual DisabilitiesIntellectual Disabilities

– Emotional and Behavioral DisordersEmotional and Behavioral Disorders

Identifying Strengths in StudentsIdentifying Strengths in Students

ObservationObservation



• Documentation



• Documentation

• Cum Files



• Documentation

• Cum Files

• Colleagues



• Documentation

• Cum Files

• Colleagues

• Parents



• Documentation

• Cum Files

• Colleagues

• Parents

• Students

Neurodiversity Strengths ChecklistNeurodiversity Strengths ChecklistPersonal StrengthsPersonal Strengths

___ Enjoys working independently___ Enjoys working independently___ Has a good sense of his/her personal strengths and ___ Has a good sense of his/her personal strengths and weaknessesweaknesses___ Learns from past mistakes___ Learns from past mistakes___ Has persistence in carrying out assignments or activities___ Has persistence in carrying out assignments or activities___ Is courageous in dealing with adversity and/or the ___ Is courageous in dealing with adversity and/or the unknownunknown___ Keeps a personal diary or journal___ Keeps a personal diary or journal___ Has a good sense of humor___ Has a good sense of humor___ Possesses a sense of responsibility___ Possesses a sense of responsibility___ Has strong opinions about controversial topics___ Has strong opinions about controversial topics___ Marches to the beat of a different drummer___ Marches to the beat of a different drummer___ Handles stressful events well (e.g. is resilient)___ Handles stressful events well (e.g. is resilient)___ Has good character (e.g. honesty, integrity, fairness)___ Has good character (e.g. honesty, integrity, fairness)___ Has the ability to set realistic goals for him/herself___ Has the ability to set realistic goals for him/herself___ Has a sense of confidence or high self-esteem___ Has a sense of confidence or high self-esteem___ Has good self-discipline___ Has good self-discipline___ Has personal ambitions in life___ Has personal ambitions in life___ Displays good common sense___ Displays good common sense___ Possesses personal vitality, vigor, or energy___ Possesses personal vitality, vigor, or energy

Communication StrengthsCommunication Strengths

___ Explains ideas or concepts well to others___ Explains ideas or concepts well to others___ Asks good questions___ Asks good questions___ Is a good storyteller___ Is a good storyteller___ Is a good joke teller___ Is a good joke teller___ Has good listening skills___ Has good listening skills___ Handles verbal feedback (especially negative feedback) well___ Handles verbal feedback (especially negative feedback) well___ Has good articulation ability___ Has good articulation ability___ Is able to effectively use non-verbal cues to communicate___ Is able to effectively use non-verbal cues to communicate with otherswith others___ Is persuasive in getting someone to do something___ Is persuasive in getting someone to do something___ Has good assertive skills without being pushy___ Has good assertive skills without being pushy

Emotional StrengthsEmotional Strengths

____ Is emotionally sensitive to perceiving the world around ____ Is emotionally sensitive to perceiving the world around him/her him/her ____ Has an optimistic attitude toward life____ Has an optimistic attitude toward life____ Can tell how he/she is feeling at any given moment____ Can tell how he/she is feeling at any given moment____ Can easily pick up on the emotional state of another person____ Can easily pick up on the emotional state of another person____ Is able to handle strong internal feelings in a____ Is able to handle strong internal feelings in a constructive mannerconstructive manner____ Receives gut feelings about things____ Receives gut feelings about things

From: Thomas Armstrong, Neurodiversity in the Classroom: Strength-Based Strategies to Help Students with Special Needs Succeed in School and Life. Alexandria, VA: ASCD, 2012. "Reproduced with permission. Learn more about ASCD at www.ascd.org."

Neurodiversity Strengths ChecklistNeurodiversity Strengths ChecklistSocial StrengthsSocial Strengths

___ Has leadership ability___ Has leadership ability___ Has a good sense of empathy for others___ Has a good sense of empathy for others___ Enjoys socializing with others___ Enjoys socializing with others___ Is good at helping others___ Is good at helping others___ Is kind or affectionate towards others___ Is kind or affectionate towards others___ Has at least one good friend___ Has at least one good friend___ Prefers working with others___ Prefers working with others___ Likes to play board games and/or card games with others___ Likes to play board games and/or card games with others___ Has skill in refereeing disputes conflicts between ___ Has skill in refereeing disputes conflicts between classmatesclassmates___ Is polite and has good manners___ Is polite and has good manners___ Is able to work out his/her own conflicts with others___ Is able to work out his/her own conflicts with others___ Works well in groups___ Works well in groups___ Volunteers his/her time in some worthy cause___ Volunteers his/her time in some worthy cause___ Belongs to at least one club or social group (e.g. Scouts.)___ Belongs to at least one club or social group (e.g. Scouts.)___ Has a good relationship with at least one family member___ Has a good relationship with at least one family member___ Is friendly to others___ Is friendly to others___ Is good at sharing with others___ Is good at sharing with others___ Follows class rules___ Follows class rules___ Has a good relationship with at least one teacher in the ___ Has a good relationship with at least one teacher in the schoolschool___ Has good personal hygiene___ Has good personal hygiene___ Trusts others without being taken in___ Trusts others without being taken in___ Is liked by his peers___ Is liked by his peers

Cognitive StrengthsCognitive Strengths

___ Has good organizational skills___ Has good organizational skills___ Has good study skills___ Has good study skills___ Is able to use cognitive strategies (e.g. self-talk) in ___ Is able to use cognitive strategies (e.g. self-talk) in solving problemssolving problems___ Is able to pay close attention to details___ Is able to pay close attention to details___ Has a good short-term and/or long-term ___ Has a good short-term and/or long-term memorymemory___ Is able to think ahead___ Is able to think ahead___ Is able to become totally absorbed in an activity___ Is able to become totally absorbed in an activity___ Can easily divide his attention between two or more ___ Can easily divide his attention between two or more activitiesactivities

Cultural StrengthsCultural Strengths

___ Has traveled to other countries___ Has traveled to other countries___ Speaks more than one language___ Speaks more than one language___ Is tolerant of others who have cultural, ethnic, or racial ___ Is tolerant of others who have cultural, ethnic, or racial differencesdifferences___ Has pride in his/her own cultural, ethnic, or racial ___ Has pride in his/her own cultural, ethnic, or racial backgroundbackground___ Likes to find out about historical events around the world___ Likes to find out about historical events around the world___ Enjoys learning about different cultural traditions___ Enjoys learning about different cultural traditions


Neurodiversity Strengths ChecklistNeurodiversity Strengths Checklist

Literacy StrengthsLiteracy Strengths

___ Enjoys reading books___ Enjoys reading books___ Has good reading comprehension___ Has good reading comprehension___ Enjoys doing word puzzles or playing word games___ Enjoys doing word puzzles or playing word games___ Is a good writer in one or more genres (e.g. poetry, ___ Is a good writer in one or more genres (e.g. poetry, stories, reports, letters)stories, reports, letters)___ Is a good speller___ Is a good speller___ Has a large vocabulary___ Has a large vocabulary___ Enjoys listening to audio books or to someone telling a ___ Enjoys listening to audio books or to someone telling a story or reading out loudstory or reading out loud

Logical StrengthsLogical Strengths

___ Does well in science class___ Does well in science class___ Can estimate things easily___ Can estimate things easily___ Enjoys working with numbers and/or statistics___ Enjoys working with numbers and/or statistics___ Is good at solving math problems___ Is good at solving math problems___ Has a chemistry set or other science kit that he/she works with ___ Has a chemistry set or other science kit that he/she works with at homeat home___ Has an interest in astronomy, chemistry, physics, or biology___ Has an interest in astronomy, chemistry, physics, or biology___ Enjoys logical or number games or puzzles like Rubik’s cube ___ Enjoys logical or number games or puzzles like Rubik’s cube or Sudokuor Sudoku___ Can easily calculate numbers in his/her head___ Can easily calculate numbers in his/her head

Visual-Spatial StrengthsVisual-Spatial Strengths

___ Has an aptitude for fixing machines___ Has an aptitude for fixing machines___ Likes to create three-dimensional structures with building ___ Likes to create three-dimensional structures with building materialsmaterials___ Is good at doing jigsaw puzzles or other visual puzzles___ Is good at doing jigsaw puzzles or other visual puzzles___ Is able to read maps well___ Is able to read maps well___ Reports being able to visualize images clearly___ Reports being able to visualize images clearly___ Gets information more easily through pictures than words___ Gets information more easily through pictures than words___ Is sensitive to the visual world around him/her___ Is sensitive to the visual world around him/her

Physical StrengthsPhysical Strengths

___ Has a good sense of balance___ Has a good sense of balance___ Learns material best when moving around___ Learns material best when moving around___ Likes to ride his/her bike, skateboard, and/or other self-powered___ Likes to ride his/her bike, skateboard, and/or other self-powered personal vehiclepersonal vehicle___ Is good at playing team sports like baseball, soccer, basketball, or ___ Is good at playing team sports like baseball, soccer, basketball, or footballfootball___ Is good at playing individual sports like tennis, swimming, ___ Is good at playing individual sports like tennis, swimming, gymnastics, or golfgymnastics, or golf___ Is in good physical health___ Is in good physical health___ Likes to dance___ Likes to dance___ Is physically strong___ Is physically strong___ Is a fast runner or has other athletic abilities___ Is a fast runner or has other athletic abilities___ Likes to exercise (e.g. weights, aerobics, jogging, treadmill)___ Likes to exercise (e.g. weights, aerobics, jogging, treadmill)___ Has good physical endurance___ Has good physical endurance___ Has good physical flexibility___ Has good physical flexibility


Neurodiversity Strengths ChecklistNeurodiversity Strengths ChecklistDexterity StrengthsDexterity Strengths

___ Has a hobby building model cars, planes, ships or other ___ Has a hobby building model cars, planes, ships or other similar projectssimilar projects___ Displays good handwriting___ Displays good handwriting___ Likes to juggle or do magic tricks___ Likes to juggle or do magic tricks___ Enjoys hand crafts like knitting, crocheting, embroidery, ___ Enjoys hand crafts like knitting, crocheting, embroidery, or needlepointor needlepoint___ Likes to make things with his/her hands___ Likes to make things with his/her hands___ Has good tactile ability___ Has good tactile ability___ Enjoys arts and crafts like origami, collage, and/or paper___ Enjoys arts and crafts like origami, collage, and/or paper maché maché ___ Enjoys woodworking, carpentry, carving, and/or metal ___ Enjoys woodworking, carpentry, carving, and/or metal workwork____Has good eye-hand coordination____Has good eye-hand coordination

Nature StrengthsNature Strengths

___ Has good rapport with animals___ Has good rapport with animals___ Is good at taking care of plants in the classroom or at home___ Is good at taking care of plants in the classroom or at home___ Is sensitive to weather patterns___ Is sensitive to weather patterns___ Takes care of a pet at home or at school___ Takes care of a pet at home or at school___ Is concerned about the welfare of the planet (e.g. is ___ Is concerned about the welfare of the planet (e.g. is ecologically-minded)ecologically-minded)___ Likes to go hiking and/or camping in nature___ Likes to go hiking and/or camping in nature___ Enjoys studying nature (e.g. insects, plants, birds, rocks, ___ Enjoys studying nature (e.g. insects, plants, birds, rocks, and/or animals)and/or animals)___ Likes to hunt or fish___ Likes to hunt or fish___ Has a good sense of direction___ Has a good sense of direction

Musical StrengthsMusical Strengths

___ Is sensitive to the rhythms of music___ Is sensitive to the rhythms of music___ Enjoys playing a musical instrument___ Enjoys playing a musical instrument___ Knows the music and lyrics of many songs___ Knows the music and lyrics of many songs___ Has a particular interest in one or more musical ___ Has a particular interest in one or more musical genres (e.g. rock, classical, jazz) genres (e.g. rock, classical, jazz) ___ Enjoys listening to music___ Enjoys listening to music___ Has a good sense of hearing auditory acuity___ Has a good sense of hearing auditory acuity___ Has a good sense of pitch___ Has a good sense of pitch___ Has a good singing voice___ Has a good singing voice___ Makes up his/her own tunes or melodies with or ___ Makes up his/her own tunes or melodies with or without/lyricswithout/lyrics

High Tech StrengthsHigh Tech Strengths

___ Likes to spend time using a computer, tablet, or smart ___ Likes to spend time using a computer, tablet, or smart phonephone___ Has a facility for playing video games___ Has a facility for playing video games___ Likes to surf the Internet___ Likes to surf the Internet___ Knows how to set up audio-visual or computer equipment___ Knows how to set up audio-visual or computer equipment___ Likes to text on the phone___ Likes to text on the phone___ Enjoys social networking (e.g. blog, website, Facebook)___ Enjoys social networking (e.g. blog, website, Facebook)___ Enjoys using a still camera or video camera to record ___ Enjoys using a still camera or video camera to record events or express him/herselfevents or express him/herself___ Has several his/her own favorite movies or TV shows that ___ Has several his/her own favorite movies or TV shows that he/she likes to talk abouthe/she likes to talk about____Understands at least one computer language____Understands at least one computer language


Neurodiversity Strengths ChecklistNeurodiversity Strengths Checklist

Creative StrengthsCreative Strengths

___ Expresses him/herself dramatically___ Expresses him/herself dramatically___ Has a good imagination___ Has a good imagination___ Enjoys doodling, drawing, and/or painting___ Enjoys doodling, drawing, and/or painting___ Likes to act in plays and skits___ Likes to act in plays and skits___ Works well with clay or other forms of sculpture___ Works well with clay or other forms of sculpture___ Demonstrates creativity in one or more school assignments___ Demonstrates creativity in one or more school assignments___ Possesses a love of beautiful things___ Possesses a love of beautiful things___ Has ideas for futuristic or fantastic projects___ Has ideas for futuristic or fantastic projects___ Comes up with ideas that nobody else has thought of___ Comes up with ideas that nobody else has thought of

Spiritual StrengthsSpiritual Strengths

___ Enjoys meditation, yoga, or some other form of ___ Enjoys meditation, yoga, or some other form of contemplationcontemplation___ Asks big life questions (e.g. what is the purpose of ___ Asks big life questions (e.g. what is the purpose of life?)life?)___ Has a deep sense of wisdom___ Has a deep sense of wisdom___ Participates in religious or other spiritual events___ Participates in religious or other spiritual events___ Has a philosophical attitude toward life___ Has a philosophical attitude toward life___ Has a strong faith in something higher than___ Has a strong faith in something higher than him/herselfhim/herself

Miscellaneous StrengthsMiscellaneous Strengths

___ Likes collecting things (e.g. stamps, coins, buttons)___ Likes collecting things (e.g. stamps, coins, buttons)___ Loves to cook___ Loves to cook___ Has a love of learning new things___ Has a love of learning new things___ Is a good test taker___ Is a good test taker___ Possesses a good memory for nighttime dreams___ Possesses a good memory for nighttime dreams___ Is curious about the world around him/her___ Is curious about the world around him/her___ Has a good sense of time___ Has a good sense of time___ Manages money well___ Manages money well___ Has good fashion sense in the clothes he/she wears___ Has good fashion sense in the clothes he/she wears___ Has good entrepreneurial skills (e.g. has started own___ Has good entrepreneurial skills (e.g. has started own business) started his/her own businessbusiness) started his/her own business

Other StrengthsOther Strengths (write in other strengths not mentioned(write in other strengths not mentioned elsewhere in checklist): elsewhere in checklist):


Positive Niche ConstructionPositive Niche Construction Strength AwarenessStrength Awareness Positive Role ModelsPositive Role Models Assistive Technologies/UDLAssistive Technologies/UDL Strength-Based Learning StrategiesStrength-Based Learning Strategies Enhanced Human Resource NetworkEnhanced Human Resource Network Affirmative Career AspirationsAffirmative Career Aspirations Positive Environmental ModificationsPositive Environmental Modifications

Boyle’s Law - 8 WaysBoyle’s Law - 8 Ways

LinguisticLinguistic - verbal definition - verbal definition

Boyle’s LawBoyle’s Law

For a fixed mass and temperature of gas, the pressure is inversely proportional to the volume.


LinguisticLinguistic - verbal definition - verbal definition

• Logical-MathematicalLogical-Mathematical - equation - equation


P x V = K

4ATM x 2cm³ = __

2ATM x __ = 8

8ATM x __ = 81cm³

8

4cm³


LinguisticLinguistic - verbal definition - verbal definition Logical-MathematicalLogical-Mathematical - equation - equation

• Spatial Spatial – visual metaphor– visual metaphor


LinguisticLinguistic - verbal definition - verbal definition Logical-MathematicalLogical-Mathematical - equation - equation SpatialSpatial - visual metaphor - visual metaphor Bodily-Kinesthetic Bodily-Kinesthetic - mouth experiment - mouth experiment

Musical Musical – Boyle’s law chant– Boyle’s law chant

Boyle’s Law ChantBoyle’s Law Chant

When the volume goes down

The pressure goes up

The blood starts to boil

And a scream erupts

“I need more space or I’m going to frown!”

The volume goes up

And the pressure goes down.


LinguisticLinguistic - verbal definition - verbal definition Logical-MathematicalLogical-Mathematical - equation - equation SpatialSpatial - visual metaphor - visual metaphor Bodily-KinestheticBodily-Kinesthetic - mouth experiment - mouth experiment MusicalMusical - Boyle’s law chant - Boyle’s law chant Interpersonal Interpersonal – cooperative activity – cooperative activity Intrapersonal Intrapersonal – “think of a time in your life”– “think of a time in your life” NaturalistNaturalist– marine biology– marine biology


For a fixed mass and temperature of gas, the pressure is inversely proportional to the volume.

MI Lesson Plan Mind-MapMI Lesson Plan Mind-Map

Objective

Linguistic - How can I use the spoken or written word?


Objective


Logical-Mathematical - How can I bring in numbers, calculations, logic, classifications, or critical thinking?


Objective



Spatial - How can I use visual aids, visualization, color, art, or metaphor?


Objective




Musical - How can I bring in music or environmental sounds, or set key points in a rhythmic or melodic framework?


Objective





Bodily-Kinesthetic - How can I involve the whole body or the use of hands-on experiences?


Objective





Bodily-Kinesthetic - How can I involve the whole body or the use of hands-on experiences?Naturalist - How can I incorporate

living things or systems?


Objective







Interpersonal - How can I engage students in peer sharing, cooperative learning, or large group simulation?


Objective







Interpersonal - How can I engage students in peer sharing, cooperative learning, or large group simulation?

Intrapersonal - How can I evoke personal feelings or memories, or give students choices?

SpellingSpelling

Linguistic - Traditional approaches

Spelling

• copy ten times

• use in a sentence

• syllabify it

• look it up in the dictionary

• take practice tests

SpellingSpelling


Logical-Mathematical -Digitalize words (or use code)

Spelling

Consonants = 1

Vowels = 0

Foundation = 1001101001

A = 1

B = 2

C = 3

etc.

Foundation = 6-15-21-14-4-1-20-9-15-14

SpellingSpelling



Spatial - Visualize words

Spelling

AXOLOTL

SpellingSpelling




Musical - Sing words

Spelling

PHTHALOCYANINE

SpellingSpelling





Bodily-Kinesthetic -Stand up on vowels, sit down on consonants

Spelling

ONOMATOMANIA

SpellingSpelling






Naturalist - Spelling outside (use naturalist lists)

Spelling

SpellingSpelling







Interpersonal - People spelling

Spelling

Empathy

SpellingSpelling







Interpersonal - People spelling

Intrapersonal - Personalized spelling lists

Spelling

Learning Centers ActivityLearning Centers Activity

Select an MI symbolSelect an MI symbol

• Do the activity listed on the sheet.

• When you hear five consecutive beats go to the next center (clockwise)

• Go to your seat on ‘’shave and a haircut two bits”’

• On the signal (drum beat) go to that MI center (bring handouts, pencil or pen).

Instructional Objective:

To make students aware of the dangers of fast food eating, and the benefits of eating a healthy diet.


Word Smart -Logic Smart -

Picture Smart -

Music Smart -

Body Smart -

Nature Smart -

People Smart -

Self Smart -

Group ActivityGroup Activity

Select a scribeSelect a scribe• Choose a specific topic• Brainstorm strategies using

mind-map• Be prepared to demonstrate one

30-second strategy

ResourcesResources

Armstrong, Thomas. The Power of Neurodiversity: Unleashing the Advantages of Your Differently Wired Brain. Cambridge, MA: DaCapo Lifelong, 2010.

Armstrong, Thomas. Neurodiversity in the Classroom: Strength-Based Strategies to Help Students with Special Needs Succeed in School and Life. Alexandria, VA: ASCD, 2012.

Armstrong, Thomas. Multiple Intelligences in the Classroom, 3nd Ed.. Alexandria, VA: ASCD, 2009.

Armstrong, Thomas. 7 Kinds of Smart: Identifying and Developing Your Many Intelligences: Revised and Updated with Information on 2 New Kinds of Smart. , New York: Plume, 1999.

Armstrong, Thomas. In Their Own Way: Discovering and Encouraging Your Child’s Multiple Intelligences. New York: Tarcher/Putnam-Penguin, 2000.

Armstrong, Thomas. The Multiple Intelligences of Reading and Writing: Making the Words Come Alive. Alexandria, VA: ASCD, 2003.

Armstrong, Thomas. You’re Smarter Than You Think: A Kids’ Guide to Multiple Intelligences. Minneapolis, MN: Free Spirit, 2003.

Campbell, L. and B. Campbell. Multiple Intelligences and Student Achievement: Success Stories from Six Schools. Alexandria, VA: ASCD, 2000.

Gardner, Howard. Frames of Mind: The Theory of Multiple Intelligences. New York: Basic Books, 1983.

Gardner, Howard.. Intelligence Reframed: Multiple Intelligences for the 21st Century. New York: Basic, 1999.

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How to Follow Up This PresentationHow to Follow Up This Presentation

Research in the field of staff development suggests that single presentations by themselves do not produce significance change, but rather that on-going programs serve to keep the ideas alive, provide opportunities for practice and feedback, and establish an atmosphere of trust and safety necessary for effective transformation of teaching practices. Consequently, I’d like to suggest three different structures for on-going support of the ideas I’ve “planted” in this presentation

1. Curriculum Planning Groups. These groups would consist of 5-10 teachers who would come together regularly to plan lessons, units, semester long themes, or other curricular modules based on the theory of multiple intelligences. Teachers could use the brainstorming/mind-mapping techniques used in this presentation as a format for each meeting. Each teacher could choose to take primary responsibility for at least one intelligence so that group members could pool their respective expertise in developing teaching strategies that cover all 8 intelligences. Each meeting might begin with a sharing of how strategies developed in the previous meeting worked or didn’t work. Group members could help provide feedback and support in revising or developing new curricular strategies.

2. Support Groups. These groups are more generic sources of support for teachers charting new directions in their teaching approaches as they seek to incorporate the philosophy as well as the specific tools of multiple intelligences theory. A suggested format for each group meeting might go as follows:

a. Success Sharing: The first five minutes of the meeting, participants share something positive that happened to them in their teaching since the previous support group.

b. Negotiating for Time: Participants then tell the group what they would like individual help with and how much time they need from the group (e.g. “I need ten minutes for some feedback on bodily-kinesthetic and musical strategies for teaching regrouping in subtraction” or “I need fifteen minutes just to let off a little steam about a parent’s criticism of MI theory”). Time amounts may need to be adjusted so that everyone has an opportunity to have their needs met. Then the main part of the meeting involves each of these individuals getting help in the areas they have specified.

c. Networking and Resource Sharing: The last part of every meeting can be an informal “party-like” atmosphere (with refreshments etc.) where participants network and share teaching materials they’ve found effective.

3. Study Groups. These groups are structured around my book Multiple Intelligences in the Classroom. Before each meeting, participants read a chapter in the book and do one or more of the suggested activities at the end of the chapter. They then come together to discuss the material in the chapter and to share the results of the activities. Another way of doing this would involve participants talking about the material in the chapter at one meeting, and then at the next meeting sharing experiences suggested at the end of the chapter. Study groups provide an opportunity for teachers to talk about MI theory and connect it to their own classroom experience in a safe and positive small group atmosphere.

Follow-Up (page 2):

Leonardo da Vinci’s IEP Meeting

Principal: ”Okay, I think we’re ready to start. Who wants to get the ball rolling?”‘

School Psychologist: ”Well, I ran him through some tests, but his attention was all over the place. He kept looking at a part of the wall in my office where the plaster had fallen off, and said he saw a battleship fighting a dragon. I’m wondering whether he needs a workup by a psychiatrist to rule out possible psychotic features.”

Learning Disability Specialist: “I’m concerned that he occasionally writes backwards. As you know, this is a soft sign for neurological dysfunction.”

Classroom Teacher: “Yes, I’ve seen those reversals in my classroom. He never seems to get any work done. He’ll start one thing and then lose interest. He’s always doodling in the margins of the worksheets I give him. And when he’s not doing that, he’s looking out the window daydreaming.”

Learning Disability Specialist: ”I’ve noticed that in my remediation sessions with him. He appears to be a good candidate for psycho-stimulant medication.”

Classroom Teacher: ”Yes! That would help me SO MUCH! Last week, we found him in the boiler room with a screw driver. He said he had a great idea about how to improve the heating duct system in the school. We had to put him on detention.”

Learning Disability Specialist: ”He’s falling way behind in reading and most of his other academic subjects, although, his math and science aren’t too bad. I recommend that we take him out of his art class for more one-on-one remediation to focus on his spelling, handwriting, and phonemic awareness skills.”

Principal: “That sounds like a great idea. And can you set up some workable instructional objectives? I’m concerned that with the Common Core Standards just around the corner he’s going to be lost. And then what’s going to happen to him? I mean, he can’t exactly make a living by doodling, now, can he?”

I’m not so sure about that!

Thank you!

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