Welcome to your LIFE PLAN

• This series of slides is designed to help you think about your life;

and

• To help you put together your thoughts in a way that you can easily share with your teachers, parents and others who might help you achieve your dreams.

Instructions for your LIFE PLAN

• The slides with a gray background will give you directions.

• When you are done with the direction you will delete the gray slide.

Instructions, continued

• The slides that are currently white are where you will put your answers to the directions.

• When you delete the gray slides you will be left with the slides that will tell others about your dreams for your future.

Instructions, continued• You may want the white slides to look

different.You may change the background.You may add a school or personal logo on the

side of the screen.You may add animation to words or clipart.You can add photos, clips of music or video.

• To change the appearance of all the slides, you will need to change the “master slide” found in “view”. (ask your teacher for help.)

Instructions, continued

• This is just a tool.

• This PowerPoint presentation willHelp you develop a more clear set of life

plans.Organize your message for your IEP

meeting. So why not invite your teachers!?Visually show the IEP team who you are so

that they can better guide you toward the goals you have for your future.

Instructions, continued

TOOLS CHANGE!!!

Instructions, continued

• The next slides will be the first slide of your presentation. You may leave it as is or find other graphics.

• The slide after that will have your picture and name. Your teacher will help you with inserting your photo.

Welcome to my IEP meeting

My name is

I go to _____ High School

Will everyone please introduce themselves?

PictureOf

School

Introduction

Let me tell you about myself

picture

InterestsIdentifying what you currently like and dislike helps you to make better decisions about your future in the areas of:

•Career and/or post-secondary education

•Living arrangements

•Family/social situations

•Leisure/recreation time.

Activity:

•Participate in the class discussion

•Complete the Individual Interest Inventory

•Find pictures to represent your top three likes and dislikes for your presentation, insert them in the next two pages.Interests instructions

My InterestsThese are things I like to do.

My InterestsThese are things I’m not so crazy

about.

AbilitiesIdentifying what you find easier and harder to do helps you to find a better match between what you can do and what is required in the future for:

•Career and/or post-secondary education

•Living arrangements

•Family/social situations

•Leisure/recreation time.

Activity:

•Participate in the class discussion.

•Complete the Personal Abilities Assessment.

•Find pictures for your presentation that represent the top three things you find easy to do and the three things you find harder to do.

Abilities instructions

Things that are easy for me.

Things that are harder for me.

Your likes/dislikes, the things you find easy to do, the things that you struggle with are very important clues to three things:

• The way you are smart.

• How you can best learn.

• And how you can use this information

• To do better in school and

• To find a “best fit” job.

Activity:

Keep on reading and doing the suggested activities on the next slides

What does this information say about me?

New brain research has determined that everyone has at least eight different kinds of “smarts”. This is called Multiple Intelligences Theory or “MI” for short.

This is a new way of thinking about what it means to be “smart”. It means that there are more ways to be smart than being good at reading, writing and math.

HOW you are SMART

HOW you are SMART

"An intelligence is the ability to solve

problems, or to create products,

that are valued [by others]."

-- Howard Gardner, Frames of Mind, 19933.

People can have more brain power in some areas of “smarts” than in other areas. This means learning occurs best when learning uses the strongest type of brain power. You can also strengthen those areas in which you are weaker.

As logical as this sounds, it is a revolutionary concept. Many adults and some teachers are not aware of this new research.

HOW you are SMART

If you understand your “MI” you can help improve your learning at school, at work, and throughout the rest of your life.

HOW you are SMART

Let’s explore your MI.

How are you smart?

A guide for exploring your multiple intelligences

WordsVerbal/

Linguistic

NumbersLogical/

Mathematic

Pictures

Visual/Spatial

BodyKinesthetic

SelfIntraperson

al

PeopleInterpersonal

(Inter-people)

MusicMusical/

Rhythmic

NatureNaturalist

People are smart in different ways. This idea is called Multiple Intelligences (MI).

How are you smart?

Find out your strongest way you are smart. Take a fun quiz online. There are many different quizzes online to help you discover how you are smart. You may want to do a web search for others. Search for the words “multiple intelligence”.

But for now, take the following quiz to see how you are smart.

Be sure to read the directions before you go to the web site.

AFTER you complete the quiz:

•Print your results•Minimize the quiz window to return to this presentation

Go to Literacyworks.org CLICK HERE

How are you smart?

1. From your printout, write your scores on your worksheet “How you Are Smart - Top Three”

2. Circle your top three scores. These are how you are most “smart”.

3. On the next slide show your three smarts by deleting all the icons except for your top three.

Of 8 different ways to be smart, this is how I am most

smart:

WordsVerbal/

Linguistic

NumbersLogical/

Mathematic

PicturesVisual/Spatial

BodyKinesthetic

SelfIntrapersonal

PeopleInterpersonal(Inter-people)

MusicMusical/Rhythmic

NatureNaturalist

Delete all but your three strongest smarts and arrange to your liking. Delete this message when you are done.

How are you smart and how do you best

learn?1. On the worksheet “ HOW you are SMART, How

you BEST LEARN”, write your three top “smarts” in the left column.

2. Select three things that describe you the best from the descriptions for each of your top three “smarts”. Write those descriptions in the middle column.

3. Explore your top three “smarts”. Follow the directions on the next slide.

4. Select three suggestions from the list that you think could help you to learn better.

5. Write those suggestions in the right hand column for each “smart”.

Discover the ways you can learn best

• Click on an icon to go to the specific “smart” page. There are two pages for each “smart”. The second page is a list of ways that kids can best learn.

• Select three ways you learn best to put in your chart• The arrows at the bottom of the page will help you move back to this page.

WordsVerbal/

Linguistic

NumbersLogical/

Mathematic

PicturesVisual/Spatial

BodyKinesthetic

SelfIntrapersonal

PeopleInterpersonal(Inter-people)

MusicMusical/Rhythmic

NatureNaturalist

EXIT

Word Smart Verbal/Linguisti

c Intelligence

Verbal/Linguistic Intelligence (Word Smart) is the capacity to use language, your native language, and perhaps other languages, to express what's on your mind and to understand other people.  Poets really specialize in linguistic intelligence, but any kind of writer, orator, speaker, lawyer, or a person for whom language is an important stock in trade, highlights linguistic intelligence.

SHAKESPEARE     LONGFELLOW AGATHA CHRISTIE    

MARGERY WILLIAMS MAYA ANGELOU  HEMINGWAY      

ROBERT FROST MARK TWAIN  STEINBECK 

J.K. ROWLINGS LOUISA MAY ALCOTT

ELIZABETH BARRETT BROWNINGNEXT PAGE

©  j. carlson-pickering 1997 M.I. Smart!  Program

Word Smart kids learn best by:

• Writing letters, poems, stories, descriptions • Leading an oral discussion or debate • Creating audio tapes • Giving an oral presentation • Writing or giving a news report • Developing questions for, and conducting an interview • Presenting a radio drama • Creating a slogan • Writing their own story problems • Keeping a journal or diary • Writing a verbal defense • Creating a word game to go along with your present topic • Doing storytelling • Writing all types of humor/jokes TO 8

SMARTS

http://www.chariho.k12.ri.us/curriculum/MISmart/mi_smart.html#the%20intelligences

If this is one of your “smarts” pick three ways you think you could learn best and write them on your worksheet “HOW You Are SMART. How you can BEST LEARN”.

Math Smart Logical/Mathematic

al Intelligence People with highly developed logical/mathematical intelligences (math smart) understand the underlying principles of some kind of cause and effect, the way a scientist or a logician does; or can manipulate numbers, quantities, and operations, the way a mathematician does.

Archimedies        Sir  Isaac  Newton       Galileo Copernicus        Einstein     Euclid           Pythagoras Kepler        Pascal 

©  j. carlson-pickering 1997 M.I. Smart!  ProgramNEXT PAGE

Math Smart kids, may best learn by: Math Smart kids,

may best learn by: • Listing or organizing facts • Using deductive reasoning skills • Using abstract symbols and formulas • Solving logic and/or story problems • Doing brainteasers • Analyzing data • Using graphic organizers • Working with number sequences • Computing or Calculating • Deciphering codes • Forcing relationships/Syllogisms • Creating or finding patterns • Hypothesizing/Conducting an experiment

TO 8 SMARTS

http://www.chariho.k12.ri.us/curriculum/MISmart/mi_smart.html#the%20intelligences

If this is one of your “smarts” pick three ways you think you could learn best and write them on your worksheet “HOW You Are SMART. How you can BEST LEARN”.

Visual/Spatial

Intelligence

Visual/Spatial

IntelligenceSpatial intelligence refers to the ability to represent the space in your mind – the way a sailor or airplane pilot navigates the large spatial world, or the way a chess player or sculptor understands issues of placement in a space.

Spatial intelligence can be used in the arts or in the sciences.  If you are spatially intelligent and oriented toward the arts, you are more likely to become a painter or sculptor or architect than, say a musician or a writer.  Similarly, certain sciences like anatomy or topology emphasize spatial intelligence.

Michelangelo Leonardo Da Vinci Annie Liebovitz Van Gogh Monet Mary  CassattRembrandt Diane Arbus Grandma MosesI.M.  Pei Frank  Lloyd  Wright Meryl StreepPicasso   Steven Spielberg  Georgia O'Keefe

NEXT PAGE©  j. carlson-pickering 1997 M.I. Smart!  Program

Visual Smart kids may learn best by: Visual Smart kids may learn best by:

• Creating charts, posters, graphs, or diagrams • Creating a Web page or PowerPoint project • Making a videotape or film • Creating pie charts, bar graphs, etc. • Making a photo album • Creating a collage • Making a mobile or sculpture • Designing a mindmap • Making a map • Using color and shape • Developing or using Guided Imagery • Understanding color schemes • Pretending to be someone else, or something else.

TO 8 SMARTS

http://www.chariho.k12.ri.us/curriculum/MISmart/mi_smart.html#the%20intelligences

If this is one of your “smarts” pick three ways you think you could learn best and write them on your worksheet “HOW You Are SMART. How you can BEST LEARN”.

Body SmartBodily/Kinesthet

ic Intelligence

Body SmartBodily/Kinesthet

ic Intelligence Bodily/Kinesthetic intelligence, (body smart) is 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 when dancing or acting.

Barishnakov      Cathy Rigby        Tiger Woods Michael Jordan David Copperfield Charlie Chaplin Marcel Marceau Harry Houdini        Mia Hamm

©  j. carlson-pickering 1997 M.I. Smart!  Program NEXT PAGE

Body Smart kids may best learn by:

• Creating a dance or movement sequence • Role Playing • Using physical gestures to communicate an idea • Performing a skit or play • Making manipulatives • Building a model • Performing Martial Arts • Making a board or floor game • Putting together a puzzle • Creating and/or participating in a scavenger hunt • Performing a pantomime • Demonstrating sports games TO 8

SMARTS

http://www.chariho.k12.ri.us/curriculum/MISmart/mi_smart.html#the%20intelligences

If this is one of your “smarts” pick three ways you think you could learn best and write them on your worksheet “HOW You Are SMART. How you can BEST LEARN”.

 Self Smart Intrapersonal 

Intelligence

 Self Smart Intrapersonal 

Intelligence

Intrapersonal intelligence, (self smart) refers to having an understanding of yourself, of 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 because those people tend not to screw up.  They tend to know what they can do.   They tend to know what they can’t do.  And they tend to know where to go if they need help.

NEIL ARMSTRONG        HELEN  KELLER  COLUMBUS CHARLES LINDBERGH  JOAN OF ARC CLEOPATRA     SIR  EDMOND  HIlLARY  CLARA BARTON LEIF  ERICSSON

©  j. carlson-pickering 1997 M.I. Smart!  Program

NEXT PAGE

Self Smart kids may best learn by:

• Keeping a journal or diary • Setting short/long-term goals • Learning why and how the content under study is important

in real life • Describing his/her feelings about a subject • Evaluating his/her own work • Describing his/her personal strengths • Carrying out an independent project • Writing or drawing a personal history of his/her work • Creating his/her own schedule and environment for

completing classwork • Having silent reflection time • Being allowed to emotionally process information • Tracking the steps used to reach a conclusion • Using focusing and/or concentration skills • Using higher-order reasoning skills • Complex guided imagery • "Centering" practices • Thinking strategies

TO 8 SMARTS

http://www.chariho.k12.ri.us/curriculum/MISmart/mi_smart.html#the%20intelligences

If this is one of your “smarts” pick three ways you think you could learn best and write them on your worksheet “HOW You Are SMART. How you can BEST LEARN”.

People Smart Interpersonal

IntelligenceInterpersonal intelligence, (people smart) is understanding other people. 

It’s an ability we all need, but is at a premium if you are a teacher, clinician, salesperson, or a politician.  Anybody who deals with other people has to be skilled in the interpersonal sphere.

Abraham Lincoln       George Washington   Dr. Joyce Brothers     Oprah  Winfrey       Martin  Luther   King     Rev. Billy GrahamJesse  Jackson Ghandi

©  j. carlson-pickering 1997 M.I. Smart!  Program NEXT PAGE

People Smart kids may best learn by:

• Creating  group rules • Group projects • Acting in a play or simulation • Conducting an interview • Creating "phone buddies" for homework • Person-to-person communication • Cooperative learning strategies (working in small groups) • Collaborative skills (teamwork) • Giving and/or receiving feedback • Teaching someone else something new • Learning from someone outside of school • Seeking other points of view • Sensing other's motives • Intuiting other's feelings • Empathy practices • Establishing a division of labor

TO 8 SMARTS

http://www.chariho.k12.ri.us/curriculum/MISmart/mi_smart.html#the%20intelligences

If this is one of your “smarts” pick three ways you think you could learn best and write them on your worksheet “HOW You Are SMART. How you can BEST LEARN”.

Music Smart Musical/Rhythm

ic IntelligenceMusical Rhythmic Intelligence, (music smart), is 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 ever present. 

Mozart      Bach      Beethoven       DebussyGershwin Haydn Tchaikovsky    

Chopin      John Lennon   Stevie Wonder  Burt Bacharach

Carole King      John Williams   Carlos Santana NEXT PAGE

©  j. carlson-pickering 1997 M.I. Smart!  Program

Music Smart kids may best learn

by: • Writing or singing a curriculum song in the content area • Developing and/or using rhythmic patterns as learning aids • Composing a melody • Changing the words to a song • Finding song titles that help explain content • Creating a musical game or collage • Identifying music that helps students study • Using musical vocabulary as metaphors • Creating, designing, and building a musical instrument • Incorporating environmental sounds into a project or presentation • Using percussion vibrations • Showing or explaining tonal patterns TO 8

SMARTShttp://www.chariho.k12.ri.us/curriculum/MISmart/mi_smart.html#the%20intelligences

If this is one of your “smarts” pick three ways you think you could learn best and write them on your worksheet “HOW You Are SMART. How you can BEST LEARN”.

Nature Smart

Naturalist  Intelligence Naturalist intelligence is the human ability to differentiate

among living things (plants, animals) as well as a sensitivity to other features of the natural world (clouds, rock configurations). 

It also is used to distinguish differences in everyday things like cars, sneakers, and kinds of makeup. Certain kinds of sciences use this kind of intelligence to recognize patterns. This ability is obviously important as hunters, gatherers, and farmers; it is also important in such roles as botanist or chef. Galileo       Rachael Carson       John Audubon Lewis & Clark        Jane Goodall      Jacques Costeau Diana Fossey        John Muir        Sacajawea

NEXT PAGE

©  j. carlson-pickering 1997 M.I. Smart!  Program

Nature Smart kids may learn

best by:• Categorizing species of plants and animals • Developing an outdoor classroom • Collecting objects from nature • Making celestial observations • Using scientific equipment for observing nature • Initiating projects on the food chain, water cycle, or

environmental issues • Predicting problems in nature related to human habitation • Joining an environmental/wildlife protection group • Finding/reporting/researching local/global environmental

concerns • Building and labeling collections of natural objects from a variety

of sources

http://www.chariho.k12.ri.us/curriculum/MISmart/mi_smart.html#the%20intelligences

TO 8 SMARTS

If this is one of your “smarts” pick three ways you think you could learn best and write them on your worksheet “HOW You Are SMART. How you can BEST LEARN”.

How you are SMART

Knowing how you are most “smart” can help teachers. It can help teachers select ways for you to learn that best match how you are smart.

Activity:

•Participate in the class discussion

•Look at your answers in the third column of your “How you are smart” worksheet.

•Select 5 ways you think you could best learn. Select words and/or pictures for the next slide of your presentation.

Personality traits instructions

This means that I could best learn by:

Personality Traits/Characteristics

People describe you with words that set you apart from other people. Some of these words are often used for references and recommendations for a job or for post-secondary education. What words would be used if someone wrote a recommendation for you?

Activity:

•Participate in the class discussion

•Complete the Personality Profile Worksheet.

•Select 5 words to put in your presentation that you feel best describe you.

Personality traits instructions

This is how people describe me

Work Experience

Each of us learn from the jobs we do. Even our early jobs teach us something. These lessons help in our careers or with future family responsibilities. Work doesn’t have to be paid. We can learn from activities that might include:

• Family chores and helping other people

• Volunteer work through church or community organizations

• Occasional jobs such as babysitting or mowing yardsActivity:

•Participate in the class discussion.

•Complete the Work Experiences Inventory

•Find four pictures for your presentation that represent things you have done for work.

Work experience instructions

My work experience

My goals for my future

Identifying what you would like to do in the future makes it easier to know what you must do to achieve those goals. Three major areas for life goals are:

•Career and possibly post-secondary education

•Living arrangements including family/social situations

•Leisure/recreation time.

Look at the next slide

Introduction to goals

Let’s talk about what I want to do in the future

Goal #1: Where do I want to live?There are a lot of factors to think about when you think about where you will be living in the future.

•Location? stay or move away; rural, urban, small town?

•With whom? your parents, with friends, with a family of your own?

•Type? house, apartment, mobile home?

•Are there other factors that influence your decision?

Activity:

•Participate in the class LIFE DREAMING session.

•Complete Life Dreaming Results for living arrangements.

•Find four pictures to represent your dreams for your future living arrangements.

Goal #1 instructions

My future home

Goal #2: What do I want to do for recreation/leisure time?What you want to do for fun and relaxation will greatly influence what kind of job you will be happy with and where you might even want to live.

•Do you like being outdoors?

•Do you enjoy being active/sports?

•Do you like seeing new things and/or going to new places?

•Do you have special hobbies/interests?Activity:

•Participate in the class LIFE DREAMING session.

•Complete Life Dreaming Results for Leisure Time

•Find three pictures to represent your dreams for your future leisure time interests.

Goal #2 instructions

My future leisure time

Goal #3: What do I want to do for a career?

This is possibly the most important question to answer because it will have a major impact on

•where you will live,

•what you can or cannot do for enjoyment, and

•how you will be able to contribute to a family and/or social life.

Activity:

•Complete the Career Cruising Career Interest Inventory and Assessment on the Internet.

•Select three choices that interest you the most and list them on your Life Dreaming Results.

•For your presentation find pictures to represent these choices.

Goal #3 instructions

My future career

Goal #3: What do I want to do for a career? (continued)

Now that you have identified three careers/jobs that interest you, look to see what factors about these jobs appeal to you the most.

•Indoor work or outdoor work; clean or messy; supervised or on your own?

•Work with people, things, or information?

•Do they help others, use hands, require imagination/problem solving skills, are artistic, work with wood/metal/papers, are repetitive and structured, require good social skills, etc?

•Is possible to get these jobs out of high school, after trade school, after four years of college or after post graduate work?

•What kind of money? Do they specialize in an area of interest to you?

Activity:

•For your presentation, identify three factors that these jobs have in common and appeal to you and list them on your Life Dreaming Results.

Goal #3 instructions

contd

My future careerThese are the things I liked about my three choices

Now let’s talk about how I do in

school

School: StrengthsHow you are doing in school now will influence what you will need to do to get what you want in the future. What do you think are your strengths in school right now? (Think about some of those words that people use to describe you. Do they apply to how you do in school?)

•Do you follow instructions, complete assignments?

•Do you pay attention to detail and make sure that you do your very best? Do you work at something until its done?

•Are you better in some subjects than others? Do you listen/read/speak/write well, present ideas successfully, use the computer effectively, have nice handwriting, sing, play a musical instrument, draw, build or play sports well?

Activity:

•Complete the Functional Skills Worksheet

•For your presentation find words and/or pictures to represent the things you do well in school.

School Strengths

Things that I do well in school

SchoolSchool is a time to improve your skills. What do you think are your weaknesses in school right now?

•Do you struggle in any particular area such as reading, writing, speaking or math?

•Do you have trouble staying out of disagreements?

•Do you obey rules and follow instructions?

•Do you come to school regularly?

•Do you pay attention to doing your best?

•Is there an area you would like to know more about or to become more skilled at?

Activity:

•Use the results from the Functional Skills Worksheet

•For your presentation find words and/or pictures to represent the things you think you need to improve at school.

School improvement instructions

Things I could improve while in school:

Overcoming Obstacles

There are always obstacles between •what we have and what we want to have. •what we are and what we want to be.As you look at where you are in school today

and where you want to go with your future, what are some of the barriers you think you will have to overcome?

Activity:

•Complete the Overcoming Obstacles Worksheet.

•For your presentation find words and/or pictures that represent four of the major barriers you feel you’ll have to conquer to get to your goals. (second column of your worksheet)

Overcoming obstacles instructions

Four Obstacles To My Future

Goals

Four Obstacles to my future

My objectives for next yearGoals are achieved by setting and reaching a series of smaller objectives. Objectives become the steps toward your goals. What are the steps you can take next year that will start you on your path to your goals?

•Are there certain classes that will help you?

•Are there specific academic skills that you need to work on?

•Are there specific personal or social skills that you need to improve upon?

•Are there specific daily living skills that need to be addressed?

Activity:

•Use the results from Overcoming Obstacles Worksheet.

•For your presentation find words and/or pictures that represent four of the objectives you have for next year (last column of your worksheet).

Objectives instructions

For 2013-14, I want to

I will work hard next yearEvery goal begins with a first step. Now is the time for you to make a commitment to that first step for next school year. This is your contribution to your individualized education plan, your IEP.

Review your objectives. Then summarize what you will be willing to do next year to meet your objectives. This is a promise to make things happen that will be important to meeting your long term goals.

Your promise should be related to the objectives you identified in the previous slide.

Commitment to next year

Activity:

•Think about what you have to do next year to make your dreams come true.

•Talk your ideas over with your teacher

•Place your promises on the next slide.

I will work hard next year

Prepare to discuss how you can best be helped to achieve your objectives.By now you should know more about yourself.

•What kind of “smarts” you have. •What interests you in life•What you want to do after high school.

This information can be used to design same ways that teachers can best help you learn.

Activity:

Lead the group or ask your teacher to lead the group in a discussion. The purpose of the discussion will be to determine what help you should receive to best meet the goals and objectives that have been agreed upon.

I have presented my ideas for my future

and how I think I can work towards my

goals.

Now lets discuss how I can best be helped. Please share your

remarks with me at this time.

Thank you all for coming!

Thanks for all your help!– My teachers– My parents– My friends and classmates

Mr./Mrs. ____,Will you do the

paperwork?

Picture of IEPCase manager