Blog

“…Multiple intelligences describe an individual’s strengths or capacities; learning styles describe an individual’s traits that relate to where and how one best learns” (Tomlinson, 2001). This week you’ve read about the importance of getting to know your students in order to create relevant and engaging lesson plans that cater to multiple intelligences and are multimodal. Assignment Instructions: A.    Using , create a survey that has: B.    Post a minimum 150 word introduction to your survey, using at least one research-based article (cited in APA format) explaining how it will: Week 2 Congratulations for completing the first week of class! Next, we will move on to Week Two where you will explore how to evaluate readiness prior to starting a new lesson, and its importance for preparing students for success. You will also review how learning styles influence your students’ engagement in your lesson and its impact on information retention. Finally, you will learn how to create a classroom management system that encompasses diverse student populations. The ‘Multiple Intelligence’ theory was created by Howard Gardner in 1983. With this theory, he explained that people learn using various behaviors that can be translated into ‘intelligences’; in other words, learning strengths. The behaviors we use to learn new information are not isolated but include a mix of the following: musical-rhythmic, visual-spatial, verbal-linguistic, logical-mathematical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic (Gardner, 2011). In addition to having intelligence strengths that influence our learning, we also have preferential learning styles. Although there is no universally accepted ‘learning styles’ method or specific characteristic list, there are commonly held traits that are universally accepted that include: visual, auditory, read/write, and kinesthetic (Fleming & Mills, 1992). By discovering patterns of learning styles and intelligence preferences among your students, you can create either homogeneous or heterogeneous groups for collaborative learning environments or tailor independent learning activities. Building on last week’s idea of creating a physical environment that is conducive to learning, we will take a closer look at the classroom, including how to make the most of fixed structures such as windows, doors, white boards, and instructional technology devices. Imagine your dream classroom: what would it look like? Would it have windows? What kind of technology would be built in? Would you have one large classroom or divide it into small group centers? What would be on the walls? Hanging from the ceiling? Would you have class pets? If so, what would you have? Remember that your students have different learning styles and intelligence strengths and your room must be we

lcoming to everyone. Think about how you work best. Do you find music invigorating or distracting? Does sitting next to a window cause you to daydream or is the sunlight refreshing? How will you determine each student’s placement in the classroom? One of the biggest fears of new teachers is how to manage the behaviors of a classroom full of students. It can be, and is, intimidating, so having a firm plan in place before the first day of school will set the tone for the remainder of the school year. According to Tomlinson (2011), every teacher must be aware of three critical questions to help guide them in classroom management: What is the difference between leading and managing, what are effective leadership steps, and what are the strategies involved in effective and efficient differentiation? The following webinar at the bottom of this website explains this in more detail. You may click play on the webpage and also download a pdf handout that goes along with the video. Fleming, N. & Mills, C. (1992). Not another inventory, rather a catalyst for reflection. , 137-155. Gardner, H. (2011). . New York: Basic Books. McKnight, H. (2011, November 14). [Video file]. Retrieved from https://www.youtube.com/watch?v=cf6lqfNTmaM Tomlinson, C. (2014, May 15). [Video file]. Retrieved from http://www.ascd.org/professional-development/webinars/revisiting-the-differentiated-classroom-webinar.aspx Puckett, K (2013). [Electronic version]. Retrieved from https://content.ashford.edu/ Voltz, D., Sims, M., Nelson, B., & Bivens, C. (2005). . Retrieved from http://teachingld.net/pdf/m2ecca.pdf Nieding , K., & Meyer, K. (n.d.). Retrieved from http://www.slideshare.net/jeremyvrtis/differentiation-by-lp-20 (https://www.surveymonkey.com) CCSSO. (2011, April). Retrieved from http://www.ccsso.org/documents/2011/intasc_model_core_teaching_standards_2011.pdf King-Shaver, B., & Hunter, A. (2003). . Retrieved from http://www.heinemann.com/shared/onlineresources/E00577/chapter4.pdf Lui, A. (2012). . Retrieved from http://sowamslibrary.weebly.com/uploads/2/3/0/7/23079404/teaching_in_the_zone.pdf Tomlinson, C. (n.d.). . Retrieved from http://www.ascd.org/ASCD/pdf/books/tomlinson2001_chapter6_errata.pdf Yatvin, Joanne. (2004). Retrieved from http://www.nrcs.usda.nj.gov_www.fountasandpinnellleveledbooks.com/shared/onlineresources/E00669/chapter2.pdf Tomlinson, C. [QEP VideoCoursesForTeacher]. (2011, October 5). [Video file]. Retrieved from http://www.youtube.com/watch?v=01798frimeQ Tomlinson, C. (2012, May 6). [Video file]. Retrieved from http://inservice.ascd.org/educational-leadership/tips-for-configuring-your-classroom-for-differentiation/ Ashford University. (n.d.). . Retrieved from http://writingcenter.ashford.edu/introduction-apa (http://www.prezi.com) (http://voicethread.com) (http://www.youtube.com) Purchase the answer to view it