Today’s Agenda

1. Today’s Agenda Announcements Warm up activity-Mental flexibility test What students retain Multiple intelligences test Gardner’s Multiple Intelligences Activities Classroom applications Rubrics: How and Why Rubrics: Application

2. Tier 1, Day 4After Lunch What students retain Multiple intelligences test Gardner’s Multiple Intelligences Activities Classroom applications (Small groups and Poster) Work on Your Comprehensible Input Lesson

3. 10 % 26% 30% 50% 70% 90% Students Retain: Read Hear See See & Hear Say Say/do

5. Teaching to all IntelligencesKWLH

6. Dr. Howard Garner suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. proposes eight different intelligences to account for a broader range of human potential in children and adults.

7. Gardner writes… While we all have these intelligences, individuals differ for both genetic and experiential reasons in their respective profiles of intellectual strengths and weaknesses.

8. Multiple Intelligences in school (Thomas Amstrong) our schools and culture focus most of their attention on linguistic and logical-mathematical intelligence. individuals who show gifts in the other intelligences are not nurtured in traditional schools. the artists, the musicians, the naturalists, the designers, the dancers, the entrepreneurs, and others who enrich the world in which we live are left out in school

9. Multiple Intelligences in school the theory of multiple intelligences provides eight different potential pathways to learning.

10. What are the eight intelligences? Linguistic intelligence ("word smart") Logical-mathematical intelligence ("number/reasoning smart") Spatial intelligence ("picture smart") Bodily-Kinesthetic intelligence ("body smart") Musical intelligence ("music smart") Interpersonal intelligence ("people smart") Intrapersonal intelligence ("self smart") Naturalist intelligence ("nature smart")

11. Eight Ways to Learn

12. You are the expert! You will create and present a poster or mental map that illustrate the strengths, the characteristics, the learning styles and the activities that benefit learners in each of the eight intelligences.

13. What is a RUBRIC “A rubric is a guideline for scoring that consists of descriptors of each level of performance on a scale. The scale is applied to elements of the performance that have been determined in advance as contributing significantly to the performance and thereby to meeting the standard.” (Gahala and Lange, 1996).

14. POINTS TO REMEMBER IN DEVELOPING RUBRICS Select categories which identify the significant component of the instructional activity.

15. POINTS TO REMEMBER IN DEVELOPING RUBRICS Within each category, use numerical values and/or word terms to define different achievement levels: -4-3-2-1-0 (or “no response” to replace “0”) -Excellent/Good/Acceptable/Weak/Unacceptable -Exemplary/Proficient/Progressing toward the standard/Not yet meeting the standard NOTE: Scales larger than 5 levels may be difficult to define

16. POINTS TO REMEMBER IN DEVELOPING RUBRICS Define each achievement level with descriptors which reflect learning that is deep and insightful and that recognize potential differences among learners.

17. POINTS TO REMEMBER IN DEVELOPING RUBRICS Develop descriptors which are specific and unambiguous. Compare: The paper must be free of spelling errors With To earn a 4, the paper must have no spelling errors To earn a 3, the paper will not have more than two spelling errors.

18. POINTS TO REMEMBER IN DEVELOPING RUBRICS Express the descriptors in the student’s own words. With preexisting rubrics, clarify each descriptor by sharing examples of superiors, average and unacceptable work.

19. POINTS TO REMEMBER IN DEVELOPING RUBRICS Link rubrics to content and performance standards. Be prepared to edit and revise rubrics that miss the mark you set.