Project #1 Checklist
Part 1 - Interviews
Each interview focuses on a different person who demonstrates a particular intelligence strength. Explain specifically why you chose the people for each MI. What have you observed that made you choose them?
"What I learned about the intelligence" column includes insights about each type of learner--not about that one individual that was interviewed.
At least one strategy that could be used in the classroom to address the needs of each type of learner is provided.
"What I learned about the intelligence" column includes insights about each type of learner--not about that one individual that was interviewed.
At least one strategy that could be used in the classroom to address the needs of each type of learner is provided.
Part 2 - Unit Plan Outline
Integrate at least two content standards
Examples:
· Language arts & science
· Language arts & social studies
· Language arts & art
· Math & science
· Math & social studies
Use the new common core standards for Language Arts and Math (http://www.corestandards.org/read-the-standards/ ) and Next Generation Science Standards (http://www.nextgenscience.org/next-generation-science-standards).
Other areas must use older version standards for now.
Make sure to incorporate MI keywords in the unit summary.
Example:
Students will work in groups (interpersonal) to design a poster (visual/spatial).
Objectives written in the form "Students will be able to ...."
Summary includes Multiple Intelligence keywords
example:
Students will read an article independently (verbal/linguistic + intrapersonal) and then discuss it in small groups (verbal/linguistic + interpersonal)
Examples:
· Language arts & science
· Language arts & social studies
· Language arts & art
· Math & science
· Math & social studies
Use the new common core standards for Language Arts and Math (http://www.corestandards.org/read-the-standards/ ) and Next Generation Science Standards (http://www.nextgenscience.org/next-generation-science-standards).
Other areas must use older version standards for now.
Make sure to incorporate MI keywords in the unit summary.
Example:
Students will work in groups (interpersonal) to design a poster (visual/spatial).
Objectives written in the form "Students will be able to ...."
Summary includes Multiple Intelligence keywords
example:
Students will read an article independently (verbal/linguistic + intrapersonal) and then discuss it in small groups (verbal/linguistic + interpersonal)
Part 3 - Depth of Knowledge/Gardner Grid
Utilize a wide variety of technologies
The strategies do NOT have to connect to one another or to the unit content
Include some mobile apps. Search www.appolicious.com with keywords related to your chosen unit content.
Do NOT limit yourself to the technologies you have available in your school or district. Plan as if you had everything and anything you wanted.
When using websites, provide the entire URL so that we would go right to it if we click on it. For example, if you use comic creator, give the entire URL for it (http://www.readwritethink.org/classroom-resources/student-interactives/comic-creator-30021.html )-- not just ‘www.readwritethingk.org’
You DONT need to use 32 different technologies in 48 cells. Very similar activities may be presented several times, but change LANGUAGE so it fits the specific MI.
For example, imagine an activity involving vocabulary words. Here are versions of similar activities, tweaked just a bit in order to address different intelligences:
Intrapersonal: Students will independently use the Flashcard app on the ipad to study the vocabulary words.
Interpersonal: Students will study vocabulary words in pairs using the Flashcard app.
Kinesthetic: Students will have relay races writing the vocabulary words to go with definitions on the interactive whiteboard.
Naturalistic: Students will separate vocabulary words into categories based on their meaning.
Verbal/Linguistic: Students will use vocabulary words to discuss content in a blog.
Using verbal skills and using interpersonal skills are similar but NOT the same.
Verbal just needs to TALK – not necessarily with other people - (They can record their voice, recite, talk to mirror, read aloud, etc.)
Make sure to highlight all three elements in each cell
The strategies do NOT have to connect to one another or to the unit content
Include some mobile apps. Search www.appolicious.com with keywords related to your chosen unit content.
Do NOT limit yourself to the technologies you have available in your school or district. Plan as if you had everything and anything you wanted.
When using websites, provide the entire URL so that we would go right to it if we click on it. For example, if you use comic creator, give the entire URL for it (http://www.readwritethink.org/classroom-resources/student-interactives/comic-creator-30021.html )-- not just ‘www.readwritethingk.org’
You DONT need to use 32 different technologies in 48 cells. Very similar activities may be presented several times, but change LANGUAGE so it fits the specific MI.
For example, imagine an activity involving vocabulary words. Here are versions of similar activities, tweaked just a bit in order to address different intelligences:
Intrapersonal: Students will independently use the Flashcard app on the ipad to study the vocabulary words.
Interpersonal: Students will study vocabulary words in pairs using the Flashcard app.
Kinesthetic: Students will have relay races writing the vocabulary words to go with definitions on the interactive whiteboard.
Naturalistic: Students will separate vocabulary words into categories based on their meaning.
Verbal/Linguistic: Students will use vocabulary words to discuss content in a blog.
Using verbal skills and using interpersonal skills are similar but NOT the same.
Verbal just needs to TALK – not necessarily with other people - (They can record their voice, recite, talk to mirror, read aloud, etc.)
Make sure to highlight all three elements in each cell
- green = Depth of Knowledge
- purple = Gardner
- red = technology