So+Each+May+Learn+Jigsaw

__//So Each May Learn//__ Ch 1 Miller and Berge Ch 2 Knusden and Bachewhicz Ch 3 Pax and Bridge Ch 4 Siebert and Judy Ch 5 Taylor and Hatch Ch 6 Everyone Please read the chapter that is assigned to you. There are several resources on this page along with links to others on the ASCD website. Communicate with your "jigsaw partner" in any way that is feasible for you. In person, email, IM or whatever works. After you have read the chapters and discussed you can post your discussions in the comment section. Please keep in mind two things. The questions posed on this page and how can we use the information in the book to assist teachers next year in your BLT groups. I would like to have people start as soon as your school schedule allows but at least before our next workshop meeting next week.
 * Jigsaw Partners**

Please let me know if this process can be improved or changed.

Thanks Dave

Information on Howard Gardner [|Dr. Howard Gardner]

[|ASCD Website] __**[|So Each May Learn] **__
 * __ [|Introduction] __
 * [|Chapter 1. An Introduction to Multiple Intelligences]
 * [|Chapter 2. An Introduction to Learning Styles]
 * [|Chapter 3. Connecting the Models: Background]
 * [|Chapter 4. Integrated Curriculum, Integrated Instruction]
 * [|Chapter 5. Designing Integrated Performance Assessments]
 * [|Chapter 6. Teaching Learning Styles and Multiple Intelligences to Students]
 * [|Conclusion]

Introduction

 * 1) What if all schools had the time, resources, training, and support structures needed to take differences seriously? How would this affect teaching and learning?

== Chapter 1: An Introduction to Multiple Intelligences ==
 * 1) How has our view of intelligence changed in the 20th century?
 * 2) How does Howard Gardner define intelligence? How is this definition a break from the past?
 * 3) What are the eight intelligences? Can you give an example of each from your own classroom?
 * 4) <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 12px;">How do you feel about your own intelligence profile? (Be sure to go to Appendix A and take the Multiple Intelligences Indicator for Adults.) Do you agree with the results? What new insights do you have about yourself? How might your profile be both an asset and a liability in your personal and professional life?

//**1. Old View vs. New View**// //**• Intelligence fixed to intelligence developed**// //**• Measured by a number to not quantifiable but rather evident during performance**// //**• Unitary to can be exhibited in many ways (multiple intelligences)**// //**• Measured in isolation to measured in context/real life situations**// //**• Used to sort students and predict success to being used to understand human capacities and the ways students can achieve**//


 * //2. Gardner defines intelligence as the ability to solve problems that one encounters in real life. The ability to generate new problems to solve. The ability to make something or offer a service that is valued within one's culture. Part 2---it is not unitary.// **


 * //3. • 8 Intelligences are-and the person exhibiting these intelligences are able to:// **
 * //o Verbal Linguistic- speak effectively and write effectively// **
 * //o Logical Mathematical- work effectively with numbers and reason effectively// **
 * //o Spatial- create visually and visualize accurately// **
 * //o Bodily-Kinesthetic- use hands to fix or create and use the body expressively// **
 * //o Musical- create music and analyze music// **
 * //o Interpersonal- work with people and help people identify and overcome problems// **
 * //o Intrapersonal- meditate, reflect, exhibit self-discipline, maintain composure and get the most out of oneself// **
 * //o Naturalist- analyze ecological and natural situations, data and learn from living things and work in natural settings..(we will share classroom examples at our table)// **


 * //4. We both feel that our intelligence profile agrees with who we are today. However at times other intelligences do apply depending on the situations we find ourselves in. Sometimes it may be difficult to adapt to someone whose profile may be the complete opposite of you. That would be a liability. An asset would be if you are able to adjust and know your limitations you may be flexible to accept other profiles different than yours.// **

== <span style="color: #666644; font-family: Tahoma,Arial,Helvetica; font-size: 20px;">Chapter 2: An Introduction to Learning Styles ==
 * 1) <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 12px;">What are the two "perception" functions? What are the two "judgment" functions? How is judgment different from perception?
 * 2) <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 12px;">What constitutes a learning style? Briefly describe each style and think of an activity in your classroom that engages each style.
 * 3) <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 12px;">Select one style and see how many intelligences you can use to describe that style (e.g., explain it, create a representative icon, compose a jingle, etc.).
 * 4) <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 12px;">How do you feel about your own Learning Style Profile? (Be sure to take the Learning Styles Inventory for Adults in Appendix B.) Do you agree with the results? What new insights do you have about yourself? How might your Learning Style Profile be both an asset and a liability in your personal and professional life?

<span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;">**// Chapter 2: An Introduction to Learning Styles //**


 * // Perception Functions: sensing and intuition-how we absorb information //**
 * // Judgement Functions: thinking and feeling-how we process information //**


 * // Introduction to the Four Learning Styles //**
 * // Mastery-organized and efficient //**
 * // Understanding-logical and challenged //**
 * // Interpersonal-sensitive to people's feelings //**
 * // Self-Expressive-dreamers, like new ideas //**


 * // How to describe the mastery style in the musical intelligence: as a jingle "1, 2, 3, Done!" //**
 * // How to describe the interpersonal style in the kinesthetic intelligence: a hug! //**
 * // How to describe the understanding style in the mathematical-logical intelligence: thinking + intuition = understanding. //**
 * // How to describe the self-expressive style in the spatial intelligence: a picture of a slinky! //**

<span style="color: #666644; font-family: Tahoma,Arial,Helvetica; font-size: 20px;">Chapter 3: Connecting the Models
== <span style="color: #666644; font-family: Tahoma,Arial,Helvetica; font-size: 20px;">Chapter 4: Integrated Curriculum, Integrated Instruction ==
 * 1) <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 12px;">What do you understand to be the key similarities and key differences between learning styles and multiple intelligences?
 * 2) <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 12px;">According to the authors, why do learning styles and multiple intelligences need each other? Can you think of an example from your personal or professional life that supports the idea that individuals that are strong in an intelligence express that strength according to different styles?
 * 3) <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 12px;">It has been said that models aren't real, but are the lies we tell ourselves to understand reality. How does the integration of learning styles and multiple intelligences help you to understand your classroom's reality?
 * 4) <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 12px;">What are the four principles of integrated learning? How does recent brain research support these principles?
 * 5) <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 12px;">Describe the ideal student for your teaching. Which styles and intelligences would be most pronounced? Now describe the student whose styles and intelligences are least compatible with your teaching. What does this tell you about your teaching practices?
 * 1) <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 12px;">Think of a favorite lesson and audit it for its styles and intelligences. What is the connection to your learning styles and multiple intelligences profiles, if any? What is the connection to your ideal student, if any?
 * 2) <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 12px;">Agree or disagree: A teacher can use many of the multiple intelligences and still teach in only one style. Explain your answer.
 * 3) <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 12px;">Think about something your students have difficulty in learning: How could you make use of learning styles and multiple intelligences to modify—or rethink—your curriculum and instruction?
 * 4) <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 12px;">Some educators say that underachievement is often the result of a mismatch between the styles and intelligences of the learner and those styles and intelligences emphasized in the classroom. Some educators also suggest that low achievement stems from an inability on the student's part to "flex," or to work in a variety of styles and intelligences. Explain what this might mean.

//**Incorporating learning styles and multiple intelligences into a curriculum unit begins with an audit or an existing curriculum.**//

//**It is a 5 step process:**// //**1. Identify Standards/outcomes to achieve**// //**2. List the tasks, activities, instruction**// //**3. Use learning styles & multiple intelligences to make a matrix**//

//**4. Generate ideas on styles tht need addressing**// //**5. Impletement change**//

//**It is not necessary to use all 8 intelligences in every lesson.**//

//**Integrated Instruction implies 3 components:**// //**1. incorporation of multiple intelligences**// //**2. incorporation of learning styles**// //**3. incorporation of successful research-based instructional strategies**//

== <span style="color: #666644; font-family: Tahoma,Arial,Helvetica; font-size: 20px;">Chapter 5: Designing Integrated Performance Assessment ==
 * 1) <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 12px;">In actuality, all assessment requires a performance. So, what do we mean by performance assessment? How are learning styles and multiple intelligences related to performance assessment?
 * 2) <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 12px;">How diversified are your own assessments? Which styles and intelligences do you emphasize, underemphasize?
 * 3) <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 12px;">How do the assessment menus in this chapter help you define assessments that reflect real-world tasks?
 * 4) <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 12px;">Compare your own testing practices with those associated with "A Test Worth Taking" (Figure 5.14). What principles are you currently paying attention to, and which do you need to consider adapting?

<span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 13px;"> **//An assessment should be a performance of what we value. A performance assessment forces students to generate a response based on prior knowledge and skills to show a level of mastery rather than students choosing a response.//**
 * //“In general we want students to discover their talents, abilities and interests and to learn how to apply those talents in the world beyond the classroom.”//**


 * //From the discussion of chapter 3 there was an integration of learning styles and multiple intelligences. From that came a set of assessment menus listing authentic performance-based tasks. The designed assessment menus make it easy for teachers to make authentic connections between school and the world outside school.//**
 * //The Integrates assessment menus are divided into four groups//**
 * //• Mastery//**
 * //• Interpersonal//**
 * //• Understanding//**
 * //• Self-expressive//**
 * //For example the Verbal Linguistic Integrated assessment has the following information surrounding the menus//**
 * //VERBAL –LINGUISTIC//**
 * //• Mastery – The ability to use language to describe events and sequence activities//**
 * //o Journalist Technical writer Administrator, Contractor//**
 * // Write and article, put together a magazine, Develop a plan, Develop a newscast//**
 * //• Interpersonal – The ability to use language to build trust and rapport//**
 * //o Salesperson, Counselor, Clergyperson, Therapist//**
 * // Write a letter, Make a pitch, Conduct an interview,//**
 * //• Understanding – The ability to develop logical arguments and use rhetoric//**
 * //o Lawyer, Professor, Orator, Philosopher//**
 * // Make a case, Make/defend a decision, Advance a theory, Interpret a text//**
 * //• Self-expressive – The ability to use metaphoric and expressive language//**
 * //o Playwright, Poet, Novelist, Advertising Copywriter//**
 * // Develop a plan to direct Spin a tale, Develop an advertising campaign//**


 * //Other Integrated Assessments Include//**


 * //Logical – Mathematical Integrated assessment//**
 * //Spatial Integrated assessment//**
 * //Bodily Kinesthetic Integrated assessment//**
 * //Musical Integrated assessment//**
 * //Interpersonal Integrated assessment//**
 * //Intrapersonal Integrated assessment//**
 * //Naturalist Integrated assessment//**


 * //The Integrated assessments menus can be used in the following ways//**
 * //1. Menus should be used as a compass//**
 * //2. Start simply and progress as you feel comfortable//**
 * //3. Think of the menus as a map of all your students interests and potential//**
 * //4. Assess your assessment to keep it thoughtful//**


 * //Every learning task should contain….//**
 * //• A content focus//**
 * //• At Least one style of thought (learning style)//**
 * //• At least one intelligence//**
 * //• Description of Task//**

== <span style="color: #666644; font-family: Tahoma,Arial,Helvetica; font-size: 20px;">Chapter 6. Teaching Learning Styles and Multiple Intelligences to Students == <span style="font-family: arial,helvetica,sans-serif; font-size: 12px;">//So Each May Learn: Integrating Learning Styles & Multiple Intelligences// was written by Harvey F. Silver, Richard W. Strong, and Matthew J. Perini. This 125-page 8" x 10" book (Stock No. 100058) is available from ASCD for $17.95 (ASCD member) and $21.95 (nonmember). To order a copy, call ASCD at 1-800-933-2723 (in Virginia 1-703-578-9600) and press 2 for the Service Center. Or buy the book from ASCD's Online Store.
 * 1) <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 12px;">What do you believe would be the influence on teaching and learning in your classroom if your students understood both the learning styles and multiple intelligences models?
 * 2) <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 12px;">Agree or disagree: Schools should spend as much time educating parents on how children learn as on what they learn. Explain your answer.
 * 3) <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 12px;">What characters, figures, or celebrities might you use to exemplify particular styles and intelligences? Why would you choose these people?
 * 4) <span style="font-family: verdana,arial,helvetica,sans-serif; font-size: 12px;">Which of the methods described in this chapter do you think will work best with your students?

//**“ When students engage in thinking about thinking they become more self-directed and are able to select appropriate strategies for particular learning situations. “**//

//**Instructors use “Four style questioning” that can be used at any grade level.**// //**Primary teachers use this questioning in style by utilizing a visual organizer and words that are easy to understand.**// //**After reading a story a teacher may stop and ask what type of thinking they used.**// //**Using the Questioning in Styles, the instructor asked questions of**// //**What they remember (Mastery) –**// //**Questions that require questioning and proving (Understanding) –**// //**Questions that require the use of their imagination (self-expressive) -**// //**Questions that require students to reflect on and share their feelings (interpersonal) -**//

<span style="background-color: initial; color: #0a77a6; font-family: verdana,arial,helvetica,sans-serif; font-size: 10px; text-decoration: none;">[|Table of Contents]

<span style="color: #000000; font-family: verdana,arial,helvetica,sans-serif; font-size: 10px;">Copyright © 2000 by Silver Strong & Associates, Inc.. All rights reserved. No part of this publication—including the drawings, graphs, illustrations, or chapters, except for brief quotations in critical reviews or articles—may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without permission from ASCD.