Investigation into Understanding Multiple Intelligences in the Classroom

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Understanding Multiple Intelligences is the corner stone of the No child Left Behind initiative by the government. Its teachings philosophy is based on the premise that teachers should maximize student growth by meeting each student where he/she is and helping the student to progress. Students will be focusing on using several different Learning experiences in response to students' varied needs. Students will be shown that Differentiated Instruction is a way of thinking about teaching and learning. This course is designed to assist teachers in developing meaningful learning experiences that meet students' varying readiness levels, learning preferences and interests. It is based on the work of Carol Ann Tomlinson, Howard Gardner, Giselle Martin-Kniep, Silver and Strong and others who have recognized that "one size does not fit all."

All teachers are faced with heterogeneous classrooms. Meeting the diverse needs of unique students or groups of students requires differentiated instruction. This course serves as an introduction to the basics of differentiated instruction. Participants will learn how to recognize, address, and assess various learning styles and abilities that they find in their classrooms. During the course, time will be spent exploring multiple intelligences, cooperative and collaborative learning, inquiry learning and brain based learning. Students will also explore the various resources that are available on-line to support the differentiated classroom.

Learner Outcomes

The student will be able to:

Communicating with other teachers about differentiation

Manage their classroom for differentiation

Define student learning objectives and differentiation

Understand The role of assessment in a differentiated classroom

Use Tiered assignments and lesson plans

Understand why students learn at different levels

Understand Multiple Intelligences

The need to accommodate individual learning is of utmost importance.

Understand why education is focusing on multiple intelligences in the classroom

Online Learning with Full Faculty Facilitation

The College, maintains an online platform that automatically grades student pre- and post-assessments, monitors their participation in the lecture, and awards them credit when they post in the discussion area. College faculty will monitor the progress and quality of work the students provide, including the threaded discussions, and will provide feedback and evaluate the midterm and final projects.

Weekly Online Lecture Assignments:

Week 1

Text Reading: Read

"Differentiated Instruction Outline"

Differentiating Instruction in Response to Student Readiness, Interest, and Learning Profile in Academically Diverse Classrooms: A Review of Literature

Answer Assessment Questions (Open Ended)

How do I currently meet students' varying learning needs in my classroom?

What makes my classroom a good fit for students who either struggle to learn or learn with ease?

Watch Video Clips

Clip 1: Differentiated Instruction (part 1)

Clip 2: Differentiated Instruction (part 2)

Clip 3: Differentiated Instruction (part 3)

Clip 4: Differentiation in Action

Assignment:

Discussion Board: Students must submit one unique comment for each of the assigned weekly text reading each week and reply to a fellow student's comments at least twice each week. The comments should relate to the material the text reading discusses. The week ends Sunday at 9:00 p.m.

Week 2

Text Reading: Read

A Multiplicity of Intelligences In tribute to Professor Luigi Vignol

Differentiated Instruction - Reaching All Students

Answer Assessment Questions (Open Ended)

How do I already address different learning profiles and interests?

How do I vary student groupings?

What more do I need to learn about differentiated instruction?

Watch Video Clips

Clip 1: Multiple Intelligence in the Classroom (clips of teachers with students)

Clip 2: Applied Differentiation: Making it Work in the Classroom

Clip 3: First Grade Differentiation Example

Clip 4: Differentiated Instruction and Technology

Assignment:

Discussion Board: Students must submit one unique comment for each of the assigned weekly text reading each week and reply to a fellow student's comments at least twice each week. The comments should relate to the material the text reading discusses. The week ends Sunday at 9:00 p.m.

Week 3

Text Reading: Read

"Differentiated Instruction"

Mapping a Route Toward Differentiated Instruction- Carol Ann Tomlinson

Watch Video Clips

Clip 1: Office Chat: Differentiated Instruction

Clip 2: Differentiation Video

Clip 3: Blooms Taxonomy

Clip 4: Learning Strategies for Exceptional Learners

Assignment:

Discussion Board: Students must submit one unique comment for each of the assigned weekly text reading each week and reply to a fellow student's comments at least twice each week. The comments should relate to the material the text reading discusses. The week ends Sunday at 9:00 p.m.

Midterm Project Due

Week 4

Text Reading: Read

"Preparing Teachers for Differentiated Instruction"

Differentiated Instruction and Implications for UDL Implementation

Watch Video Clips

Clip 1: Differentiated instruction- scaffolding model

Clip 2: Differentiated instruction- media literacy

Clip 3: Multiple Intelligences in the Classroom

Assignment:

Discussion Board: Students must submit one unique comment for each of the assigned weekly text reading each week and reply to a fellow student's comments at least twice each week. The comments should relate to the material the text reading discusses. The week ends Sunday at 9:00 p.m.

Week 5

Text Reading: Read

"Readiness Differentiation Daring to Get Back on My Bike"

DIFFERENTIATED INSTRUCTION: INCLUSIVE STRATEGIES FOR STANDARDS-BASED LEARNING THAT BENEFIT THE WHOLE CLASS

Watch Video Clips

Clip 1: "The Inclusive Classroom"

Clip 2: Inclusive Schools Network - Including Samuel Discussion, Part 1

Clip 3: Inclusive Schools Network - Including Samuel Discussion, Part 2

Clip 4: inclusion 1

Clip 5: Inclusion in Education II

Clip 6: Perspectives on Inclusion - from Special Education Teachers

Assignment:

Discussion Board: Students must submit one unique comment for each of the assigned weekly text reading each week and reply to a fellow student's comments at least twice each week. The comments should relate to the material the text reading discusses. The week ends Sunday at 9:00 p.m.

Week 6

Text Reading: Read

Teaching in a Mixed Ability Classroom

Watch Video Clips

Clip 1: Ability Grouping in the Classroom

Clip 2: 21st Century Skills Culture

Clip 3: Project Based Education At Tacoma School of the Arts

Assignment:

Discussion Board: Students must submit one unique comment for each of the assigned weekly text reading each week and reply to a fellow student's comments at least twice each week. The comments should relate to the material the text reading discusses. The week ends Sunday at 9:00 p.m. (This week you must submit two comments for the assigned reading)

Final Project Due

Discussion Board:

Students must submit one unique comment for each of the assigned weekly text reading each week and reply to a fellow student's comments at least twice each week. The comments should relate to the material the text reading discusses. The week ends Sunday at 9:00 p.m.

If a student works ahead during the six week course they should still post every week for the automatic scoring software to count the postings.

Students are reminded to check the announcement section of the discussion board frequently for items of interest from the Touro faculty.

Students are also reminded to use the email, not the discussion board, to ask questions or make comments directed to their facilitator.

Methods of instruction: Percentage of Course Credit

Video Lectures 20%

Textbook/Articles Readings 10%

Midterm project 25%

Final project 30%

Discussion Board interaction ( weekly submissions ) 10%

Participation 5%

Grading criteria/system and evaluation activities:

A college faculty member will be reviewing students' answers and providing feedback. Students will be evaluated on their creativity and ability to incorporate techniques from the lecture into the discussion board, research papers, examples, lesson plans and teacher work samples.

University Grading Criteria

Grade Equivalent

97-100% A+

93-96% A

90-92% A-

87-89% B+

83-86% B

80-82% B-

77-79% C+

73-76% C

70-72% C-

69% or below U

Attendance/Participation

It is expected that students will attend all instructional sessions, required activities, and field assignments.

Students who do not post in the discussion area during the first week of class AND do not notify the instructor in advance will be dropped from the course and may be charged a course drop fee.

University Computer Lab/Library Services

Please refer to Section VI in the Student Handbook.

Disability Services

Please refer to Section VII in the Student Handbook.

Due dates of major assignments and projects:

Midterm Project Due Date: TBA

Final Project Due Date: TBA

Midterm Project

Date due:

Activity: Reflective Journal

Potential Total Points: 100 Points (20% of the final course grade)

The purpose of this activity is to reflect on issues and topics of interest that impact differentiated instruction for the English Language Learner. For this purpose you will need to (on a weekly basis for the first 3 weeks):

identify at least one topic or issue per week that is relevant towards the course objectives.

write a commentary describing: reasons for your selection, ways in which it impacts learners, teachers, and curricular policies. (1 to 2 pages in length).

include the reference source for each of the issues selected if material is outside of KDS video sources.

After the 3 weeks of reflections are completed, choose the two main issues and topics that in your consideration are of greatest importance and

write a summative reflection of the two.

the summative reflection should be 3-4 pages in length.

submit the 3 weekly reflections and the 1 summative reflection in one document, and include your last name in the file name (example: lastnamemidterm.doc).

Rubric for Activity

Appropriately selects the weekly issues and includes

reflections for each issue 60 points

Includes an summative reflection 30 points

Use of APA guidelines 10 points

Potential Total Points: 100 points

Final Project

Due date:

Instructional Decision-Making

TWS Standard 5

The teacher uses on-going analysis of student learning to make instructional decisions.

Task

Provide two examples of instructional decision-making based on students' learning or responses.

Prompt

Think of a time during your unit when a student's learning or response caused you to modify your original design for instruction. (The resulting modification may affect other students as well.) Cite specific evidence to support your answers to the following:

Describe the student's learning or response that caused you to rethink your plans. The student's learning or response may come from a planned formative assessment or another source (not the pre-assessment).

Describe what you did next and explain why you thought this would improve student progress toward the learning goal.

Now, think of one more time during your unit when another student's learning or response caused you to modify a different portion of your original design for instruction. (The resulting modification may affect other students as well.) Cite specific evidence to support your answers to the following:

Describe the student's learning or response that caused you to rethink your plans. The student's learning or response may come from a planned formative assessment or another source (not the pre-assessment).

Describe what you did next and explain why you thought this would improve student progress toward the learning goal.

Suggested Page Length: 3-4

Instructional Decision-Making

Rubric

TWS Standard:

The teacher uses on-going analysis of student learning to make instructional decisions.

Rating ï‚®

Indicator 

1

Indicator Not Met

2

Indicator Partially Met

3

Indicator Met

Score

Sound Professional Practice

Many instructional decisions are inappropriate and not pedagogically sound.

Instructional decisions are mostly appropriate, but some decisions are not pedagogically sound.

Most instructional decisions are pedagogically sound (i.e., they are likely to lead to student learning).

Modifications Based on Analysis of Student Learning

Teacher treats class as "one plan fits all" with no modifications.

Some modifications of the instructional plan are made to address individual student needs, but these are not based on the analysis of student learning, best practice, or contextual factors.

Appropriate modifications of the instructional plan are made to address individual student needs. These modifications are informed by the analysis of student learning/performance, best practice, or contextual factors. Include explanation of why the modifications would improve student progress.

Congruence Between Modifications and Learning Goals

Modifications in instruction lack congruence with learning goals.

Modifications in instruction are somewhat congruent with learning goals.

Modifications in instruction are congruent with learning goals.

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