A few weeks ago NBC’s Nightly News show did a program on the KIPP school. Here is the article from the show, as well as the KIPP school link.
This school system is causing quite a stir.
http://dailynightly.msnbc.msn.com/archive/2009/10/05/2089928.aspx
http://www.kipp.org/
Teachers are constantly being taught and told how to better instruct their students. From ‘teaching to the test’, thematic units, and multicultural education, there are a variety of strategies that can be implemented into lesson plans. When I was in graduate school I felt overwhelmed by the options available to teachers. The one that I related to the most is Multiple Intelligences.
Howard Gardner developed the theory of Multiple Intelligences in the 1970s. He viewed intelligence as ‘the capacity to solve problems or to fashion products that are valued in one or more cultural setting’ (Gardner & Hatch, 1989). And he believed that people learned and retained information in different ways, thereby meaning that their intelligence, or expertise, was lead by that certain method of learning.
Howard Gardner originally believed there were seven intelligences, and in the 1990s added the eighth – naturalistic. If I am correct in my research, he is currently conducting research to see if there are more.
Bodily-Kinesthetic
This area has to do with bodily movement and physiology. In theory, people who have bodily-kinesthetic intelligence should learn better by involving muscular movement, i.e. getting up and moving around into the learning experience, and are generally good at physical activities such as sports or dance.
Interpersonal
This area has to do with interaction with others. They communicate effectively and empathize easily with others, and may be either leaders or followers. They typically learn best by working with others and often enjoy discussion and debate.
Verbal-linguistic
This area has to do with words, spoken or written. They are typically good at reading, writing, telling stories and memorizing words along with dates. They tend to learn best by reading, taking notes, listening to lectures, and discussion and debate.
Logical-mathematical
This area has to do with logic, abstractions, reasoning, and numbers.
Visual-spatial
This area has to do with vision and spatial judgment. People with strong visual-spatial intelligence are typically very good at visualizing and mentally manipulating objects.
There appears to be a high correlation between spatial and mathematical abilities, which seems to indicate that these two intelligences are not independent.
Naturalistic
This area has to do with nature, nurturing and relating information to one’s natural surroundings. They are also good at recognizing and classifying different species. They must connect a new experience with prior knowledge to truly learn something new.
Intrapersonal
This area has to do with introspective and self-reflective capacities. Those who are strongest in this intelligence are typically introverts and prefer to work alone. They are usually highly self-aware and capable of understanding their own emotions, goals and motivations. They often have an affinity for thought-based pursuits such as philosophy. They learn best when allowed to concentrate on the subject by themselves. There is often a high level of perfectionism associated with this intelligence.
Musical
This area has to do with rhythm, music, and hearing. Since there is a strong auditory component to this intelligence, those who are strongest in it may learn best via lecture. In addition, they will often use songs or rhythms to learn and memorize information, and may work best with music playing in the background.
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Graph of Multiple Intelligences
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I use Multiple Intelligences strategies because I feel that when students understand how they learn, they are more enabled to make lessons and life work for themselves. Also, as a classroom teacher by integrating Multiple Intelligences ideas into your lessons, it allows you to be more flexible and creative with their presentation. In math, have students write their answers on paper or wipe boards; use pictures to calculate results. Do more hands on experiments in science; take the class outside to read. Once you start adjusting your lessons and inserting Multiple Intelligences into it, you are making a variety of lessons, thereby bringing more creativity to the format, and engaging a larger range of your students.
An added benefit, is that when the theory of Multiple Intelligences is that when it is explained it can assists you in better understanding how you learn and retain knowledge and experiences. Therefore, by knowing how you learn you are then better-abled to ensure that when information is presented to you, that you in turn remember it in such a way that is best for your learning style.
To see what your learning style is, print out this quiz provided by Scholastic.
http://printables.scholastic.com/printables/detail/?id=36447&ESP=PRT/ib//acq/teachersapprec///teachersarticle/freeprintable
Here is a game that I created when I was a substitute teacher and I needed a time filler. Eventually this game became a tool that I used in the classroom on a periodic basis; and now I use it as an instructional tool for tutors and other teachers.
I call it ‘The Caterpillar Word Game.’
First I will tell you the directions, then ways to expand upon it for your own classroom and students.
Step 1: Find a polysyllabic word
The one I started out with was Caterpillar (thus the name of the game). I’ve also used kindergartners, discombobulated, antidisestablishmentarianism, lightheartedness, misanthropic, philanthropic, etc.
A. I always used a word that had multiple syllables, as the students are more likely to make more word combinations out of it. There is also a likelihood that the students may not know the larger word, and this provides teachers with an opportunity to teach their class on how to say the larger word and to learn its meaning.
Step 2: Give your students the rules
The Rules are as follows: [I will use ‘caterpillar' for examples]
A. Use only these letters [pill is OK, map is NOT]
B. Letters can be put in any order [later]
C. All words have to be at least three letters [tap]
D. No proper nouns [Cate]
E. English language only words (or whatever particular language you are working on) [eta]
F. No foul language
G. Brains are your only resource; no dictionaries or friends to help
Also, make sure that for the word you start out with, you provide your students with an example of each rule. This helps them, especially when it is the first time, to comprehend what it is that they are doing.
Step 3: Time out the lesson
Designate how much time you will allow your students to work on it. For me, I used it for 30 minutes at a time, or in the afternoons after state-mandated testing. Give your students an amount of time that works for your needs.
Step 4: Decide on a prize for the winner
Here, I always had two stages of winning.
A. The person who has the most correctly spelled words will be allowed to decide what we do for P.E. this afternoon
B. If there is someone who has found more correct words that I, the teacher, you will decide what we do for the rest of the day, or math class tomorrow, etc.
To view the product and purchase it, click here:
http://www.teacherspayteachers.com/Product/Caterpillar-Word-Game
Earlier this month, the United States had witnessed a historical moment, a teachable moment. This is, of course, the swearing in of Judge Sonia Sotomayor as a Supreme Court Justice. Whatever your political views may be, there is a sense of pride in knowing how valuable this moment is. Sotomayor is the 111th Justice ever, the 3rd woman, and the first Latino Supreme Court Justice. And knowing that, it now presents an opportunity for educators to create a teachable moment and lesson.
For teachers, you can make this time in American history; even though it will be in the recent past once the school year begins. Furthermore, this isn’t a lesson that is limited to any particular age group or grade level; for each grade there is a way to integrate the swearing in of Sonia Sotomayor into your classroom. For example, in high school you could focus on the judicial branch of the government, the role that the Supreme Court has, the way in which a person becomes a Justice in the highest court of our land. Plus, this would be a perfect time to discuss the development of the United States’ government and Supreme Court; as well as why they were necessary, and continue to be needed today. These types of lessons could also be implemented in middle school grades as well. For elementary aged students, this could become the chance to introduce the concept of the judicial branch, laws, government, right from wrong, rules and obeying those rules.
Another aspect of this time in history, is to create a teachable moment for students that looks at the person Sonia Sotomayor is and her background. Sonia Sotomayor is a woman, so an educator should take the time to create a lesson that discusses the accomplishments of women in recent times; as well as the advancements that Hispanic people have brought to the United States. Also, Ms. Sotomayor was born in New York (here there is the potential for enriching lessons for those students in New York state) an instructor could talk about the resources in NY and where it is in location to their home state. Ms. Sotomayor’s family is from Puerto Rico. Here too teachers can talk about the U.S.’s relationship with Puerto Rico, it’s geographical location, the resources that come from there and that are exported from the island.
Perhaps some may feel that learning these factoids about Ms. Sotomayor and her background may not be as significant as learning about the Supreme Court and the government of the United States. But take a moment to think of this. For all the girls in your class, the Latinos who are sitting in your room, the future lawyers you are lecturing to – wouldn’t they find something inspiring by the accomplishments of this person? Wouldn’t that be reason enough to teach about them? And, if your students don’t fit any of those descriptions, wouldn’t it be just as valuable to educate your students about those accomplishments, in order to broaden their views of people in the world? Thereby making them more aware and appreciative of their fellow Americans?
No matter how you are able to integrate this moment, please take the time to do so. Below are some of the more reputable resources on the topic, as well as lessons to use in the classroom. Plus, I have included a slideshow of the event and a YouTube video of the swearing in.
New York Times
http://www.nytimes.com/2009/08/09/us/politics/09sotomayor.html
Latina
http://latina.com/lifestyle/news-politics/sonia-sotomayor-sworn-nations-first-latina-supreme-court-justice
You Tube
http://www.youtube.com/watch?v=032K9yzRevA
Lesson Opportunities
White House
http://www.whitehouse.gov/our_government/judicial_branch/
Scholastic Lessons
Supreme Court Website
http://www.supremecourtus.gov/
White House 101
http://www.whitehouse.gov/about/white_house_101/
Sonia Sotomayor Slideshow
http://www.whitehouse.gov/photogallery/Sotomayor-Bio/ (video)
As a teacher of elementary-aged students, I was encouraged to utilize a variety of techniques, strategies, and paraphernalia, to help my students learn. For example, when they were learning about the history of Lewis and Clark – we didn’t just read stories. We went outside and looked for wildlife that they would have seen, cook recipes of food they ate, made up our own stories and journals, etc. When it came time to tackle math, we used counting blocks to help us add or to make fractions, we talked about it, did problems together, and worked in small groups, etc. It was fun, it was varied – it was learning.
So why is it different for adults? Or even our high-schoolers and undergraduate students?
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As the owner of a tutoring company, I see some trends when it comes to the students we enroll in our programs. One of those is of the bored/frustrated adult learner. More and more often, I have students who get tired of reading textbooks and writing reports. Yes, there is great value to being able to mentally digest more complex material; however, it doesn’t mean that this is the only way to comprehend information. Furthermore, there is a lot to be said for a person who is not only able to read and comprehend a textbook full of polysyllabic words; but is also able to write a report on it.
If we could allow our education system to bring back more creative tools, lessons, experiments, and learning opportunities back into the classroom – then there would be a greater probability that our older students could become more engaged and excited about what they are learning.
Now that it’s summer, we have the chance to make learning fun again; to make it creative and different. In the upcoming weeks, I will be listing some unique ways to make lessons out of life; these ideas can be used by parents, teachers, big brothers and sisters, etc. Plus, making learning fun doesn’t mean that if you’re 19 or 39 that you can’t enjoy learning. And the upcoming posts will be reflective of that.
Research has also been conducted to reinforce the need for play and varied methods of learning.
Here is the link to an article written by Scientific American, on the topic.
http://www.sciam.com/article.cfm?id=the-serious-need-for-play
As I wrote about in an earlier note, I have a friend who is entering into a graduate school program for teachers. And, it causes me to ponder and reflect. One thing that she asks about are some of the sites and resources online that she can/should use. Although I have a list of the usual sites, I put more thought into some of the more creative and unlikely resources.
This list is by no means the only sites you can use, but they are ones I use for creating lessons. My criteria for making this list is that it isn’t education based, yet it has lessons and/or curriculum tools that can easily be integrated into a classroom. Plus, it has materials that are able to be connected to the National Framework for Educational Standards. Actually, I would really like to hear about other ones that you’ve discovered and that are useful for you. In fact, I am sure by the time I am done posting this, I will have found more that I wish I would have added.
http://www.ourcourts.org/default.php
This site is one created by Supreme Court Justice, Sandra Day O’Connor. Although it may seem like Mrs. O’Connor would be an unlikely teacher, she isn’t. The site deals with Civics and understanding it through modern contexts. It also provides teachers with lessons (which we all love) and ways to take what a complex subject – such as Civics and our American government system – and make it relatable.
Bill Nye loves Science – and yes, this site is education based; but really it is based on making Science and all that is related to Science interesting. For an educator, there are a variety of ways to integrated this format – videos, experiments, lessons, projects. I really like that part. Plus, for lower grades there might be as much time to develop an entire curriculum for Science – this allows for ways to stick to the standards while still giving your students the chance to do something more with it.
http://www.pbs.org
PBS has long been a resource for families looking for creative education based television programs for their children. It’s also a great place to find information for educators. In fact, when you click on the homepage you can see various headings that are for children, students, and educators. One of my favorite parts is that PBS can be used at all grade levels and for all subject areas. Need high school art? No problem, Middle School history of Oregon? Got it. Kindergartners who are learning about American Symbols – right here. Plus with pictures and bios of people of different backgrounds it allows for an expansion on what is being taught in the classroom.
Google Scholar is one that is mainly for the Grad Students; but it can also be useful as a reference source for high-schoolers. This is a site that was introduced to me during my time in graduate school. The beautiful aspect to this site is that it lists literary information and is researched by other scholars – as to enhance the validity to the resources that you will find there.
Lastly – check with your local libraries, cities, and states
Each library, city site, and state website will have plenty of valuable resources and lessons available. It’s very refreshing, and surprising, to learn about the plethora of information that you are able to get from your local government departments. Several will have lessons already prepared to give out, and on occasion you can find people willing to bring the field trip to your classroom! It’s definitely worth checking out.
