Gardner Multipe Intelligences.

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Imagine that you are a teacher who has been invited by Gardner to attend a summer institute devoted to exploring multipe intelligences. Gardner wants to know how the elements of multiple intelligences might be expressed by students in the following subjects:

  1. Reading/Language Arts
  2. Biology
  3. American History
  4. Art/Music
  5. Vocational and Career

Additionally, Gardner wants to know what sort of strategies teachers could use in each subject to help students with multiple intelligence get the most from the learning environment (3pages)

example and powerpoint attached

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HAPTER

TEACHERS, SCHOOLS, AND SOCIETY

TENTH EDITION

DAVID MILLER SADKER KAREN R. ZITTLEMAN

Sadker/Zittleman, Teachers, Schools, and Society, Tenth Edition. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

Different Ways
of Learning

2

McGraw-Hill

© 2013 McGraw-Hill Companies. All Rights Reserved.

Sadker/Zittleman, Teachers, Schools, and Society, Tenth Edition. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

2-*

GARDNER’S THEORY OF MULTIPLE INTELLIGENCES

 

2.1

1. Logical-mathematical
2. Linguistic
3. Bodily-kinesthetic
4. Musical
5. Spatial
6. Interpersonal
7. Intrapersonal
8. Naturalist

 

 

 

 

 

 

 

 

 

 

Sadker/Zittleman, Teachers, Schools, and Society, Tenth Edition. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

2-*

FACTORS CONTRIBUTING TO
LEARNING STYLES

Figure 2.1

2.2

Sadker/Zittleman, Teachers, Schools, and Society, Tenth Edition. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

2-*

TEACHING TIPS FOR INCORPORATING A VARIETY OF LEARNING STYLES

Visual Learners

  • Use guided imagery and illustrations.
  • Create graphs or charts of important information.
  • Student-generated responses…

 

Auditory Learners

  • Encourage students to study with a friend, so they can talk through
    important concepts.
  • Create a safe classroom community where students feel welcome to
    ask questions.
  • Student-generated responses…

 

Kinesthetic/Tactile Learners

  • Use role-plays to bring important concepts to life.
  • Encourage students to underline or color-code reading materials to help
    focus their attention.
  • Student-generated responses…

2.3

Sadker/Zittleman, Teachers, Schools, and Society, Tenth Edition. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

2-*

CHARACTERISTICS OF GIFTEDNESS

Figure 2.2

2.4

Sadker/Zittleman, Teachers, Schools, and Society, Tenth Edition. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

2-*

CRITICAL PRINCIPLES OF SPECIAL EDUCATION

 

 

  • Zero reject
  • Nondiscriminatory education
  • Appropriate education
  • Least-restrictive environment
  • Procedural due process
  • Individualized education program (IEP)

 

 

2.6

Sadker/Zittleman, Teachers, Schools, and Society, Tenth Edition. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

2-*

APPROPRIATE EDUCATION IN THE LEAST RESTRICTIVE ENVIRONMENT

 

2.7

Figure 2.3

SOURCE: Adapted from: William Heward, Exceptional Children: An Introduction to Special Education, 10th ed. Upper Saddle River, NJ: Macmillan/Prentice-Hall, 2012, p. 78.

Sadker/Zittleman, Teachers, Schools, and Society, Tenth Edition. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part.

2-*

DISTRIBUTION OF STUDENTS SERVED
UNDER IDEA

Figure 2.4

2.8

SOURCE: U.S. Department of Education, Condition of Education: Children and Youth with Disabilities (2011).