tag:blogger.com,1999:blog-69235738603558516732024-03-27T02:11:15.196-07:00Teacher CommonsThis blog exists to dialogue about technology integration and what it means to equip students for life in the globalized world.Anonymoushttp://www.blogger.com/profile/10956056168256756705noreply@blogger.comBlogger61125tag:blogger.com,1999:blog-6923573860355851673.post-80769298890143396622008-12-31T05:41:00.005-07:002008-12-31T05:51:28.418-07:00hundred dollar computer lab<p></p><p><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhNHxZwWy0QIiN-PgmTOGcyMmrhCcJiyfQYXVtpavBAqHDLuvqZ9OImeHacTCw8YdrRG707cwwpDwInKeCV1LiJyDhJV3iD5WNdBzHceuInaYE8_oH0ukGW6euQAK86dq8PwGOFQnkwSXo/s1600-h/screenshot.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 320px; height: 240px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhNHxZwWy0QIiN-PgmTOGcyMmrhCcJiyfQYXVtpavBAqHDLuvqZ9OImeHacTCw8YdrRG707cwwpDwInKeCV1LiJyDhJV3iD5WNdBzHceuInaYE8_oH0ukGW6euQAK86dq8PwGOFQnkwSXo/s320/screenshot.jpg" border="0" alt="" id="BLOGGER_PHOTO_ID_5285935666269013906" /></a></p><p align="center"><span style="font-size:85%;"><span style="color:#3366ff;">A Screen Shot of Puppy Linux</span></span></p><p>At first, glance, however, the idea of creating a computer lab seems insane. It seems like it would involve a ton of fundraising and grant-writing and gaining district approval. However, the reality is that teachers can create an inexpensive computer lab on a shoe string budget. Here's why:<br /></p><br />It's not hard to find donated computers. In fact, there is a grant teachers occasionally write their own that is available at <a href="http://computersforlearning.gov/">Computers for Learning</a>. The reality is that most teachers know twenty to thirty people who have old computers . . . or at least who could spread the news. Schools can be sketchy about accepting donations. However, it's possible to avoid the donation (and tax write-off) if that happens. My point is that this part is often the easiest. <br /><br />So, with all these old computers, there will probably be a few basic necessecities. Teachers can easily spend about fifty bucks on surge protectors and another fifty to a hundred dollars on buying switches for internet. In most districts, blue chords will be free. Thus, an entire computer lab will cost close to a hundred dollars. New teachers can probably write a Wells Fargo grant and get the entire thing covered. <br /><br />I know, I know, it sounds like an abysmal failure. A bunch of computers will be running on Windows 98. But there's an axiom I've learned: Linux covers a multitude of sins. Okay, maybe not sins, but certainly huge computer failures. If you don't believe me, test it out on an old computer. Download <a href="http://www.puppylinux.org/">Puppy Linux </a>or <a href="http://damnsmalllinux.org/">Damn Small Linux</a> (which most Linux people now call DSL). Or, if you're computer is less than five years old, try out <a href="http://ubuntu.org/">Ubuntu</a>. Everything is free, so there are no site liscenes, no registration forms and no strings attached. <br /><br />In terms of office, the Open Office program works really well. It's also easy to load a linux version of CMAPS for basic concept maps and the PhotoGimp program allows students to do very basic picture editing. However, in using old computers, I'm more concerned with speed and functionality. The Linux developers have done a phenomenal job in maximizing the RAM so that tasks run smoothly. <br /><br />In our class, we use many of the Web 2.0 tools (blogs, wikis, Google Docs, collective concept mapping, etc.) that are all internet-based. Students are always surprised by how quickly Firefox runs on Linux. As long as it's a PC, there is an easy-to-install Flash player, which will enable students to use most sites. <br /><br />Here's a simple to-do list for this projec:<br /><ul><li>Get permission to get computers donated<br /></li><li>Guarantee that I can get tables - my seating chart is basically a big circle where I can see all computers at all times</li><li>Buy switches (fortunately I already have those cute little boxes, but they are selling for next to nothing on Craigs List and eBay)</li><li>Get surge protectors (again, I have these already from my current class set-up)</li><li>Start acquiring old computers</li><li>Test out different versions of Linux to see which one I like best</li><li>Set up computers at the tables<br /></li><li>Load my favorite Linx distro using a CD (or for some older computers a floppy disk)</li><li>Load the Flash player on each computer (most Linux Distros don't have it pre-loaded)</li></ul><p>I'll be posting video tutorials for creating a FreeLab within the next few weeks. </p>Anonymoushttp://www.blogger.com/profile/10956056168256756705noreply@blogger.com2tag:blogger.com,1999:blog-6923573860355851673.post-60660724015458263162008-09-26T10:07:00.000-07:002008-09-26T10:08:03.453-07:00dangersWhat are the dangers in using computers for reading and writing?Anonymoushttp://www.blogger.com/profile/10956056168256756705noreply@blogger.com3tag:blogger.com,1999:blog-6923573860355851673.post-52246637871361037222008-04-26T06:20:00.000-07:002008-12-30T21:14:41.472-07:00superheroes<!--TEACHERTUBE EMBED VIDEO START--><br /><embed src="http://www.teachertube.com/skin-p/flvplayer.swf" width="425" height="350" type="application/x-shockwave-flash" allowfullscreen="true" flashvars="&file=http://www.teachertube.com/embedvideo.php?viewkey=8ef167227db73267a101&location=http://www.teachertube.com/skin-p/flvplayer.swf&logo=http://www.teachertube.com/images/greylogo.swf&frontcolor=0xffffff&backcolor=0x000000&lightcolor=0xFF0000&autostart=false&volume=80&overstretch=fit&link=http://www.teachertube.com/view_video.php?viewkey=8ef167227db73267a101&linkfromdisplay=true"></embed><br /><!--TEACHERTUBE EMBED VIDEO END--><br /><br /><br />These are my thoughts on the connection between educational theory and superheroes. Perhaps it's a bit of a stretch, but it's how I see the world.Anonymoushttp://www.blogger.com/profile/10956056168256756705noreply@blogger.com1tag:blogger.com,1999:blog-6923573860355851673.post-15672203044365903312008-04-26T05:32:00.000-07:002008-12-30T21:14:41.472-07:00seating chart with technology<embed src="http://www.teachertube.com/skin-p/mediaplayer.swf" width="425" height="350" type="application/x-shockwave-flash" allowfullscreen="true" menu="false" flashvars="height=350&width=425&file=http://www.teachertube.com/flvideo/29969.flv&image=http://www.teachertube.com/thumb/29969.jpg&location=http://www.teachertube.com/skin-p/mediaplayer.swf&logo=http://www.teachertube.com/images/greylogo.swf&searchlink=http://teachertube.com/search_result.php%3Fsearch_id%3D&frontcolor=0xffffff&backcolor=0x000000&lightcolor=0xFF0000&screencolor=0xffffff&autostart=false&volume=80&overstretch=fit&link=http://www.teachertube.com/view_video.php?viewkey=e600da9abeddc1b03f2c&linkfromdisplay=true&recommendations=http://www.teachertube.com/embedplaylist.php?chid=58"></embed><br /><br />People often ask how they should configure a classroom if they have computers. If they are laptops, the answers are a little easier. This is a brief exploration into how a teacher can configure the seating chart.Anonymoushttp://www.blogger.com/profile/10956056168256756705noreply@blogger.com0tag:blogger.com,1999:blog-6923573860355851673.post-90605169978084958422008-04-25T07:35:00.000-07:002008-12-30T21:14:41.472-07:00Blockhead<!--TEACHERTUBE EMBED VIDEO START--><br /><embed src="http://www.teachertube.com/skin-p/flvplayer.swf" width="425" height="350" type="application/x-shockwave-flash" allowfullscreen="true" flashvars="&file=http://www.teachertube.com/embedvideo.php?viewkey=ed41d1320aba4928daf8&location=http://www.teachertube.com/skin-p/flvplayer.swf&logo=http://www.teachertube.com/images/greylogo.swf&frontcolor=0xffffff&backcolor=0x000000&lightcolor=0xFF0000&autostart=false&volume=80&overstretch=fit&link=http://www.teachertube.com/view_video.php?viewkey=ed41d1320aba4928daf8&linkfromdisplay=true"></embed><br /><!--TEACHERTUBE EMBED VIDEO END--><br /><br />My reflections from a childhood cartoon.Anonymoushttp://www.blogger.com/profile/10956056168256756705noreply@blogger.com0tag:blogger.com,1999:blog-6923573860355851673.post-44164793355755765162008-04-25T07:10:00.000-07:002008-12-30T21:14:41.472-07:00Bike Ride<!--TEACHERTUBE EMBED VIDEO START--><br /><embed src="http://www.teachertube.com/skin-p/flvplayer.swf" width="425" height="350" type="application/x-shockwave-flash" allowfullscreen="true" flashvars="&file=http://www.teachertube.com/embedvideo.php?viewkey=85eb60f8c70fc494c998&location=http://www.teachertube.com/skin-p/flvplayer.swf&logo=http://www.teachertube.com/images/greylogo.swf&frontcolor=0xffffff&backcolor=0x000000&lightcolor=0xFF0000&autostart=false&volume=80&overstretch=fit&link=http://www.teachertube.com/view_video.php?viewkey=85eb60f8c70fc494c998&linkfromdisplay=true"></embed><br /><!--TEACHERTUBE EMBED VIDEO END--><br /><br />Thoughts on what I see when I ride a bike.Anonymoushttp://www.blogger.com/profile/10956056168256756705noreply@blogger.com0tag:blogger.com,1999:blog-6923573860355851673.post-29355763915533285362008-04-25T06:45:00.000-07:002008-12-30T21:14:41.473-07:00Lego<!--TEACHERTUBE EMBED VIDEO START--><br /><embed src="http://www.teachertube.com/skin-p/flvplayer.swf" width="425" height="350" type="application/x-shockwave-flash" allowfullscreen="true" flashvars="&file=http://www.teachertube.com/embedvideo.php?viewkey=c41c7c908b9eb17e1847&location=http://www.teachertube.com/skin-p/flvplayer.swf&logo=http://www.teachertube.com/images/greylogo.swf&frontcolor=0xffffff&backcolor=0x000000&lightcolor=0xFF0000&autostart=false&volume=80&overstretch=fit&link=http://www.teachertube.com/view_video.php?viewkey=c41c7c908b9eb17e1847&linkfromdisplay=true"></embed><br /><!--TEACHERTUBE EMBED VIDEO END--><br /><br />My thoughts on how schools change.Anonymoushttp://www.blogger.com/profile/10956056168256756705noreply@blogger.com0tag:blogger.com,1999:blog-6923573860355851673.post-3018583025883471512008-04-25T06:31:00.000-07:002008-12-30T21:14:41.473-07:00Teeth Cleaning<embed src="http://www.teachertube.com/skin-p/flvplayer.swf" width="425" height="350" type="application/x-shockwave-flash" allowfullscreen="true" flashvars="&file=http://www.teachertube.com/embedvideo.php?viewkey=3b0913227003411b1519&location=http://www.teachertube.com/skin-p/flvplayer.swf&logo=http://www.teachertube.com/images/greylogo.swf&frontcolor=0xffffff&backcolor=0x000000&lightcolor=0xFF0000&autostart=false&volume=80&overstretch=fit&link=http://www.teachertube.com/view_video.php?viewkey=3b0913227003411b1519&linkfromdisplay=true"></embed><br /><br />I relate my experiences in the dentist to school climate.Anonymoushttp://www.blogger.com/profile/10956056168256756705noreply@blogger.com3tag:blogger.com,1999:blog-6923573860355851673.post-30012831541695630112008-04-25T06:22:00.000-07:002008-12-30T21:14:41.474-07:00Belief WalkThis is a strategy that has worked well for me in my social studies class. It is a blend of visual, spatial and kinesthetic.<br /><br /><embed src="http://www.teachertube.com/skin-p/flvplayer.swf" width="425" height="350" type="application/x-shockwave-flash" allowfullscreen="true" flashvars="&file=http://www.teachertube.com/embedvideo.php?viewkey=da71595f6aedfb3f81bb&location=http://www.teachertube.com/skin-p/flvplayer.swf&logo=http://www.teachertube.com/images/greylogo.swf&frontcolor=0xffffff&backcolor=0x000000&lightcolor=0xFF0000&autostart=false&volume=80&overstretch=fit&link=http://www.teachertube.com/view_video.php?viewkey=da71595f6aedfb3f81bb&linkfromdisplay=true"></embed><br /><br /><!--TEACHERTUBE EMBED VIDEO END-->Anonymoushttp://www.blogger.com/profile/10956056168256756705noreply@blogger.com0tag:blogger.com,1999:blog-6923573860355851673.post-88648316961635495882008-04-24T14:03:00.000-07:002008-12-30T21:25:17.774-07:00Bloom's Taxonomy: Affective TheoryBLOOM'S AFFECTIVE THEORY<br />Surprisingly, the educational community gives little emphasis on the two other areas of Bloom’s Taxonomy. Even with the recent scientific knowledge about the amygdale, emotional intelligence and intuitive knowledge, Bloom’s Affective theory is almost entirely neglected. Similarly, his research on the psychomotor realm of learning remains largely ignored by the academic community.<br />Perhaps this is because other theorists have built upon Bloom’s work. (Which, in all honesty, was led by an entire team of researchers.) Bloom’s protégé R.H. Dave has gained notoriety for his contribution to psychomotor behavioral objectives.<br /><br />Affective Domain<br /><br />Receiving– A student will be able to receive a stimulus. On an emotional scale, this means that a student must be wiling to learn and to pay attention. On a more observable scale, this means that a student should be paying attention, listening and on-task. At this stage, a student is attentive, but not necessarily actively engaged. Example: A student sits passively in a classroom<br /><br />Responding – At this point, a student will be actively engaged, but not necessarily internalizing any information. The student is not only willing to engage (receiving) but is actually engaging in the information. Here the student feels enough involved in the classroom community that he or she feels safe sharing information. Example: A student raises his hand in a class discussion<br /><br />Valuing – The student believes that the subject and the people are important. Rather than merely being a participant, the student desires to be there and feels a sense of importance and meaning in what is being accomplished. A student at this stage does not feel outside pressure to comply, but an internal compulsion to participate and contribute. Example: A student wants to be in class and volunteers to lead a group.<br /><br />Organizing – Here is when a student attempts to fit the idea, class or activity into a greater philosophical framework. There is a notion of compromise and harmony involved. It is not unlike Bloom’s notion of synthesis. This is also where a student clarifies values into priorities. Example: A student sees connection between life and the class. The student leads a petition because of skills learned in a government class.<br /><br />Internalizing – The learning, ideas or community has become a part of the student. This is also where a student has the greatest sense of self-control and a strongest sense of a personal philosophy that guides him or her. Example: The learning is now a part of the student’s core values. A student creates a life philosophy based on what he or she knows.<br /><br />This has been presented as a hierarchy, but the reality is that it is more like a continuum. Students fall back and forth between the two rather than climb to the top. For example, a new situation might cause a student to fall back to receiving. A student might be in valuing until trust has been broken and it goes back to responding or receiving.Anonymoushttp://www.blogger.com/profile/10956056168256756705noreply@blogger.com0tag:blogger.com,1999:blog-6923573860355851673.post-8983943720005424812008-04-24T14:02:00.000-07:002008-12-30T21:25:17.793-07:00Bloom's Taxonomy: Psychomotor<div align="center">BLOOM'S PSYCHOMOTOR THEORY<br /></div><br />For this one, we’ll use an example of learning how to drive a car. A rough definition of pyschomotor would be the knowledge requried to do a task. It is not far off of the notion of kinesthetic learning.<br /><br />It takes years of cruising to have the speed and finesse of this young whipper snapper!<br /><br />Imitation – Seeing an activity and repeating what is seenObservable: Person can see it and do it<br />Example: Practices driving the car and drives at a slow pace in parking lots.<br /><br />Manipulation – Practicing it becomes more habitual Observable: Should be able to step away from it for awhile without seeing it demonstrated again. Example: Practices driving the car in parking lots and out in neighborhoods. By now, the driver doesn’t have all skills, but the early act of driving is now habitual.<br /><br />Precision – Accurately able to do a skill, seems “easy” and normalObservable: Should be doing it without looking too upsetExample: Almost effortlessly, the driver can maneuver around the road. However, there is still some tension and still some contexts where the driver is a novice.<br /><br />Articulation – Able to do skill and modify it easily in order to change results Observable: Makes slight changes without losing sight of the skillExample: The driver can use all the skills and adjust to new contexts. The driver can handle the rain, the snow and the crazy Phoenix dust storms.<br /><br />Naturalization – Able to do it thoughtlessly Observable: It is easy and effortless. For example, an athlete might just seem “in the zone.” Example: Someone who has been driving twenty years and knows all terrainsAnonymoushttp://www.blogger.com/profile/10956056168256756705noreply@blogger.com0tag:blogger.com,1999:blog-6923573860355851673.post-59266581495766979062008-04-24T13:58:00.000-07:002008-12-30T21:25:17.803-07:00Bloom's Taxonomy: Criticisms<div align="center"><span style="color:#cc0000;">Criticisms of Bloom's Taxonomy</span><br />Educational theorists have criticized Bloom’s Taxonomy on a few grounds.<br /></div>1. Learning is not sequential – Bloom’s Hierarchy seems too artificially constructed. It is a very linear, straightforward view of how humans comprehend information. Although each concept or classification has its place, researchers are beginning to see the mind as more of a web. A person might skip from knowledge to application then analyze the application, come to a conclusion (evaluation) and then re-analyze the conclusion all working toward a greater synthesis of information. Constructivist teaching has suggested that teachers need to spread higher-order thinking skills throughout a task rather than begin with the imparting of knowledge.<br />2. It is incomplete – Bloom concentrated his efforts on learning, yet there is little about motivation or about classroom management.<br />3. It is too precise – Classifying and separating learning into three spheres and nice hierarchies is a very modern, scientific view of learning. Yet, a postmodern critique would attempt to deconstruct this idea. For one, they would suggest that brain science is still in its earliest formation and that we do not entirely understand the mystery of the mind. In addition, postmodernists would suggest that many of the terms are simply artificial constructs used as ideology to conceal the messy side of learning.<br />4. It is individualistic – Unlike the Social Learning Theory, Bloom’s Taxonomy focuses heavily on how an individual learns. It misses what occurs when there are social forces. For example, an individual’s ability to reach “evaluation” can easily be clouded by “groupthink.”<br /><br /><span style="color:#cc0000;">Responses to Criticism</span><br />Critics make valid points. However, they need to keep a few things in mind. First, Bloom saw his work as scientific and therefore contributed to the larger, democratic pool of scientific reserach. If his theories were incomplete, this is because he saw them as always changing and he validated many outside theories. In addition, his taxonomy focuses on learning and assessment more than on how to teach. When critics take the time to read his work, they realize it was much broader than first assumed. In terms of being too precise and too individualistic, that is understandable. He lived during a period of rugged American individualism. He was a modern man, which meant that he took individualism, science and objective knowledge for granted.Anonymoushttp://www.blogger.com/profile/10956056168256756705noreply@blogger.com16tag:blogger.com,1999:blog-6923573860355851673.post-29297127881997958672008-04-24T11:01:00.000-07:002008-12-30T21:25:17.813-07:00Service Learning: Criticisms<p align="left">There are some critics of service learning. For various reasons, they believe that service learning does not work. </p> <p class="style27" align="left">Criticisms of Service Learning</p> <ol><li>Neo-imperialism - Service learning can begin with a presupposition that the community is bad and that they need the students to "fix" it. This can have a shaming effect on the community and breed resentment over the long run. </li><li>Not academic - The activities themselves can sometimes lack the academic rigor that other curricular activities require. It is hard to justify making phone calls and planning an activity rather than reading a book. </li><li>Too isolated - Many of the projects are singular, isolated experiences that do not lead to long-term, sustainable change. </li><li>Not enough reflection - Many programs fail to engage students in deep thinking during the reflection. Thus, students end up summarizing what they did rather than delving deeply into the reflective process. </li><li>Reinforces stereotypes - If they are not careful, it can reinforce stereotypes (all Africans are poor, for example) In the activities themselves, there can be a tendency toward gender stereotypes or unintended reinforcement of hierarchichal structures. </li></ol>Anonymoushttp://www.blogger.com/profile/10956056168256756705noreply@blogger.com0tag:blogger.com,1999:blog-6923573860355851673.post-5411123605745668292008-04-24T11:00:00.000-07:002008-12-30T21:25:17.823-07:00Service Learning: Ideas<p class="style26" align="center">SERVICE LEARNING IDEAS</p> <p align="left"><strong align="left">The following is a list of some of the service learning ideas:</strong><strong align="left"><br /></strong></p> <p align="left"><span class="style27">Food Bank </span>- Students organize a food drive, visit a food bank, research issues of hunger and interview people about the causes of poverty and hunger in our city. They can write reflections about the experience as well as writing poems, developing a website or creating a short video about their experiences. </p> <p align="left"><span class="style27">Flower Power</span> - Students decorate pottery and place flowers in each pot. From there, they deliver the flowers to a nursing home, where they interview the residents and create a podcast. Afterward, they reflect upon generational differences and their own feelings about age and agism in society. </p> <p align="left"><span class="style27">Graffiti Busting </span>- Students do a community Needs Assessment, where they interview neighbors about the influence of graffiti on the community. They can go beyond this, into research and explore their own ideas. Then, on a weekend, they paint over graffiti in the community. Afterward, they write reflections on the process and can even write new reflections if the areas get tagged up again. </p> <p align="left"><span class="style27">It Takes a Village</span> - Students find ways to honor the people in their community (and at the school) who make their education happen. They can write thank you notes or put on a breakfast for classified staff members. </p> <p align="left"><span class="style27">Nothing But Nets</span> - Students research the effects of malaria on the body and use Google Maps to find areas of Africa with high malaria rates. Afterward, they find innovative fundraisers to raise money for nets. Within their reflections, they should consider the difficulty of serving people who live so far away. </p> <p align="left"><span class="style27">Soldier Letters / Care Package</span> - Students write thank you notes and create care packages for soldiers in Iraq and Afghanistan. This can work well with additional interviews with soldiers.<strong align="left"><br /> </strong></p>Anonymoushttp://www.blogger.com/profile/10956056168256756705noreply@blogger.com0tag:blogger.com,1999:blog-6923573860355851673.post-67477343230358199562008-04-24T10:58:00.000-07:002008-12-30T21:25:17.833-07:00Service Learning: Description of the Theory<p class="style26" align="center">DESCRIPTION OF THE THEORY</p> <p align="left">Service Learning is an elusive concept. There are so many definitions that it can be difficult to determine exactly what service learning means. For some, it is an excercise in civic virtue and patriotism- a sort of Boy Scouts in school. For others, it is an excercise in Critical Pedagogy. In some schools, service learning is simply a mandatory time of community service. In other schools, it is an entire program with a curriculum and classes. </p> <p class="style27" align="left">In general, all service learning should include the following:</p> <ol><li>A cycle of action and reflection. The reflection should lead to some type of inquiry that leads to more action. The reflection is critical, because without it, we fall into mindless activism. Yet, without action, we fall into meaningless intellectualism. </li><li>Partnerships with organizations. Over the long term, service should lead to deeper partnerships within the community. </li><li>A connection to the curriculum. Whether this is a separate class or a connection to social studies or language arts, service learning should be integrated into the curriculm in general. </li><li>Studetns should be involved in all phases, including the intial planning and inquiry. <strong align="left"><br /> </strong></li></ol>Anonymoushttp://www.blogger.com/profile/10956056168256756705noreply@blogger.com0tag:blogger.com,1999:blog-6923573860355851673.post-21993307479797954312008-04-24T10:57:00.000-07:002008-12-30T21:25:17.843-07:00Multiple Intelligences: Criticisms<p align="center"><strong>CRITICISMS</strong></p><ol id="k.fp" goog_docs_charindex="7845"><li id="zmpj" goog_docs_charindex="7846">Too many "intelligences" without enough science. For some, the addition of naturalistic and culinary intelligences are unrealistic to a classroom and do not seem to be a different way of information processing. </li><li id="wn6r" goog_docs_charindex="8061">Why classify students? In other words, in the goal to reach all students, there is a certain danger in labelling students. If we tell a child that he is <span id="mu47" goog_docs_charindex="8217" suggestions="anesthetic,unaesthetic,anaesthetic">kinesthetic</span> because he works on cars, it could simply be his socialization that led him to that point. When teachers make that assumption without knowing the science of multiple intelligences, we can accidentally stereotype students. </li><li id="vg1-" goog_docs_charindex="8456">Knowledge doesn't fit into cute categories. The fact that we dice up intelligence into all these categories suggest a very Newtonian, modern view of knowledge. This denies the post-modern critique of fluidity and the newer sciences that break away from rigid classification. </li><li id="rafz" goog_docs_charindex="8736">It doesn't take account for the cultural and social changes that occur. For example, Neil Postman developed the theory that Western civilization began with an oral culture and shifted to a print (or text) culture after the printing press. This was followed by the emergence of a visual culture and now a digital culture. Is it any wonder, then, that students would be so visually-driven? </li><li id="yev9" goog_docs_charindex="9132">It leads to excuse-making. Rather than encouraging a student to develop another form of intelligence, teachers (or worse, parents) can use multiple intelligences as an excuse for failing to learn. In fact, this seems to be the most common critique of Multiple Intelligences: that it denies the fact that there are smarter students and that all students need the same skills of reading, writing and arithmetic. Those within the Core Curriculum movement are often the most vocal opponents to integrating Multiple Intelligences into instruction. Instead, they advocate a return to the traditional modes of instruction. A critic might quip, "A kid doesn't need to split a pie to learn fractions or hit a baseball to learn percentages." </li><li id="t11m" goog_docs_charindex="9870">Some have argued that multiple intelligences might be better understood using the older, Jungian archetypes and the newer ideas of the Myers-Briggs tests. For example, <span id="bad_word" goog_docs_charindex="10041" suggestions="sen sate,sen-sate,sens ate,sens-ate,Senate">sensate</span> and intuitive processing might be more accurate than the views that Gardner posits. </li><li goog_docs_charindex="9870">It can reinforce negative stereotypes associated with hereditary intelligence. While Gardner does not suggest an either / or approach to hereditary, the application is often that children are born with a specific intelligence, which some critics say reinforces stereotypes. </li></ol><p> </p>Anonymoushttp://www.blogger.com/profile/10956056168256756705noreply@blogger.com0tag:blogger.com,1999:blog-6923573860355851673.post-55871135302502587482008-04-24T10:55:00.001-07:002008-12-30T21:25:17.862-07:00Multiple Intelligences: Visual-SpatialSome have argued that visual and spatial learners should have separate categories. The argument is that the brain does not process abstract visual and spatial visual information in the same way. Furthermore, some people have a difficult time with visual but excel in spatial thinking (or vice versa). Yet, Gardner has linked the two together.<br /><br /><p class="style28" align="center">VISUAL</p> <p id="l31d" goog_docs_charindex="1396">Visual learners need to see the information being presented. They prefer to think about information in a way that is more visual and graphic. If a teacher sits and lectures without providing graphs or images, the visual learner can feel lost. A teacher will often hear a visual learner say, "I'm trying to picture it," and an overwhelming amount of abstract information can seem like overload. <br /> </p> <br /> Teaching Strategies<br /> <ul id="r_fq" goog_docs_charindex="1816"><li id="ssut" goog_docs_charindex="1817">Graphs </li><li id="vowh" goog_docs_charindex="1826">Graphic Organizers - charts, Venn Diagrams<br /> </li><li id="nvkq" goog_docs_charindex="1871">Images </li><li id="nvkq" goog_docs_charindex="1880">Outlines </li><li id="nvkq" goog_docs_charindex="1891">Concept maps<br /> </li><li id="nvkq" goog_docs_charindex="1906">Metaphors </li><li id="nvkq" goog_docs_charindex="1918">Collages (also <span id="a8gk" goog_docs_charindex="1934" suggestions="anesthetic,unaesthetic,anaesthetic">kinesthetic</span>)<br /> </li><li id="nvkq" goog_docs_charindex="1950">Spreadsheets<br /> </li><li id="nvkq" goog_docs_charindex="1965">Pictures </li><li id="yq_0" goog_docs_charindex="1976">Videos (to a certain extent) </li><li id="yg:q" goog_docs_charindex="2007">Slides </li><li id="yg:q" goog_docs_charindex="2016">Ranking information in a visual way - timeline, etc. <br /> </li><li id="yg:q" goog_docs_charindex="2072">Video editing</li></ul> <p id="qwwu" goog_docs_charindex="20"> </p><p class="style11" id="g.74" goog_docs_charindex="4885" align="center">SPATIAL</p> <p goog_docs_charindex="4885">Spatial thinkers can visualize information well in a way that relates to physical space. For example, they find it easy to visualize an object rotated at different angles. In think of the world, they find it easy to envision a globe with various zones of countries. Spatial thinkers can take verbal information and apply it to a physical space. Thus, they'll think of a conversation by imagining where they sat. They'll take notes and lay them out spatially into separate areas. <br /> </p> <br /> <p id="g.74" goog_docs_charindex="5376">Teaching Strategies</p> <ul id="ni:n" goog_docs_charindex="5397"><li id="jnnk" goog_docs_charindex="5398">Belief Walk - where they walk from the agree to disagree side<br /> </li><li id="pf_o" goog_docs_charindex="5462">Rank from 1-10 - where students hold up an item and physically move according to their rank<br /> </li><li id="rp9x" goog_docs_charindex="5556">Divided Areas - having students divided up according to the space; for example, "this area is the house and this is the senate. Each desk represents one space." <br /> </li><li id="aeyt" goog_docs_charindex="5721">Manipulatives designed to separate space - for example, having them place note cards on a long timeline or using hula hoops for Venn Diagrams </li><li id="aeyt" goog_docs_charindex="5872">3-D modelling - Google Earth, for example</li></ul>Anonymoushttp://www.blogger.com/profile/10956056168256756705noreply@blogger.com0tag:blogger.com,1999:blog-6923573860355851673.post-6098675367524810532008-04-24T10:53:00.001-07:002008-12-30T21:25:17.885-07:00Multiple Intelligences: Kinesthetic<p class="style11" align="center">KINESTHETIC</p> <p id="n1xh" goog_docs_charindex="2113"><span id="x031" goog_docs_charindex="2114" suggestions="Anesthetic,Unaesthetic,Anaesthetic">Kinesthetic</span> learners can find school frustrating, because they learn best when they are actively engaged with the physical environment. <span id="zb2m" goog_docs_charindex="2253" suggestions="Anesthetic,Unaesthetic,Anaesthetic">Kinesthetic</span> learners learn by doing rather than by seeing or listening. Often a <span id="i1-2" goog_docs_charindex="2336" suggestions="anesthetic,unaesthetic,anaesthetic">kinesthetic</span> learner can understand something through the five senses - being able to touch the cotton rather than hearing a lecture on slavery or doing a "belief walk" rather than a debate. <br /> </p> Teaching Strategies<br /> <ul id="n0r7" goog_docs_charindex="2554"><li id="x:0f" goog_docs_charindex="2555">Move around - walk from table to table and analyze information </li><li id="pdii" goog_docs_charindex="2620">Physical artifacts - being able to touch and feel an item </li><li id="ydjg" goog_docs_charindex="2680">"Mock" history - turning the class into a factory, into a slave ship, etc. <br /> </li><li id="ydjg" goog_docs_charindex="2758">Belief Walk - also a spatial method (walk from 1-10) according to beliefs </li><li id="ydjg" goog_docs_charindex="2837">Use of JavaScript - roll over an object and discover something </li><li id="ydjg" goog_docs_charindex="2902">Video Games (although there is strong debate on this one) </li><li id="ydjg" goog_docs_charindex="2962">Acting out </li><li id="ydjg" goog_docs_charindex="2975">Role playing </li><li id="ydjg" goog_docs_charindex="2990">Collages (also visual)</li></ul>Anonymoushttp://www.blogger.com/profile/10956056168256756705noreply@blogger.com0tag:blogger.com,1999:blog-6923573860355851673.post-84081198286493949022008-04-24T10:53:00.000-07:002008-12-30T21:25:17.873-07:00Multiple Intelligences: Kinesthetic<p class="style11" align="center">KINESTHETIC</p> <p id="n1xh" goog_docs_charindex="2113"><span id="x031" goog_docs_charindex="2114" suggestions="Anesthetic,Unaesthetic,Anaesthetic">Kinesthetic</span> learners can find school frustrating, because they learn best when they are actively engaged with the physical environment. <span id="zb2m" goog_docs_charindex="2253" suggestions="Anesthetic,Unaesthetic,Anaesthetic">Kinesthetic</span> learners learn by doing rather than by seeing or listening. Often a <span id="i1-2" goog_docs_charindex="2336" suggestions="anesthetic,unaesthetic,anaesthetic">kinesthetic</span> learner can understand something through the five senses - being able to touch the cotton rather than hearing a lecture on slavery or doing a "belief walk" rather than a debate. <br /> </p> Teaching Strategies<br /> <ul id="n0r7" goog_docs_charindex="2554"><li id="x:0f" goog_docs_charindex="2555">Move around - walk from table to table and analyze information </li><li id="pdii" goog_docs_charindex="2620">Physical artifacts - being able to touch and feel an item </li><li id="ydjg" goog_docs_charindex="2680">"Mock" history - turning the class into a factory, into a slave ship, etc.<br /> </li><li id="ydjg" goog_docs_charindex="2758">Belief Walk - also a spatial method (walk from 1-10) according to beliefs </li><li id="ydjg" goog_docs_charindex="2837">Use of JavaScript - roll over an object and discover something </li><li id="ydjg" goog_docs_charindex="2902">Video Games (although there is strong debate on this one) </li><li id="ydjg" goog_docs_charindex="2962">Acting out </li><li id="ydjg" goog_docs_charindex="2975">Role playing </li><li id="ydjg" goog_docs_charindex="2990">Collages (also visual)</li></ul><br /><p class="style11" id="g.74" goog_docs_charindex="4885" align="center"><img src="http://thesocialvoice.com/teachercommons/images/kinesthetic.jpg" alt="1" height="323" width="320" /></p> <p class="style11" goog_docs_charindex="4885" align="center">This could be your classroom if you took kinesthetic learning to an extreme. </p>Anonymoushttp://www.blogger.com/profile/10956056168256756705noreply@blogger.com0tag:blogger.com,1999:blog-6923573860355851673.post-14095478397032657592008-04-24T10:52:00.001-07:002008-12-30T21:25:17.908-07:00Multiple Intelligences: Logical-Mathematical<p class="style11" align="center">LOGICAL / MATHEMATICAL</p> <p id="fzlu" goog_docs_charindex="5956">The Logical / Mathematical learner has an easy time using reason to solve problems, with a penchant for discovering patterns and relationships. It is not uncommon for this type of student excel in both math and science and, within writing, to do well in grammar or syntax. This does not mean that a logical / mathematical person will excel in all math. For example, for this type of thinker, geometry can be difficult if there is too much spatial or visual thinking. <br /> </p> <p id="y_du" goog_docs_charindex="6436">Teaching Strategies</p> <ul id="olfq" goog_docs_charindex="6457"><li id="d_vp" goog_docs_charindex="6458">Organized outlines </li><li id="cn2w" goog_docs_charindex="6479">Sequential order / chronology </li><li id="dm2c" goog_docs_charindex="6511">Find the facts - analyze information for reason / logic<br /> </li><li id="xw0v" goog_docs_charindex="6569">Ranking ideas or arguments based upon logic </li><li id="xw0v" goog_docs_charindex="6615">Problem-based learning - analyzing a problem and creating a solution </li><li id="xw0v" goog_docs_charindex="6686">Critiques </li><li id="xw0v" goog_docs_charindex="6698">Using the scientific method </li><li id="xw0v" goog_docs_charindex="6728">Integration of math into other subjects </li><li id="xw0v" goog_docs_charindex="6770">Analyzing data<br /></li></ul>Anonymoushttp://www.blogger.com/profile/10956056168256756705noreply@blogger.com0tag:blogger.com,1999:blog-6923573860355851673.post-62385091349601007072008-04-24T10:52:00.000-07:002008-12-30T21:25:17.896-07:00Multiple Intelligences: Logical-Mathematical<p class="style11" align="center">LOGICAL / MATHEMATICAL</p> <p id="fzlu" goog_docs_charindex="5956">The Logical / Mathematical learner has an easy time using reason to solve problems, with a penchant for discovering patterns and relationships. It is not uncommon for this type of student excel in both math and science and, within writing, to do well in grammar or syntax. This does not mean that a logical / mathematical person will excel in all math. For example, for this type of thinker, geometry can be difficult if there is too much spatial or visual thinking.<br /> </p> <p id="y_du" goog_docs_charindex="6436">Teaching Strategies</p> <ul id="olfq" goog_docs_charindex="6457"><li id="d_vp" goog_docs_charindex="6458">Organized outlines </li><li id="cn2w" goog_docs_charindex="6479">Sequential order / chronology </li><li id="dm2c" goog_docs_charindex="6511">Find the facts - analyze information for reason / logic<br /> </li><li id="xw0v" goog_docs_charindex="6569">Ranking ideas or arguments based upon logic </li><li id="xw0v" goog_docs_charindex="6615">Problem-based learning - analyzing a problem and creating a solution </li><li id="xw0v" goog_docs_charindex="6686">Critiques </li><li id="xw0v" goog_docs_charindex="6698">Using the scientific method </li><li id="xw0v" goog_docs_charindex="6728">Integration of math into other subjects </li><li id="xw0v" goog_docs_charindex="6770">Analyzing data</li></ul><br /><p class="style11" id="g.74" goog_docs_charindex="4885" align="center"><img src="http://thesocialvoice.com/teachercommons/images/abacus.jpg" alt="1" height="372" width="320" /></p>Anonymoushttp://www.blogger.com/profile/10956056168256756705noreply@blogger.com0tag:blogger.com,1999:blog-6923573860355851673.post-84215543788578711502008-04-24T10:51:00.000-07:002008-12-30T21:25:17.919-07:00Multiple Intelligences: Intrapersonal<p class="style11" align="center">INTRAPERSONAL</p> <p id="wfds" goog_docs_charindex="4216">It is a misnomer to label <span id="bad_word" goog_docs_charindex="4243" suggestions="interpersonal,antipersonnel,enterprisingly,entrancingly">intrapersonal</span> thinkers as loners or shy. Often, they are very intuitive and introverted, but that does not mean they are quiet. It simply means they find their motivation and passion from within and they enjoy delving into the depths of themselves to find answers and ask questions. <span id="w1d2" goog_docs_charindex="4530" suggestions="Interpersonal,Antipersonnel,Enterprisingly,Entrancingly">Intrapersonal</span> learners can have a difficult time in group work if they have to compromise too much of their own autonomy. <br /> </p> Teaching Strategies<br /> <ul id="ir4q" goog_docs_charindex="4681"><li id="jin2" goog_docs_charindex="4682">Reflections </li><li id="k74b" goog_docs_charindex="4696">Journals </li><li id="juqm" goog_docs_charindex="4707">Goal-setting </li><li id="br9v" goog_docs_charindex="4722">Online publishing </li><li id="ldd0" goog_docs_charindex="4742">Reading </li><li id="eu_x" goog_docs_charindex="4752">Self-paced independent projects </li><li id="gp_v" goog_docs_charindex="4786">Introspective questioning </li><li id="xmud" goog_docs_charindex="4814">Poetry </li><li id="hb6d" goog_docs_charindex="4823">Creative writing </li><li id="hb6d" goog_docs_charindex="4842">Personal collages</li></ul>Anonymoushttp://www.blogger.com/profile/10956056168256756705noreply@blogger.com0tag:blogger.com,1999:blog-6923573860355851673.post-15476235689534007842008-04-24T10:50:00.000-07:002008-12-30T21:25:17.932-07:00Multiple Intelligences: Interpersonal<p class="style11" align="center">INTERPERSONAL</p> <p>Interpersonal learners prefer to collaborate and share ideas with a group. To them, learning should take the best parts of all group members so that they can broaden their perspectives. Rather than looking within introspectively, they prefer to spur dialogue as a group and hash out ideas through conversation. To them, learning needs to be interactive. <br /> <br /> </p> <p id="kkg2" goog_docs_charindex="3975">Teaching Strategies<br /> </p> <ul id="ntvp" goog_docs_charindex="3997"><li id="q80m" goog_docs_charindex="3998">Role-playing </li><li id="qp2p" goog_docs_charindex="4013">Video conferencing<br /> </li><li id="qp2p" goog_docs_charindex="4034">Mock Trial </li><li id="r0yw" goog_docs_charindex="4047">Discussions </li><li id="vhks" goog_docs_charindex="4061">Group activities </li><li id="uxpy" goog_docs_charindex="4080">Socratic Seminars <br /> </li><li id="uxpy" goog_docs_charindex="4101">Collaborative technology - Google Documents, <span id="hvxp" goog_docs_charindex="4147" suggestions="Wicks,Woks,Viki's,Wick's,Wiki">Wikis</span>, Discussion Boards </li><li id="uxpy" goog_docs_charindex="4175"><span id="z-8g" goog_docs_charindex="4176" suggestions="Pod casts,Pod-casts,Podcast,Outcasts,Pederasts">Podcasts</span></li></ul>Anonymoushttp://www.blogger.com/profile/10956056168256756705noreply@blogger.com0tag:blogger.com,1999:blog-6923573860355851673.post-82872653303354237512008-04-24T10:47:00.000-07:002008-12-30T21:25:17.942-07:00Multiple Intelligences: Existential<p class="style28" align="center">EXISTENTIAL</p> <p id="cu_-" goog_docs_charindex="6810">Existential thinkers to tend lean toward the deeper, philosophical questions. They prefer to ask, "Why am I doing this?" and "How does this help me to live well?" An existential thinker typically has a strong sense that education must be meaningful - not simply to pass a test or earn a scholarship, but to think better about life. An existential thinker will often add a spiritual, intuitive, philosophical or abstract component to education. <br /> </p> <p id="cu_-" goog_docs_charindex="7262">Teaching Strategies</p> <ul id="fsw0" goog_docs_charindex="7283"><li id="eaou" goog_docs_charindex="7284">Socratic Seminar </li><li id="tz3g" goog_docs_charindex="7303">Philosophy of _______ <br /> </li><li id="cq86" goog_docs_charindex="7328">Developing difficult questions to spur dialogue </li><li id="dyjw" goog_docs_charindex="7378">Adding a human dimension to a class </li><li id="dyv1" goog_docs_charindex="7416">Examining epistemology - the journey of truth </li><li id="yr45" goog_docs_charindex="7466">Journaling with difficult questions </li><li id="yr45" goog_docs_charindex="7506">Dialogues about ethics within politics<br /> </li><li id="cinu" goog_docs_charindex="7547">Writing Socratic dialogues </li><li id="ivfa" goog_docs_charindex="7576">Analyzing writing with concepts such as world view, character development and theme </li><li id="ruh:" goog_docs_charindex="7662">Inquiry and guided inquiry<br /> </li><li id="nmxc" goog_docs_charindex="7691">Activities that begin with "What if . . .?"<br /> </li><li id="d1qs" goog_docs_charindex="7737">Analyzing social issues through an existentialist filter - "Why is there injustice?"</li></ul><br /><p class="style11" id="g.74" goog_docs_charindex="4885" align="center"><img src="http://thesocialvoice.com/teachercommons/images/existential.jpg" alt="1" height="370" width="271" /></p>Anonymoushttp://www.blogger.com/profile/10956056168256756705noreply@blogger.com0tag:blogger.com,1999:blog-6923573860355851673.post-88283386668906653552008-04-24T10:46:00.000-07:002008-12-30T21:25:17.953-07:00Multiple Intelligences: Auditory-Linguistic<p class="style28" align="center">AUDITORY-LINGUISTIC</p> <p id="t8:7" goog_docs_charindex="3019">This type of intelligence is the most commonly seen in school and the least common in the population. Those who have a high level of audio-linguistic intelligence connect well to language. Often, they write well, read well and have a fairly easy time staying on track with lectures. It is not uncommon to see an Audio-Linguistic person write quickly and nearly flawlessly with a broad range of prose and poetry. </p> <p id="x_vh" goog_docs_charindex="3463">Teaching Strategies</p> <ul id="fzgs" goog_docs_charindex="3484"><li id="nf-:" goog_docs_charindex="3485">Lecture </li><li id="rjmr" goog_docs_charindex="3495">Reading </li><li id="dd-4" goog_docs_charindex="3505">Writing </li><li id="p_xa" goog_docs_charindex="3515">Discussion </li><li id="q2j1" goog_docs_charindex="3528">Debates </li><li id="q2j1" goog_docs_charindex="3538">Web publishing </li><li id="q2j1" goog_docs_charindex="3555">Blogs<br /> </li><li id="ob_g" goog_docs_charindex="3563">Mock Trial </li><li id="ob_g" goog_docs_charindex="3576"><span id="yoas" goog_docs_charindex="3577" suggestions="Pod casts,Pod-casts,Podcast,Outcasts,Pederasts">Podcasts</span></li></ul>Anonymoushttp://www.blogger.com/profile/10956056168256756705noreply@blogger.com0