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Learning Research Chatboard

gave MI inventory....now what?

by tj

Jan 25, 2010

Hi,

In the past I've given students an MI inventory/survey and discussed MI theory; however, when I reflect on what I've done in the past, I am not satisfied that I've done enough after giving this survey. What should I do next? Also, I think the survey I've used in the past is a bit lengthy. Are there shorter surveys you might recommend? thanks!

Sara On 1/25/10, tj wrote: > Hi, > > In the past I've given students an MI inventory/survey and > discussed MI theory; however, when I reflect on what I've > done in the past, I am not satisfied that I've done enough > after giving this survey. What should I do next? Also, I > think the survey I've used in the past is a bit lengthy....See More

Feb 22, 2010

txteacher586 How unfortunate that your professor didn't teach the subject using the various techniques. It was an integrated methodology at my university. I am working on plans to use it more in my classroom.

I have a 4th grade classroom full of ELL students and I teach Language Arts (Reading, writing, social studies, and spelling). What I've found is ...See MoreHow unfortunate that your professor didn't teach the subject using the various techniques. It was an integrated methodology at my university. I am working on plans to use it more in my classroom.

I have a 4th grade classroom full of ELL students and I teach Language Arts (Reading, writing, social studies, and spelling). What I've found is that if I can link MI lessons with my targeted skills for the week, they learn much better.

After reading modelling a lesson on Cause and Effect twice on a book and reading passage, I had the class sit quietly and listen to some music: The theme from Jaws, Bolle Bolle (from Bride and Prejudice), and other some more popular songs like Jingle Bells. Then I made up stations with various materials located at each station. Each group of students was responsible for finding or creating one cause and effect using the materials provided. One was a bottle of water with a spray bottle; another had a bottle of bubbles; another was a mini-bowling set; and yet another had a pice of paper and pencil. When each team had visited each station, we came back together to compare our notes and see if we got the cause and effect correct. As time went on, the examples got more and more creative and the kids became more animated. To this day, they remember that lesson and refer to it as an anchor for cause and effect. It may take them longer to process a question, but they know how to put it into perspective at least.

We also did the same thing for writing concepts such as voice, mood, author's purpose... Using different color crayons, they "wrote their feelings freestyle" using the color they "saw" as the music played. They also demonstrated through movement how the music made them feel. Music is also great for teaching fractions via tempo and beat.

I use pronoun addition and subtraction to help students better understand plural pronouns... e.g. I + you = we; he + she = they. Sentence vs. fragment I teach using the cha cha step and repeating "Subject, verb, complete thought!Subject, verb, complete thought!"

When we talk about measurement, like how deep fossils are buried, we go out into the hallway and measure out the depth on the floor tiles (1 square foot/tile). The kids love it and remember it!

They are even teaching me to remember things... 4 states that border Mexico... C.A.N.T. You CANT cross the border into the U.S. without proper documentation (remember, mine are mostly migrant children)... California, Arizona, New Mexico, and Texas. And states that border Texas? These states LOAN Texas their borders... Louisiana, Oklahoma, Arkansas, and New Mexico! It blows my mind how much they can learn! Don't give up... It takes time to find activities to use, but when you do, they'll love it! Heck, just let them sit up on their desk to read or write! My principal walked in and she just nodded her head, smiled, and walked around to talk to some of the kids about what they were doing. No behavior problems, everyone on task, and they answered politely and intelligently! I was so proud, and that's what it's about!

> MI theory can also help teachers to recognize and honor > ability in all their students - but that doesn't mean you can > teach math with music or music with math. > > the professor who taught me MI theory did absolutely Nothing > with it - he didn't use or tap into any of the intelligences > he was teaching us about. I'd like to take a course with the > father of MI theory - Howard Gardner - and see if he actually > has modified his teaching based on his own theories.

Mar 19, 2010

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