No Child Left Behind when using Multiple Intelligences

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No Child Left Behindwhen usingMultiple
Intelligences

• Renee Fendt and
• Jessi Wegener

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10.5 million children

• Have no health insurance
• Live in poverty that denies them the ability to
  develop cognitive potential
• These children are left behind

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Majority of Schools are under funded

• They lack instructional materials
• They lack access to technology
• The buildings fail to meet safety standards
• They hire less than qualified personnel
• These children are left behind

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Disadvantaged children have difficulties with

• Cognitive development
• Acquiring adequate vocabulary
• Learning the sounds required in learning how to
  read.
• These children are left behind

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Millions of children attend care centers where

• Creativity is stifled
• Appropriate development is hindered
• These children are left behind

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Federal law requires special accommodations

• For children with disabilities
• But only provide a fraction of support needed to
  obtain these accommodations.

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These children are left behind

• Once behind, these children will remain behind
  for the rest of their school life.

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In spite of catchy slogans

• The gaps in learning still exist and may be
  widening.

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NCLB reform for

• Standards
• Assessment
• Accountability
• School Improvement

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Purpose of No Child Left Behind

• to ensure that all children have a fair, equal,
  and significant opportunity to obtain a
  high-quality education and reach, at a minimum,
  proficiency on challenging State academic
  achievement standards and state academic
  assessments.

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Federal Strategy

• Improving classroom instruction
• Strengthening teaching
• Retaining and recruiting effective school leaders
• Ensuring success by giving students the extra
  time and help needed by removing barriers to
  their learning
• Giving students a strong, successful start in
  education
• Helping schools be accountable for students
  success.

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NYS Key Elements

• Define proficiency as at or above level 3 on the
  Grade 4 and 8 language arts and mathematics (Item
  1)
• Define proficiency for language arts and
  mathematics at the high school level as a score
  of 65 or higher on the Regents examination in
  English or math (Item 2)
• Use Performance Indices to measure adequate
  yearly progress and attainment of Safe Harbor
  (Items 3-4)
• Use Grade 4 and 8 Science exams initially as
  additional academic indicator for elementary and
  middle schools and subsequently replace with
  daily attendance (Item 5).

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NYS Key Elements cont.

• Completion rate based on graduation within four
  years of first entry into grade 9, except in
  special circumstances (Item 6)
• Maintain separate indicators for grade 4 and 8
  language arts and math until 2005-2006.
  Beginning in 2005-2006 combine results for grades
  3-8 assessment into on language arts index and
  one mathematics index (Item 9)
• Use New York State English as a Second Language
  Achievement Test (NYSESLAT) to assess language
  arts for grade 4 and 8 LEP students in US schools
  less than 3 years (Item 11)
• Incorporate alternate assessments results and
  RCTs in performance indices (Item 12)

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Connection between NCLB and MI

• I think I look at each child individually in
  terms of what they are capable of doing and what
  my expectations are for (that student). So for
  each (child) it is different. Its being in tune
  with where they are and where they can go. So my
  style with one child might be different than
  dealing with another child.

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What is Multiple Intelligence?
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Conceived by Howard Gardner, Multiple
Intelligences are 8 different ways to demonstrate
intellectual ability.

• The 8 different intelligences are
• Visual/Spatial Intelligence
• Verbal/Linguistic Intelligence
• Logical/Mathematical Intelligence
• Bodily Kinesthetic Intelligence
• Musical/Rhythmic Intelligence
• Interpersonal Intelligence
• Intrapersonal Intelligence
• Naturalist Intelligence

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Visual/Spatial Intelligence

• Intelligence of pictures and images
• Tend to think in pictures and create vivid mental
  pictures to retain information.
• Helps to look at maps, charts, pictures, videos,
  and movies.
• May enjoy drawing, painting, making collages and
  3-D projects

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Verbal/Linguistic Intelligence

• The intelligence of words
• Tend to have highly developed auditory skills and
  are generally elegant speakers.
• May be good at storytelling, retelling, debating,
  reading aloud, dramatizing, and listening.

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Logical/Mathematical Intelligence

• The intelligence of numbers and reasoning.
• Tend to think conceptually in logical and
  numerical patterns making connections b/w pieces
  of information.
• May like problem solving, sequencing,
  experimenting, and collecting data.

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Bodily/Kinesthetic Intelligence

• Intelligence of the whole body and hands.
• Tend to be good at sports and have good fine
  motor skills.
• Enjoy moving, dancing, walking, role playing,
  field trips, crafts, and activities.

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Musical/Rhythmic Intelligence

• Intelligence of rhythm, tone, and timbre
• Tend to immediately respond to music, either
  appreciating or criticizing it.
• Enjoy songs, poems, jingles, humming, rapping, or
  singing along to music.
• Usually good at playing instruments and tapping
  out poetic rhythms.

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Interpersonal Intelligence

• Intelligence of social interactions
• people smart kids tend to develop ideas and
  learn from other people, like to talk, and have
  good social skills.
• Have the ability to relate and understand others.
• May enjoy group work, sharing, peer editing,
  study groups, and discussing.

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Intrapersonal

• Intelligence of self-knowledge
• self smart kids have the ability to
  self-reflect and be aware of ones inner state of
  being, recognize their own strengths and
  weaknesses.
• May benefit from individual projects, keeping a
  journal/diary, independent reading, and personal
  response.

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Naturalist Intelligence

• Intelligence of nature and the environment
• Enjoy interacting with the outside world cloud
  watching, building habitats, identifying insects,
  and studying stars
• Tend to be good at noticing patterns in nature
  and recognizing different plants and animals

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3 Different Learning Styles

• Visual Learners-learn through seeing
• Auditory Learners-learn through listening
• Tactile/Kinesthetic Learners-learn through
  moving, doing and touching

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Visual Learners

• Tend to prefer sitting in the front
• May think in pictures
• May learn best from visual displays, including
  diagrams, illustrated textbooks, overhead
  transparencies, videos, flipcharts, and hand-outs.

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Auditory Learners

• Tend to learn best through verbal lectures,
  discussions, talking things through and listening
  to what others have to say.
• May benefit from reading text aloud and using a
  tape recorder

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Tactile/Kinesthetic Learners

• Tend to learn best through a hands-on approach
• May benefit from being able to actively explore
  the world around them

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Why incorporate Multiple Intelligences into your
teaching???
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People have different strengths and weaknesses,
different interests, and learn in different
waysUsing Multiple Intelligences in the
curriculum provides a variety of approaches to
learning, which is more interesting and students
will want to learn.