Your Multiple Intelligences Toolkit Activities for Planning Lessons Logical - Mathematical * Ask questions + Use diagrams: Venn diagrams, cause and effect, fishbone, timelines, * Graph/charts * Logic puzzles * Analyze situations * Crossword puzzles, Sodoku puzzles + Strategy games, mental math + Problem-solving number games * Solutions/deductions * Scientific experiments Visual ~ Spatial * Draw, paint, design * Create a sculpture * Geoboards * Graphic organizers + Use of colors ~ color-coded assignments * Arrange items in order * Photo stories, comic strips * Storyboards * Use of videos * Colored markers and pencils Musical - Rhythmic + Match feelings and facts to rhythm * Choral reading + Move to music + Echo clapping * Create musical and rhythmic mnemonics * Convert text notes to a rhyme, rhythm or a rap + Tura story into a song 68* Re-write lyrics of a song to summarize key points of a lesson * Have them use patterns in their learning * Build in percussion to reinforce facts Interpersonal * Do activities that foster working with others * Debate issues * Take a class survey on certain issues to discuss opinions and beliefs * Provide opportunities to have students teach others * Cooperative learning structures * Lead discussion * Role-play situations + Brainstorming * Tutors/learning partners * Dramatic play Naturalistic * Classification * Animal and plant studies * Create from nature * Classifying attributes + Make connections * Nature study * Categorizing things * Compare/contrast * Create learning opportunities from nature * Field trips Bodily-Kinesthetic * Acting * Movement games * Manipulatives * Charades * Role play * Body language and gestures to describe meaning * Dancing, sports + Body spelling 69* Act or pantomime * Word theater + Skits + “Hop” to the right answer * Puppets + Building structures to reinforce concepts Intrapersonal * Provide quiet think time * Observe and make notations * Imagine and do + Journals and logs * Reflection time + Personal goal-setting, plan own agenda * Listening to tapes * Guided visualization Verbal - Linguistic * Dictated stories + Jokes and riddles + Word games + Tongue twisters + Speeches, debates + Story-telling + Interviews * Word sorts + Learning logs + Double-entry journals 70Different Ways of Knowing — Different Ways of Showing Product Possibilities Provide a variety of different ways to present knowledge by selecting differentiated products according to the student's learning styles. . Sometimes these products can be teacher choice and sometimes allow the students to choose. This will depend on the content of the lesson, the age and language abilities of the students and the goals and objectives of the learning experience. Role playing Autobiography Survey Word bank Pantomime TV commercial Game board Panel discussion Painting Charades Video game Brain teaser Drama Script Recipe Newspaper ad Postcard Panel discussion Mural Map Greeting card Invention Promotional Song Animated movie brochure Cartoon : Quiz Bulletin board Lesson Diorama Jump rope rhyme Proverb Crossword puzzle Model Interview Debate Recipe Puppet show Letter Magazine article Flip book Commentary Collage Sales pitch Logic puzzle Mobile Banner Timeline Scavenger hunt Classified ad Sculpture Time line Visual art form Comic Skit Demonstration Limerick illustrated story Motto ~ slogan m4“Think-Tac-Toe” Choice Menus of Activities « indeveloping a differentiated classroom, providing student choice is an important component to consider. « Inaco-teaching setting, utilizing choice helps t0 motivate even the most reluctant learners. eaarntce of choice, students fee! more empowered i the classroom. | Choice promotes student accountability and responsiblity because “one size does not fit al.” + proper procedures and routines are important Se that students can be taught how roeke appropriate choices, based on thelr needs interests and language levels. «Students also need to be taught the learning outcomes ‘and how to self-assess their attainment of these goals. What are they? choice menus take different forms depending on the age and language levels Gf the students in the co-taught classroom «The “menu” of activities is developed by the teachers to align with the qTontent of the lesson and to provide different products possibilities «5 the activities selected for these choice menus 3 placed in a grid that venomoles a "vi-tac-toe” board or 2 quadrant acthy sheet. «The purpose is to extend or reinforce the learning of a concept. 2 * How to doi The graphic design that the teachers select Ma include 3-9 options depending on the mode! of choice board used. « Seadents choose their options and record what they 978 planning to do. » Rubrics are a helpful way for the students 1 self-assess and for the teachers to review their progress: Why is it important? 5 choice provides opportunities for success for all students. active student engagement is promoted though choice. 5 Students are challenged at thelr appropriate level and their learning styles are validated by the various activities | Asatool for differentiation, students independence and responsibility in the classroom is reinforcedThink-Tac-Toe Activity Board Name: Topic: 73Vocabulary BINGO Directions: Select one activity per day to make BINGO, Your BINGO card is due on. ¥ Writeastory using | Complete page Write your Draw a picture to 10 of your greour | vocabulary words | symbolize 6 of your vost ge words | vocabulary work | cirdingallshe | vovabulary words book vowels Design a crossword | Sortyour words into | Alphabetize the ruse using your | eategoriesand label | vocabulary words vocabulary words the categories ‘Work with a learning partner to say, hear and coach each other | "on the words of the 1 week Choose 3 words and ‘Write your Create arap, songor | Goona word hunt noose ori | vocabulary words | poemusingyour and find 8 O0ye% _feseribe none | ghree umeseach on | vocabulary words | vocabulary worn and your life ‘the screen ‘books ~ cite page umber and source ‘Actouta skit using 5 | Write the definitions Draw picture and | Make a collage using hide yourwordsin | newspaperand | of your vocabulary to 6 of your - the picture ‘magazine clippings words vocabulary words = | with 6 oF your words | — - that you don’t know \ the meaning of | 4Book Report Activity Board Activity Choose three different ways to show what you know about the book that you just read that will give you “tic-tac-toe.” Pantomimea part | Create a game Produce a puppet ofthe storyand | for others to play | show that retells the have others guess | to learn about story : the main events of the book _ | Memorize a passage Your Choice: Pretend you are a from the book and | Come up with your | reporter covering perform for the class | Own unique way to | an event from the with background | Show what you story and write a music know. (You must newspaper article get the okay from | about it a your teacher first!) Write a letter to | Give a Complete a story the author telling persuasive map of the main how you felt about speech to events of the the book and ask promote the book clarifying questions | book to others in the classCubing + Cubingis a motivating way to differentiate curricular using choice and chance and slows the student to have at least six variations of a t2sk tO complete related to the content of the lesson. «farther differentiation can occur if teachers color-code the cubes to correspond to aarous readiness levels, student interest or learning styles of the students. ach face of the cube can have one of the following ope ended prompts so that they can be used for multiple lessons: = Who? + What? + Where? = Why? = When? + How? {for younger students, each of these questions can be placed on a cube that is easily olde out of small child-sized milk carton that has had the fOP removed and all sides have been covered with construction paper) «students read a story with a learning partner and pause 1 roll the cube. 2 Depending on what question lands on top, they answe! the question based on the facts of the story. Then the other student gets to Fol Other open-ended prompts include: + Connect Analyze Compare Explain Diagram synthesize «an accompanying worksheet can be prepared in advance to give the students more details about the expected outcomes. sore nalso use dice to create the same effect, The students roll the dice and ihatever number lands on top, there would be a corresponding task for that umber to accomplish listed on the worksheet.Cubing in the Content Areas These are some cubing tasks that can be used with specific content areas to help get you started. Use the list of Bloom’s Taxonomy of Higher Level Thinking Skills for more ideas of appropriate verbs to use for your subject and lesson. I Studies, English * Tella story + Diagram events Debate points of view + Describe + Pretend +" Question * Analyze * Write a song + Make a comic strip + Evaluate + lustrate * Apply Argue + Restate + Imagine + Construct Science + list + Use a Venn diagram + Write a rule + Diagram + Figure out + Use a graphic organizer + Contrast + Evaluate + Hypothesize * Construct + Forecast + Investigate + Define + Locate * Critique 7Mathematics * Graph + ust + Rearrange + Evaluate = Classify + Calculate + Prove * Write a word problem + Investigate + Estimate + Factor + Solve + Add + Subtract = Change + Reduce + Order = Show symbols Create sculpture + Make a song + Make a model + Doaskit + Imagine + Present + —-Create-a poster + Show = sing + Construct * Compose © Build + Rearrange + Pantomime 78A Closer Look: During Instruction Strategies Highlight Vocabulary — Use highlighting tape that has been cut into small strips so that students can highlight words they are not sure of in the text as they read. These strips of highlighting tape can be re-used again by placing the strips on an index card that has been laminated. After the reading the student writes down the challenging words and looks for context clues. Working with 2 learning partner, they attempt to define the words. Tape is then removed and placed back on the index card for further use. V.LP. Strategy - Teacher decides how many V.1.P.s (Very Important Points) that she wants the students to find in a specific reading selection or chapter. They provide the students with one large sticky-note that has been cut into 3-4 strips. The student then reads along and tags a VIP with a sticky note strip. The important points are then shared with a learning partner and this results in a much richer class discussion. Word Window — Cut a rectangular opening in the middle of an index card ~ large enough to reveai 6-8 words in a line, This “window” will help students highlight and “frame” portions of text to assist them with the decoding process and avoid unnecessary visual distractions. A variation on this would be to cover the opening with colored plastic transparency material — to add even a greater contrast for the print. This simple modification can assist and support our struggling readers. Every Pupil Response Techniques — pause during the lesson to check in with the students. Using simple every pupil response techniques not only keeps your students attentive and engaged, it aiso provides an excellent way to informally assess student understanding. There are many ways to accomplish this: + Thumbs up/ thumbs down (do they understand the concept or not?) + Students use individual white boards to record responses or use yes/no cards to respond* Students give you a “fist of 5” ~ showing 5 fingers if they “get it” in gradual scale down to 1 finger if they do not understand * Students pair up with a learning partner and they each have 30 ~ 45 seconds to share what they found memorable in the lesson and then listen to their partner Note-taking, Note-Making — students divide a sheet of paper in half and record their notes on one side in a traditional format and do sketches of key ideas in the other column Insert/Coding Strategy — Insert is an active during reading activity developed by Vaughan & Estes (1986). It is a hands-on strategy that is effective for less proficient readers because it provides them with opportunities to connect to text, Students use sticky notes to “tag” their texts and increase comprehension. The teacher and students decide on a set of codes for the class. Sample codes might be: | Coding System |X I disagree with this statement [+ New and important information |1 Wow! ? I don’t understand this ie Very important to remember How to implement: 1. Provide overview and purpose of the strategy - describe why it is helpful 2. Model how to use it while doing a teacher read-aloud of text + Guide class by describing your thinking in using the codes 4. Have students practice technique with a learning partner and compare and discuss their codes 5. Have students practice independently 6. Share coded ideas in a whole class discussion wAfter Reading Strategies These techniques provide opportunities for students to reflect on their learning, connect their learning to new experiences and boost comprehension and retention. * Learning logs * Learning lines (also known as the “Tea Party” technique) ~ students form two parallel lines and share information with partner across from them, partners change as the questions change + Text posters of key ideas * Simulation + Graphic organizers + Role play * Reporting out + Culminating activity + Revisit KWL chart * Revisit anticipation guide and/or agree/disagree + Exit card (see explanation that follows) + Reflective writing * Critical review + Research or |-search paper extending theme or topic * Creative response to topic * Rewrite ending * Debate or panel discussion * Publication * Newsletter * Small group/ whole class discussion * Write a newspaper headline 94Summarizer Activities To Reflect on Learning Concept skits ~ small groups of students work together to prepare a short skit that demonstrates the topic that is being studied Outcome Sentences — have students reflect on the lesson. They can respond to the following open-ended prompts either in writing (exit card) or verbally (idea wave). Asa result of today’s lesson: * learned. * I now realize... * Iwas surprised... * Idiscovered... * lobserved... * Lam beginning to wonder. * fam still curious about... * I would like to find out more about. 'dea Wave ~ this is a verbal response technique that is done after a lesson has been delivered. Students respond verbally, one ata time, about an idea they care to share. They can use one of the “outcome sentences” (above) or share their own ideas. Here are some implementation ideas: * Each student in the “idea wave”has-@chance to share one idea * The idea wave “swirls around” the entire class. * Each student responds or are given the option of a “pass” * Have students listen carefully to their peer’s responses, If they have the same idea, they can either acknowledge the idea or think of a new and different idea so as not to be repetitive. Exit Cards/Questions — this simple assessment technique can be used to check for understanding after a lesson. Provide each student with a card and a few minutes to complete whatever prompt you choose, depending on the age and ability levels of your students. This is a powerful strategy for English learners who might be hesitant to ask questions in class. 95Meet them at the classroom door, and they need to submit their “exit card” in order to be dismissed for recess, to go home, or to change classes. You can easily scan the cards to see the main points of the lesson that they remembered and also to see where there are gaps in the learning in order to prepare tomorrow's lesson. Have students sign their exit cards to increase accountability and so you can target intervention, if needed, appropriately. Teachers can create generic exit cards for students to complete at the end of class or use some sample exit questions and/or prompts for the cards: + understood today’s lesson... + Here are 3 main ideas from today... + {was ready to learn today because... + These are the questions that I still have... * [can help others with * These are some strategies that | used to help me remember... * lused my time wisely by... These are 3 new words | learned today, These are the stations that | completed today... 3 facts | learned... Write a definition of... + Make a prediction about. * Give an example of. * Describe the importance of.. * Make a headline about today’s lesson... Where can you find more information on this? + Write a question about... * Give 3 facts that you remember... Why are these important? + Use these 3 new words ina sentence... + Use an analogy to compare what you learned with. + Drawa picture of... What would happen if? 3-2-1 reflection cards ~ These are variations on exit cards. Prepare handouts with 3-2-1 on them. Decide what you want the students to reflect and report on before leaving class that day. An example might be: 3 important ideas, 2 new wards | learned, 1 question | stiff haveSnowball summarizer ~ Pass out blank white sheets of paper to students Have them place 1, 2, 3 in a row on their sheets. Students are then asked fo respond to various prompts (can be changed daily according to lesson): * Write down 3 key ideas you learned today... + Write down 3 new words you learned today... * Write down 3 things that were most important to you... * Write down 3 successes you had today. * Write down 3 questions for homework... They are then told to “ball up” or crumple the sheets of paper to resemble a plump, round snowball. At the count of 3 they are to gently and randomly toss their snowball in the air and catch someone else’s snowball {0 find out what was important to them. A second toss can occur if time allows. They read the responses of their peers and this increases their own retention of the lesson. Students love this for the sense of discovery and anonymity that is created. Quadrant quick-write ~ Have students fold a sheet of paper into four quadrants, resembling a windowpane. This instant graphic organizer Provides students with an opportunity to reflect and look deeper into the lesson of the day. In each quadrant of the paper, they write a prompt (provided by teacher) and their response to it. Sample prompts can include (see “exit cards” for additional ideas): * Draw a symbol for... Why is important? : * Write a question you have... t * Write 3 words to describe... * Write 3 descriptors of the main character. Literature or historical simulation - have students play the parts of the characters they are studying or the period in history they are learning about. Have them act Out the scenes that are ‘not in the book. Another Option is to have them act outa scene in their own lives that relates to what they are studying orepee pamepeacme “Scattergories” from Words Their Way - by Bear, Templeton et.al, Prentice-Hall Pub. ONE TWO THREE | “FOUR, FIVE 7 at |i et Tg Tog Tug [2 ad zen 2. in 2._ot 2 ut 3. an 3. est a_i _ [3__ op. 3.__us 4,_al 4, et 4 ing” a. ope (4. ute 5. ame |5._ea [5._Ice 5. or Is. ew, 6 ai 6._ear 6. te 6._00 ‘6. _ur Tay Te Ce LA 7._ue 8__ar Be 8. igh 8. _ow 8. _ul 3. aw 9._ew 9. ir 5. ou 3. _un 0._atch | 10. er Toy 10,_oy 10,_ush BLANK ANSWER SHEET ONE TWO FIVE Thar 1 7 2. 2 2. 3. 3 3. 4 4 4. 5. 5. 5. 6. 6 6. 7. 7. i. S 8. 8. a 9. 8. 40. 10. 1 TOTALRound the Clock Learning Buddies Make an appointment with 12 different people—one for each hour on the clock. Be sure you both record the appointment on your clocks. Only make the appoint- mentifthere is an open slotat that hour on both of your clocks. ‘Tape this paper inside a notebook, or to something that you will bring to class each day.