Agri-Crop Production For Grades 7 To 10 As of Jan.20.2014 Teachers Guide

TAYLOR'S HUMAN CONNECTION MODEL:
Analyzing Human Activities: AHA!
An interdisciplinary Model for Integrated Curriculum:

Timetables of History
Essential Questions
Universal Themes
• Cause and Effect • Government and Authority
• Celebration of Pluralism • Human Rights
• Change and Continuity • Independence and interdependence
• Citizenship • Moral, Ethical and Spiritual Behavior
• Community • Peace
• Culture • Scarcity and Choice
• Equal Opportunity • Stewardship of Natural & Human
• Freedom and Justice Resources
• Survival Issues and Future Alternatives
Critical Thinking Skills

Interdisciplinary Connections
CRITICAL/ANALYTIC REASONING
Bloom/CoRT/F. Williams/Costa/Paul/DeBono
MORAL/ETHICAL/PHILOSOPHICAL REASONING
Hi Kohlberg-Gilligan/Self Esteem-Group Dynamics-Leadership/
sto
ry Philosophy for Kids - Great Books
Lit /P
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ur s PRODUCTIVE/CREATIVE REASONING
e/
Re Th Torrence/Creative Problem Solving/Synectics
lig
ion
e at
/
Ph
re
ilo
so
ph
Producing, Exchanging, and Distributing
Vi y/L
ea
Making & Using Tools & Technology
su
Moral, Ethical, and Spiritual Behavior
al rn
in
Arts g
Protecting and Conserving
Organizing and Governing
M
Providing Recreation
Sc
Providing Education
us
Communications
ien ic
Aesthetic Needs
Transportation
ce
/T
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Gr
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Dr. T. Roger Taylor

1 Curriculum Design for Excellence, Inc.
P.O. Box 4505, Oak Brook, IL 60522
Tel: 630-852-8863 Fax: 630-325-3281
E-Mail: mailcenter@rogertaylor.com
Website: www.RogerTaylor.com
Dr. T. Roger Taylor
Curriculum Design for Excellence, Inc.
Tel 630-852-8863 Fax 630-325-3281
Website: www.rogertaylor.com
Roger Taylor, Phi Delta Kappa Educator of the Year, chosen BEST OF THE BEST by the Sloan-Kettering I.D.E.A. Fellows Program,
DISTINGUISHED LECTURER for the Association for Supervision and Curriculum Development (ASCD), author of over 8,000 integrated,
interdisciplinary, thematic units, spends over 220 days a year doing professional development across the United States and World. Dr. Taylor is
recognized as one of the most sought-after experts in the areas of interdisciplinary, integrated curriculum, differentiated instruction, critical thinking
skills, character education, multiple intelligence, gifted education, school-to-career education, standards-based assessment and brain-based learning.
Dr. Taylor has helped thousands of school districts apply local and state standards to their curriculum so that, “teachers are teaching students to
learn rather than teaching for the test.” In his 38 years as a classroom teacher, administrator, professor and internationally known educational
consultant, Roger has established an international Web site with thousands of units that K-12 teachers may download for instruction and lesson
planning. The units are written based on the AHA (Analyzing Human Activities) model he created. This unique model, validated by Stanford
University, includes specific application of the most recent brain research, multiple intelligences and constructivist hands-on project-centered
learning in alignment with state defined benchmarks and standards. Over 37,500 teachers have attended Dr. Taylor’s summer weeklong
curriculum-writing workshops where they create integrated, interdisciplinary, thematic units for their students. The best of these curriculum units are
available on his website.
All of the research based strategies in the ASCD book, What Works, are integrated in each lesson plan. All 8 of Harvard’s Howard Gardner’s
Multiple Intelligences and the 13 principles of learning from Pi Lambda Theta must be in each lesson before they are published online. The
six levels of E. Paul Torrence’s Divergent Thinking Skills for Creative Production are integrated in each lesson plan as well as Dr. Taylor’s
unique character education / ethics / strategies based on Kohlberg, Gilligan and Coles are woven into each lesson strand. Finally, Dr.
Taylor’s I-Search / Research strategies are integrated into the units so that every child through, differentiated instruction, becomes a
“creator and producer” of an original product.
In addition, Roger has assisted school districts throughout the United States with incorporating a team approach to address the latest standards-
based curriculum alignment. Roger specializes in differentiated curriculum design for special needs “at-risk” learners and highly gifted students,
and is a specialist in creating smaller learning communities for meeting the needs of today’s young people. School districts, universities, state
departments, educational service centers, and professional educational organizations continue to engage Roger as a featured keynoter because of his
ability to present research-based information in a humorous and entertaining manner. Topics that Dr. Taylor presents are: differentiated
instruction, closing the achievement gap, alternative strategies for high at-risk students, critical thinking skills, character education focusing
on Kohlberg’s Theory of Moral Development, the socio-emotional needs of at-risk students, creativity, school-to-career connections, applying
standards to the curriculum and his own integrated, interdisciplinary model for curriculum development. Roger is a popular “back to school”
keynoter because of his ability to “motivate with meaningful information” and set a positive tone for the return to school.
In the Chicago area, Dr. Taylor served as Director of the Area Service Center for Educators of Gifted Children and served on the Executive Board
for the National Association for Gifted Children for over ten years. Thousands of gifted programs and gifted children have directly benefited from
Roger’s expertise. In addition to curriculum development focusing on integrated, interdisciplinary learning, Roger focuses on gifted program
planning, identification, staff development training, and curriculum development for “mainstream” and “pull-out” program models. He has traveled
internationally with his unique and highly successful model for inclusion of special needs learners. Many community colleges and universities are
using Dr. Taylor’s curriculum not only for school to career connections but also to strengthen the academic teaching strategies of their professors.
Dr. Taylor has given keynotes, workshop sessions, and motivational speeches for such organizations as the Association of California School
Administrators, Indiana Association for Elementary School Principals, Kentucky Association for Secondary School Administrators, The
National Council for Teachers of Mathematics, The Ohio Psychologists and Counselors Association, ASCD Middle School Consortium, British
Columbia Primary Teachers Association, Association for Childhood Education Int’l (ACEI), the International Reading Association, National
Association for Gifted Children (NAGC), Association for Supervision of Curriculum and Development (ASCD), and was named by the Institute for
Development of Educational Activities, Inc. (I.D.E.A.) as one of the BEST OF THE BEST during its 25th year celebration. Many educational and
service groups have duly recognized Dr. Taylor. The Jaycees named him as one of the “Outstanding Young Men of America” and his name has been
added to “Who’s Who in America,” “The International Who’s Who of Intellectuals,” “Who’s Who in the World,” and “Who’s Who in American
Education.”
The AHA Model for creating integrated, interdisciplinary, thematic curriculum units is being used by teachers all over the world and has proven to
raise achievement test scores while preserving the excitement and joy of authentic teaching and learning. He has been a featured consultant
with the Bureau of Education and Research (BER) for 24 years.
Through the National School Conference Institute (NSCI), Dr. Taylor conducted eight 85-minute programs on the topic of integrated,
interdisciplinary curriculum to serve at risk children and highly gifted students. These programs were broadcasted in real time via satellite. He
also appeared on a special program focusing on the tropic of Best Practices in Teaching and Learning that was televised on The Learning Channel.
Roger has traveled to England, Japan, Germany and Saudi Arabia to work with teachers and administrators working for the Department of
Defense. In American Schools abroad, he has presented major keynotes and sessions at conferences in Rome, Nairobi, Athens, Nice, Bali, and
(most recently) worked with teachers at the Sotogrande International School in Spain.

Tel: 630-852-8863 Fax: 630-325-3281
Instructional Leadership / Teaching Guidelines
for Full-Potential Learning in the New Millennium:
“To Leave No Child Behind”
Principles Guiding Future Planning
Curriculum for the year 2006 and Beyond
SD Curriculum SA N Level of A
Philosophy Implementation
1 2 3 4 5 1 2 3 4 5
1. A balanced core of COMMON LEARNINGS ensures that
all students are challenged with learning experiences judged
most appropriate to their future levels.
2. The curriculum is organized on an INTERDISCIPLINARY
basis to ensure deeper understanding of complex issues and
acknowledge the connectedness” of things.
3. The curriculum is designed to ensure that students are
ACTIVELY INVOLVED in the learning process and
increasingly assume more responsibility for their learning.
4. The curriculum avoids student TRACKING plans that deny
any student access to a substantive program of electives or
general education.
5. Instruction focuses on developing student proficiency
iciency in
CRITICAL THINKING, problem solving, creative thinking,
and application skills.
6. Assessment of STUDENT PERFORMANCE produces
evidence of the most significant learnings and de-emphasizes
isolated behavior samplings found in standardized tests.
7. Instructional materials, teaching strategies, and the school’s
culture recognizes and respects STUDENT DIVERSITY.
8. Careful delineation of topics to be taught is based on helping
students “Learn How To Learn,” acquire and process
information, and understand that “LESS IS MORE.”
9. Key elements of the core curriculum center are organized
around fundamental SOCIETAL CONCERNS such as civic
competence, international perspective in students, world peace
and the environment.
Comments: ______________________________________________________________________
__________________________________________________________________________________
SA = Strongly Agree N = Never
SD = Strongly Disagree A = Always
Teaching Level –
Please Check One: ___Elementary ___Middle School ___High School.
____Administrative / Instructional Leadership Positions
____Central Office ___Building ___University ___Other (specify)__________________

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Differentiating The Curriculum:
Rigor, Relevance & Relationships
Using an Integrated, Interdisciplinary, Thematic,
Standards-based Approach
*Pupil Performance Outcomes *Character/Ethics Education
*Mastery Learning / Assessment Based *Cooperative Learning
*Portfolio/Authentic Assessment
*Multiple Intelligences
*Inclusion / Developmentally Appropriate
Big Idea *Teaching/Learning Styles
*Project Based Learning
*Creative Problem Solving
*Higher Order Thinking Skills *Gifted/Talented Education
Taylor Interdisciplinary Model

Analyzing Human Activities:
AHA
*Develop Intellectual Rigor *Learn Intellectual Ambiguity

4
*Learn Task Commitment

ACADEMIC MORAL/ETHICAL/PHIL CREATIVITY *Develop Creative Risk Taking
*Demand Project
Completion with Closure *Learn to accept open ended
thinking with no closure
Kohlberg
1. Bloom Torrance
Gilligan: In a Different Voice
de Bono's CoRT
Self Esteem
2. F. Williams Group Dynamics CPS
Costa / Paul Leadership Creative Problem Solving
Phil. for Kids (Lipman)

3. DeBono Synectics
Great Books of
S.O.I. (Guilford/Meeker)
the Western World
I-SEARCH P.O. Box 4505, Oak Brook, IL 60522

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SUMMARY OF CHANGES DUE TO SHIFT FROM
INDUSTRIAL TO INFORMATION SOCIETY
1. Everything comes from somewhere.
2. Everything goes somewhere.
3. Everything is connected to everything else.
From: 1899 to 2006 TO: 21st Century
AN INDUSTRIAL SOCIETY AN INFORMATION SOCIETY

A CENTRALIZED SOCIETY A DECENTRALIZED SOCIETY
A NATIONAL ECONOMY PART OF AN INTEGRATED GLOBAL ECONOMY
FORCED TECHNOLOGY HIGH TECH/HIGH TOUCH
TOP-DOWN SOCIETY BOTTON-UP SOCIETY
NORTH SOUTH
INSTITUTIONAL HELP SELF HELP
PHYSICS BIOLOGY
EITHER/OR MULTIPLE-OPTION
REPRESENTATIVE DEMOCRACY PARTICIPATORY DEMOCRACY
A MANAGERIAL SOCIETY AN ENTREPRENEURIAL SOCIETY
INSTITUTIONAL MEDICINE PERSONAL RESPONSIBILITY
SICKNESS-ORIENTATION WELLNESS-ORIENTATION
HIERACRHIES NETWORKING
SHORT TERM LONG TERM
PRINTING TELECOMMUNICATIONS
BROADCASTING NARROW/CASTING
DEPARTMENT-CHAIN STORES BOUTIQUES
FAMILY AS BASIC UNIT INDIVIDUAL AS BASIC UNIT
PARTY POLITICS ISSUE POLITICS
NON-RENEWABLE RESOURCES RENEWABLE RESOURCES
MYTH OF THE MELTING POT CELEBRATION OF CULTURAL DIVERSITY
MATERIAL PRODUCTIVITY KNOWLEDGE PRODUCTIVITY
HIRED LABOR CONTRACT LABOR
LEFT VS. RIGHT POLITICS POLITICS OF THE RADICAL CENTER
CONQUERORS OF NATURE PARTNERSHIP WITH NATURE
VERTICAL SOCIETY HORIZONTAL SOCIETY
FROM: THE RESTRUCTURING OF AMERICA IN THE DECADE AHEAD, PUBLIC AFFAIRS FORUM, VOL. 1.
MALVERN, PA: THE SOCIETY OF CHARTERED PROPERTY AND CASUALTY UNDERWRITERS
(REPORT IS BASED ON THE RESEARCH OF JOHN NAISBITT).

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Curriculum Design Options
Discipline-Based Design
Discipline-based content design option focuses on a strict interpretation of the disciplines with
separate subjects in separate time blocks during the school day. No attempt at integration is made; in
fact, it is avoided. Traditional approaches to subjects such as language arts, mathematics, science,
social studies, music, art, and physical education are the usual fare. In secondary programs, these
general academic and arts areas break down into more specific fields, such as algebra under
mathematics, or American history under social studies. There are some variations of block scheduling
and the way the week of cycle is programmed. Nevertheless, knowledge is presented in separate fields
without a deliberate attempt to show the relationships among them.
Parallel Disciplines Design
When the curriculum is designed in a parallel fashion, teachers sequence their lessons to correspond to
lessons in the same area in other disciplines. For example, if the social studies teacher teaches a
World War II unit in the beginning of the spring semester, then the English teacher will reschedule her
autumn book, Summer of My German Soldier, to coincide with the social studies unit. The content
itself does not change, only the order in which is appears. The goal is a simultaneous effect as
students relate the studies in one subject with the others. Teachers working in a parallel fashion are
not deliberately connecting curriculum across fields of knowledge; they are simply re-sequencing their
existing curriculum in the hope that students will find the implicit linkages.
Interdisciplinary Design
In this design, periodic units or courses of study deliberately bring together the full range of
disciplines in the school’s curriculum: language arts, math, social studies, and science; and the arts,
music, and physical education. The main point is that the designers attempt to use a full array of
discipline-based perspectives. The units are of specific duration: a few days, a few weeks, or a
semester. This option does not purport to replace the discipline-field approach; rather, they are
mutually supportive.
Multidisciplinary Design
The multidisciplinary option suggests that certain related disciplines be brought together in a formal
unit or course to investigate a theme or issue. It is different from parallel teaching, where the focus
stays on the prescribed scope and sequence of each discipline. A good analogy is a color wheel and
the notion of complementary colors. Just as groups of colors complement one another, certain
disciplines are directly related to one another, such as the humanities. Of course, it is possible to
design a course that brings together two disciplines of seemingly different characters—as long as the
questions shed light on and complement one another (as in a course on “Ethics in Science”).

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Integrated-Day Design
This mode is based primarily on themes and problems emerging from the child’s world. The emphasis
is on an organic approach to classroom life that focuses the curriculum on the child’s questions and
interests rather than on content determined by a school or a state syllabus. The approach originated in
the British Infant School movement in the ‘60’s and is most commonly seen in the United States in
preschools and kindergarten programs.
Field-Based Program
This approach is the most extreme form of interdisciplinary work. Students live in the school
environment and create the curriculum out of their day-to-day lives. Perhaps A.S. Neil’s Summerhill
is the most widely known example of such an approach. Students who are interested in the buildings
on campus might study architecture. If there were a conflict between students concerning ways to
behave in the school, they; could study rules or government. This is a totally integrated program
because the student’s life is synonymous with school.
Source: Jacobs, H.H., ed. (1989). Interdisciplinary Curriculum: Design and Implementation (pp. 14 -
18). Alexandria, VA: ASCD

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TAYLOR’S HUMAN CONNECTION MODEL
An Interdisciplinary Model for Integrated Curriculum
Universal Themes:

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Questioning
Research Finding: Student achievement rises when teachers ask questions that require
students to apply, analyze, synthesize, and evaluate information in
addition to simply recalling facts.
Comment: Even before Socrates, questioning was one of teaching’s most common and
most effective techniques. Some teachers ask hundreds of questions, especially
when teaching science, geography, history, or literature.
But questions take different forms and place different demands on students.
Some questions require only factual recall and do not provoke analysis. For
example, of more than 61,000 questions found in the teacher guides, student
workbooks, and tests for 9 history textbooks, more than 95 percent were
devoted to factual recall. This is not to say that questions meant to elicit facts
are unimportant. Students need basic information to engage in higher level
thinking processes and discussions. Such questions also promote class
participation and provide a high success rate in answering questions correctly.
The difference between factual and thought-provoking questions is the

difference between asking: “When did Lincoln deliver the Gettysburg
Address?” and asking: “Why was Lincoln’s Gettysburg Address an important
speech?” Each kind of question has its place, but the second one intends that
the student analyze the speech in terms of the issues of the Civil War.
Although both kinds of questions are important, students achieve more when
teachers ask thought-provoking questions and insist on thoughtful answers.
Students’ answers may also improve if teachers wait longer for a response,
giving students more time to think.
References: Berliner, D.C. (1984). “The Half-Full Glass: A Review of Research on Teaching.” In P.L. Hosford (Ed.),
Using What We Know About Teaching. Alexandria, VA: Association for Supervision and Curriculum
Development.
Brophy, J., and Evertson, C.M. (1976). Learning from Teaching: A Developmental Perspective. Boston,
MA: Allyn and Bacon.
Redfield, D.L., and Rousseau, E.W. (1981). “A Meta-Analysis of Experimental Research on Teacher
Questioning Behavior.” Review of Educational Research, Vol. 51, No. 2, pp. 237-245.
Rowe, M. B. (1974). “Wait-Time and Rewards as Instructional Variables: Their influence on Language,
Logic, and Fate Control: Part One—Wait-Time.” Journal of Research in Science Teaching, Vol. 11, No
2, pp. 81-94.
Trachtenberg, D. (1974). “Student Tasks in Text Material: What Cognitive Skills Do They Tap?” Peabody
Journal of Education, Vol. 52, No. 1, pp. 54-57.

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Examples of General Instructional Objectives and Behavioral
Terms for the Cognitive Domain of the Taxonomy
Stating Behavioral Objectives for Classroom Instruction

Major Categories in the Cognitive Domain of the Illustrative General Illustrative Behavioral
Taxonomy of Educational Objectives Instructional Objectives Terms
(Bloom, 1956)
1. KNOWLEDGE. Knowledge is defined as the remembering of Knows common terms Defines, describes, identifies,
previously learned material. This may involve the recall of a wide Knows specific facts labels, lists, matches, names,
range of material; from specific facts to complete the theories, but all Knows methods and procedures outlines, reproduces, selects,
that is required in the bringing to mind of the appropriate information. Knows basic concepts states.
Knowledge represents the lowest level of learning outcomes in the Knows principles
cognitive domain.
2. COMPREHENSION. Comprehension is defined as the ability to grasp Understand facts and principles Converts, defends
the meaning of material. This may be shown by translating material Interprets verbal material distinguishes, estimates,
from one form to another (words to numbers), by interpreting material Interprets charts and graphs explains, extends, generalizes,
(explaining or summarizing), and by estimating future trends Translates verbal material to mathematical gives examples infers,
(predicting consequences or effects). These learning outcomes go formulas paraphrases, predicts,
one step beyond the simple remembering of material, and represent Estimates future consequences implied in data rewrites, summarizes.
the lowest level of understanding. Justifies methods and procedures
3. APPLICATION. Application refers to the ability to use learned material Applies concepts and principles to new situations Changes, computes,
in new and concrete situations. This may include the application of Applies laws and theories to practical situations demonstrates, discovers,
such things as rules, methods, concepts, principles, laws, and Solves mathematical problems manipulates, modifies,
theories. Learning outcomes in this area require a higher level of Constructs charts and graphs operates, predicts, prepares,
understanding than those under comprehension. Demonstrates correct usage of a method or produces, relates, shows,
procedure solves, uses.
4. ANALYSIS. Analysis refers to the ability to break down material into Recognizes unstated assumptions Breaks down, diagrams,
its component parts so that its organizational structure may be Recognizes logical fallacies in reasoning differentiates, discriminates,
understood. This may include the identification of the parts, analysis Distinguishes between facts and inferences distinguishes, identifies,
of the relationships between parts, and recognition of the Evaluates the relevancy of data illustrates, infers, outlines,
organizational principles involved. Learning outcomes here represent Analyzes the organizational structure of a work points out, relates, selects,
a higher intellectual level than comprehension and application (art, music, writing) separates, subdivides.
because they require an understanding of both the content and the
structural form of the material.
5. SYNTHESIS. Synthetics refers to the ability to put parts together to Writes a well-organized theme Categories, combines,
form a new whole. This may involve the production of a unique Gives a well-organized speech compiles, composes, creates,
communication (theme or speech), a plan of operations (research Writes a creative short story (or poem, or music) devises, assigns, explains,
proposal) or set of abstract relations (scheme for classifying Proposes a plan for an experiment generates, modifies,
information). Learning outcomes in this area stress creative behaviors Integrates learning from different areas into a plan organizes, plans, rearranges,
with major emphasis on the formulation of new patterns or structures. for solving a problem reconstructs, relates,
Formulates a new scheme for classifying objects reorganizes, revises, rewrites,
(or events, or ideas) summarizes, tells, writes.
6. EVALUATION. Evaluation is concerned with the ability to judge the Judges the logical consistency of written material Appraises, compares,
value of material (statement, novel, poem, research report) for a given Judges the adequacy with which conclusions are concludes, contrasts,
purpose. The judgments are to be based on definite criteria. These supported by data criticizes, describes,
may be internal (organization) or external criteria (relevant to the Judges the value of a work (art, music, writing) by discriminates, explains,
purpose), and the student may determine the criteria or be given use of internal criteria justifies, interprets, relates,
them. Learning outcomes in this area are highest in the cognitive Judges the value of a work (art, music, writing) by summarizes, supports.
hierarchy because they contain elements of all of the other use of external standards of excellence.
categories, plus conscious value judgments based on clearly defined
criteria.
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n Inte
ns latio rpre
Tra own statement
story model tatio
n
photograph comparison of like or unlike terms
speech
diagram conclusion or implication based on data
tape recording
graph skit summary analogy
events cartoon
change infer casual relationships A map
drama
people relate
convert
explain outline A list
ge
radio rewrite extend sculpture

transform
recordings
give Examples defend photograph
led
digram
App
distinguish
newspapers find express
illustrate predict use illustration
generalize A painting
ow
define restate apply
lica
magazine articles match summarize A drama
label interpret solve
change A solution
Kn
describe paraphrase
compare sketch forecast
television shows memorize choose
tion
A project
recognize dramatize
record modify
Comprehension show A question
test readings locate
list classify discover
A paper which
tell prepare construct follows an outline
films
recite name
Knowledge produce make A meeting
A play
relate demonstrate shifting smoothly
filmstrip select identify Memory Recall Application paint build from one gear into
illustrate another
choose defend compare contrast questionnaire
conclusion
appraise compare
Evaluation Analysis analyse classify
report
self-evaluation survey distinguish survey
deduce critique
categorize subdivide A conclusion
recommendation
recommend select differentiate checked
attributes
group discussion weigh conclude decide diagram
Synthesis probe inter separate
graph
Eva
criticize evaluate consider

court trial investigate select
support summarize parts of a propaganda
combine plan take apart inquire
evaluation arrange statement identified
luat
relate judge
sis
invent role-play experiment
survey
rate revise compose An arguement
point out
aly
design hypothesize broken down
ion
A standard compared collect

develop list
An
construct produce
A standard established create formulate A syllogism broken down
predict originate
organize
valuing article
experiment A word defined
invention song
game book
machine
report set of rules, principles, or standards
play
speculate on or plan alternative courses of action
formulation of a hypothesis or question
Synthesis
1. The central hub denotes various level of thinking.

2. For each level, a set of process verbs is suggested to stimulate thought.
3. The outer section lists possible outcomes if products or projects are desired.
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HIGHER ORDER THINKING SKILLS
BY
FRANK WILLIAMS
No. 1 - PARADOXES Common notion not necessarily true in fact
Self-contradictory statement or observation
No. 2 - ATTRIBUTES Inherent properties
Conventional symbols or identifiers
Ascribing qualities
No. 3 - ANALOGIES Situations of likeness
Similarities between things
No. 4 - DISCREPANCIES Gaps of limitations in knowledge
Missing links in information
What is not known
No. 5 - PROVOCATIVE QUESTIONS Inquiry to bring forth meaning
Incite knowledge exploration
Summons to discovering new knowledge
No. 6 - EXAMPLES OF CHANGE Demonstrate the dynamics of things
Provide opportunities for making alterations,
modifications, or substitutions
No. 7 - EXAMPLES OF HABIT Effects of habit-bound thinking
Building sensitivity against rigidity in ideas and well-
tried ways
No. 8 - ORGANIZED RANDOM SEARCH Using a familiar structure to go at random to build another
structure
An example from which new approaches occur at random
No. 9 - SKILLS OF SEARCH Search for ways something has been done before (historical
search)
Search for the current status of something (descriptive search)
Set up an experimental situation and search for what happens
(experimental search)
No. 10 - TOLERANCE FOR AMBIGUITY Provide situations which puzzle, intrigue, or challenge thinking
Pose open-ended situations that do not force closure
No. 11 - INTUITIVE EXPRESSION Feeling about things through all the senses
Skill of expressing emotion
Be sensitive to inward hunches or nudges
No. 12 - ADJUSTMENT TO DEVELOPMENT Learn from mistakes or failures
Develop from rather than adjust to something
Developing many options or possibilities
No. 13 - STUDY CREATIVE PEOPLE AND PROCESS Analyze traits of eminently creative people
Study processes which lead to problem solving,
invention, incubation, and insight
No. 14 - EVALUATE SITUATIONS Deciding upon possibilities by their consequences and
implications
Check or verify ideas and guesses against the facts
No. 15 - CREATIVE READING SKILL Develop a mind-set for using information that is read
Learning the skill of generating ideas by reading
No. 16 - CREATIVE LISTENING SKILL Learning the skill of generating ideas by listening
Listen for information allowing one thing to lead to another
No. 17 - CREATIVE WRITING SKILL Learning the skill of communicating ideas in writing
Learning the skill of generating ideas through writing
No. 18 - VISUALIZATION SKILL Express ideas in visual forms
Illustrating thoughts and feelings
Describing experiences through illustrations

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THE THEORY OF MORAL DEVELOPMENT
Adapted From Lawrence Kohlberg and Carol Gilligan
Stages in Moral Development
PRECONVENTIONAL MORAL DEVELOPMENT

Stage Zero - Premoral
Pleasure - Pain (exciting-fearful) determine behavior
No sense of obligation or morality
Not immoral but amoral
Take what is pleasant; avoid what is unpleasant
Person is guided only by what he can and wants to do
Stage One - Simple authority orientation
Obedience-and-punishment orientation
Physical consequences determine good/bad
Deference to superior power or prestige
Authority figure determines standards
Responsive to rules
Stage Two - Instrumental relativist
Naively egoistic orientation
Instrumentally satisfying needs of self (occasionally others)
Equal sharing, exchange, reciprocity, fairness
Eye for eye, same for all, treat all the same
You scratch my back, I’ll scratch yours (not from
concern or loyalty, but because it’s fair)
CONVENTIONAL MORAL DEVELOPMENT
Stage Three - Interpersonal concordance-good boy/nice girl orientation
Being nice, approval, pleasing a limited group are important
Consider own feelings (conscience) and feelings of others
Put oneself in other’s shoes
Stereotypes of right behavior of majority
Intentions (“he means well“) become important
Stage Four - Law and order
Orientation toward authority and maintenance of the social order
Maintain the given social order for its own sake
Doing duty
Rigid: fixed rules hard to change
Respect for authority and majority rule
POST-CONVENTIONAL MORAL DEVELOPMENT
(20% adult population may reach, usually in late twenties)
Stage Five - Social contact
Contractual legalistic orientation
Standards critically examined and socially agreed upon
Constitutional and democratic
Legalistic but law can be changed for benefit of society
Individual rights respected except when contrary to constitutionally
agreed rights
Relativity of personal values respected
Utilitarian
Moral values are defined in terms of individual rights and standards
agreed upon by the society
Consensus rather than majority
Official morality of United States
Stage Six - Ethical principle
Orientation to principles above social rules
Principles appeal to logical universality and consistency
Conscience guided by self-chosen principle
Justice with individual dignity
Obedience or disobedience to law based on moral respect for justice
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DIVERGENT
QUESTIONING
MODELS:
1. BRAINSTORMING MODEL
Brainstorm all of the .

Brainstorm as many _________________________as you can think of.
How many ways can you come up with ?
2. VIEWPOINT MODEL
How would this look to a ?

What would a mean from the viewpoint of a ?
How would view this?
3. INVOLVEMENT MODEL / PERSONIFICATION
How would you feel if you were ?

If you were a what would you (see, taste, smell, feel)?
4. CONSCIOUS SELF-DECEIT MODEL / “WHAT IF” QUESTIONS
Suppose you could have anything you wanted.

What ideas could you produce if this were true?
You can have all of the in the world. How could you use it to ?
You have been given the power to . How will you use it?
5. FORCED ASSOCIATION MODEL / TEACHING WITH ANALOGIES
How is like ?
Get ideas from to improve .
I only know about . Explain to me.
6. REORGANIZATION / SYNECTICS MODEL
What would happen if were true?

Suppose (happened), what would be the consequences?
What would happen if there were no ?
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Rethinking Intelligence
Logical/Mathematical
Li
n gu
ist
ic
al
s
ic
us
M
Naturalist
al Bodily/Kinesthetic
n
rso
Sp
pe
tra
ati
Interpersonal
al
In
High scores on Standard IQ tests have never been accurate predictors of high
achievement. Of the many psychologists who have searched for a more meaningful
theory of intelligence, Howard Gardner, Ph.D., a professor at Harvard’s Graduate
School of Education, came up with one of the most popular ideas. His multiple-
intelligence theory divided intellectual capacity into eight areas, and he found
physiological evidence that each “intelligence” exists in a distinct area of the brain.
Gardner believes each person is born with a unique combination of strengths and
weaknesses in these eight areas, but that all of them can be more fully developed
through education. He has recently added two additional intelligences to his theory.
His research continues to challenge educators to rethink intelligence.
1. Linguistics 6. Interpersonal
2. Logical/Mathematical 7. Intrapersonal
3. Musical 8. Naturalist
4. Bodily/Kinesthetic 9. (Existentialist/Spiritual)
5. Spatial 10. (Sexual)
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In the area
below are some ideas for product modification offering learning
experiences in all the multiple intelligences. Modifications should
include increased depth and complexity for the gifted. (Taken from If the
Shoe Fits by Carolyn Chapman based on Gardiner's Multiple
Intelligences.)
Verbal Linguistic Naturalist observing,

magazines, lab work, collecting data or objects
field trips, collections, from the natural world,
dramatic reading,
experiments, classifying
speeches, mnemonics, information about plants
problem solving centers, manipulatives,
and animals, using
graphic organizers, games and films. microscopes or telescopes,
wildlife protection
projects.
Musical-Rhythmic Bodily-Kinesthetic
curriculum songs, raps, centers,, simulations,
cheers jingles, poems, interviews, projects,
choral readings; creating things, making
rhythmic sounds and collections.
patterns, moving to the
beat; using music.
Intrapersonal Visual-Spatial
problem solving, setting camera, variety of art
goals, journals, centers, materials, creative
independent learning, exploration of manipulatives,
reflection. analogies, posters, charts,
graphics, illustrations,
demonstrations.
Interpersonal Logical-Mathematical
video, film, jigsaw, puzzles, calculators, games,
e-mail, group activities, patterns and their
collages, comic strips, relationships, research,
songs, poems, graphic mathematical operations,
organizers such as the categorizing facts and
Web and Venn diagrams. information, analogies, time
lines, outlines, matrices,
computer programming.

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Lesson Planning Ideas
Verbal/Linguistic Intelligence
GLOBAL
LANGUAGE SCIENCE & PRACTICAL
HISTORY MATHEMATICS STUDIES & FINE ARTS
ARTS HEALTH ARTS & P.A.
GEOGRAPHY
Teach
Play "What's My "concept Read & learn Give verbal
Write a series of Write a humorous Listen to a piece of
Line?" with mapping" to stories, myths, explanation of
story problems for story using science music & make up a
figures from help & poetry from gymnastic
others to solve vocabulary/formulas story about it
history remember other cultures routines
content
Write
Hold a
Explain how to Create a diary on instructions
Write a "Countries of
Debate important work a problem to "The Life of a Red for the use & Verbally describe an
sequel/next the World"
issues & decisions others while they Blood Cell" (from care of object while a
episode to a spelling &
from the past follow along doing the cell's machines in partner draws it
story or play pronunciation
it perspective!) industrial
bee
technology
Create Tell another
Make up puns
crossword Write steps used in Keep an how to run a
Create limericks using math Tell a partner the
puzzles/word an experiment so "Insights from word
about key vocabulary, terms, steps to a dance
jumbles for someone else can do other Cultures processing
historical events concepts, & while they perform it
vocabulary it for Us" log program--then
operations
words do it
Play "New
Pretend you're
Solve problems Word for the Make up an Study a road
a radio Turn a
Study poetry from with a partner--one Day"--learn a imaginary map & give
sportscaster-- Greek/Shakespearean
different periods solves & one new word & conversation verbal
describe a tragedy into a
of history explains the use it between different instructions to
game in situation comedy
process frequently parts of the body get someplace
process
during the day
Play "Recipe
Create poems Practice Learn basic Describe an
Compile a note Give a speech on Jeopardy"--
telling when to use impromptu conversation in emotion/mood &
book of story "Ten steps for make
different math speaking & several foreign play music it
jokes healthful living" questions for
operations writing languages suggests
answers given

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Logical/Mathematical Intelligence
GLOBAL
ARTS HEALTH ARTS & P.E.
GEOGRAPHY
Use the
Predict what "Follow the Learn
Find examples Find unknown symbols of the Follow a recipe
will happen next Legend" map- patterns of
where "history quantities/entities in Periodic Table to make bread
in a story or reading games & ten different
repeated itself" a problem of Elements in from scratch
play exercises dance steps
a story
Create an
Find five Play "Guess the Find the relation
outline with 4 Compose a
Compare & Teach how to use a different ways Culture" based on of keyboard
main points x 4 piece of
contrast different calculator for to classify a artifacts in an actions &
sub points x music from a
periods of history problem solving collection of imaginary time computer
four sub- sub matrix
leaves capsule performance
points
Create a goal-
Ask factual,
setting chart Rank-order key Use a Venn
process, & higher- Create number Learn to read, Design a
for a study of socio-economic diagram to
order questions sequences & have a write, & physical
AIDS (what I factors that analyze
about key historical partner find the decipher "code exercise routine
know, want to shaped a culture's characters in
decisions (a la pattern language" using a matrix
know, & what development a play
Bloom's taxonomy)
I learn)
Learn the Create problem Create a
Analyze
Create time pattern of Predict what will solving "paint-by-
Mind-map proofs similarities &
sequence charts successful & happen in several scenarios for numbers"
for geometric differences of
with titles for major reliable current-event machines used picture for
theorems various pieces
eras of history scientific stories in industrial another to
of literature
experiments technology paint
Practice Make a Analyze
Predict what the Design classification Use a "story webbing Learn cause & classification plays using
next decade will be charts for math grid" for attributes of effect relations of matrix on the classical
like based on formulas, processes, creative writing various geography & meaning(s) of dramatic
patterns of the past & operations activities systems of the geological events computers structure
body symbols model

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Musical/Rhythmic Intelligence
(a.k.a. auditory/vibrational intelligence)
GLOBAL
GEOGRAPHY
Learn to use
Listen to & Perform Play "Guess the
Learn mathematical Learn Morse music,
Analyze different analyze different physical Rhythm/Instrument"
operations through Code & practice rhythm,
historical periods kinds of music exercise when listening to
songs, jingles, & communicating sound, &
through their music from different routines in sync various musical
rhythmic beats with it vibrations to
cultures with music pieces
reduce stress
Listen to the
Record &
sound &
Learn addition, recognize the
Use different rhythmic Play musical & Turn a nonmusical
Create a series of subtraction, varying sounds
kinds of music patterns of the percussion play into a musical or
key dates in history multiplication, & of a computer
for different environment instruments from into an "old time
"raps" division through operating (and
kinds of writing (humanly- around the world radio show"
drum beats what they
created &
mean!)
nature)
Create song/raps
Try various
Teach/learn to teach
Break a set of tones humming Learn the key Experiment
songs/music that grammar, Practice impromptu
and/or rhythmic patterns to see characteristics of with the effects
were popular in syntax, music composition
patterns into various how they can music & rhythmic of different
previous eras (e.g. phonetics using the "stuff" in
groups to learn alter your patterns from kinds of music
Gregorian chant, semantics, & your surroundings
division tables mood & different cultures on how you eat
WWII songs) other language
awareness
concepts
Learn to
Experiment
Play the "Rhythm recognize
Make musical Learn & practice with the
Game" to learn Create a various Draw, paint, or sculpt
instruments from "phonetic effects of
times tables (slap sound/tonal-based machines in a piece of music as it
the past & compose punctuation" (a vibration on
thighs, clap hands, legend for a map industrial plays
a piece using them la Victor Borge) sand in a
snap fingers) technology via
metal plate
their sounds
Assign sounds
Illustrate a to systems you
Watch films about Make up sounds for story/poem with are studying Learn & sing Use music to Make up a
the past & focus on different math appropriate such as the songs from help improve creative/interpretive
the sounds of operations & sounds, music, nervous nations/countries keyboarding dance to a piece of
history processes rhythms, & system, being studied skills & speed music
vibrations circulatory
systems, etc.

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Body/Kinesthetic Intelligence
GLOBAL
SCIENCE & PRACTICAL FINE
HISTORY MATHEMATICS LANGUAGE STUDIES &
HEALTH ARTS & P.E. ARTS
GEOGRAPHY
Learn & Create the
perfect various dance
Perform and/or Use different parts Play "The Learn folk
Role play the parts "multi- equivalent
create dramas of the body to as a Parts of a dances/dramas
& dynamics of the tracking" for different
from a period of "rule" to measure Sentence" of a culture
life of a cell routines (e.g. inventions,
history different things charades being studied
rub stomach & machines,
pat head) settings, etc.
Invent
Create
"Embody" (act something in
Re-enact great Add & subtraact Create the rotation "human
out) the Create gestures manufacturing
scenes or members to & from of planets with the sculpture
meaning of to represent the technology
momements from a group to learn class as the solar tableaux" to
vocabulary legend of a map classes (e.g. a
history for today about fractions system express an
words new house, a
idea
tool, etc.)
Make up
gestures,
Practice postures, or
Invent something Act out a story Play "physical
Hold an historical Become & act out physical facial
that requires or play that movement
period costume & the differenct states movements in expressions
applying math you are games" from
food day of matter your mind then to
concepts studying another culture
with your body accompany
a musical
score
Learn the
Create & act out a alphabet Design a
Conduct a series of Simulate "going Make up a new
Play "Great play in which the and/or spelling "living
"hands-on" shopping" using kind of snack
Moments from the characters are through body painting" of
scientific/health currency from food, prepare
Past" charades geometric shapes or movements & a classical
experiments another country it, & eat it
other math concepts physical work
gestures
Practice
Create &
Learn dances from Make up a Make up a Study "body doing
Study & try various perform a
previous periods playground game "Parts of language" from impromptu
"biofeedback" drama on how
of history (e.g. the that uses math Speech" folk different cultural dramatic
techniques/methods a computer
minuet, waltz, etc.) concepts/operations dance situations mime
operates
activities

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Visual/Spatial Intelligence
GLOBAL
LANGUAGE SCIENCE & PRACTICAL FINE
HISTORY MATHEMATICS STUDIES &
ARTS HEALTH ARTS & P.E. ARTS
GEOGRAPHY
Watch
Have imaginary Do a survey of Draw pictures dancers on
Play vocabulary Draw pictures of Draw maps of the
talks/ interviews student's of how to video &
words things seen under a world from your
with people from likes/dislikes then perform certain imagine
"Pictionary" microscope visual memory
the past graph the results physical feats yourself in
their shoes
Create visual Pretend you
Make visual Teach "mind Create Study a culture diagrams of can enter a
Estimate
diagrams & flow mapping" as a posters/flyers through its visual how to use painting--
measurements by
charts of historical note taking showing healthy art--painting & machines in imagine
sight & by touch
facts process eating practices sculpture industrial what it's
technology like
Listen to
Practice
Imagine going back Add, subtract, Draw picture of Create Make maps out music with
drawing objects
in time--see what it multiply, & divide the different montages/collages of clay & show eyes closed
from different
was like "back using various stages of a story on science topics geographical & create a
angles (e.g.
then" manipulatives you're reading (e.g. mammals) features sculpture
drafting)
from clay
Draw the
Draw visual Learn a series of
Imagine using a Learn to read, Make decor for sets for the
patterns that appear "spatial games"
Paint a mural about math process write, & the classroom on various
in the natural (e.g.
a period of history successfully, then decipher code a culture you are scenes of a
world, including horseshoes, ring
really do it language studying play you
the microscopic toss)
are reading
Use highlight Draw the
Learn metric Pretend you are Use a map to get Imagine your
Imagine & draw markers to visual and
measurements microscopic & can around an computer is
what you think the "colorize" parts color
through visual travel in the unfamiliar place human--draw
future will be like of a story or pattern of a
equivalents bloodstream or location how it works
poem dance

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Interpersonal Intelligence
GLOBAL
GEOGRAPHY
Do an historical Experiment Discuss Assume the

Teach & play a
period "jigsaw" Solve complex story with joint story- "Saying No to perspective of Learn a new
series of non-
(each one learns problems in writing--one Drugs" & another culture & dance & teach
competitive
part & teaches a group starts then pass create Say discuss a current it to others
games
others) it on NO" strategies news item
Assign group
Conduct an Analyze the
research Assign teams to
"interviewing message or Create a team
Role-play a projects-- Find the relation of prepare and
others" research moral of a story cooperative
conversation with groups design geography/climate serve meals
project & calculate with a group-- sculpture
an historical figure and implement to customs/values from foreign
results as reach a from clay
their research countries
percentages consensus
plans
Imagine "passing
Use a "human Use peer
over" into other "Each one teach Use lab teams Create scenarios of Sketch your
graph" to see coaching teams
times/lives-- one" new math for science "culture shock" & partner with
where a group for projects in
describe their processes/ experiments & analyze for its different
stands on an industrial
feelings, thoughts, operations exercises causes expressions
issue technology
beliefs, values
Discuss Practice "Stop

Read poetry
Make a case for controversial Brainstorm & Have students the Action &
Describe everything from different
different health topics & prioritize ways to work in pairs to Improvise"
you do to solve a perspectives &
perspectives on the write team overcome "ugly learn & improve while
problem to a partner in different
Revolutionary War positions Americanism" sports skills dramatizing a
moods
papers play
Describe the
Have teams Conduct Learn to read Create
Discuss the impact "before & Learn to sing
construct problems language drill different kinds of cooperative
of key historical after" of key rounds &
linking many math exercises with a maps, then teach computing
decisions on scientific counter-
operations, then partner (make it another how to teams to learn
today's world paradigm melody songs
solve them into a game) understand them computer skills
shifts

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Intrapersonal Intelligence
SCIENCE GLOBAL
LANGUAGE PRACTICAL
HISTORY MATHEMATICS & STUDIES & FINE ARTS
ARTS ARTS & P.E.
HEALTH GEOGRAPHY
Design,
Perform &
Write an implement, Try using
Keep a journal: Track different discuss how Draw yourself
autobiographical and evaluate "awareness" or
"Questions from thinking patterns for different from different
essay entitled: a one-month "consciousness
life history might different kinds of physical angles while
"My Life to "Be raising" techniques
be able to answer" math problems exercises looking in a mirror
Date" Healthy" from other cultures
make you feel
project
List how
Do a "pluses, Reflect on
Bridge math Write an things learned Dance the different
minuses, & pictures of List criteria of your
concepts beyond autobiographical in industrial stages of your life's
interesting" the solar "ideal
school into "real essay entitled: technology journey including
analysis of famous system & geography/climate"-
life" (what? so what? "My Life in the classes can the anticipated
historical your own -find it on a map
now what? Future" help in your future
decisions life on earth
future life
Write about
Reflect on: "If I Write down &
Use guided imagery Analyze "If I could Discuss: "How I'd Create a series of
could be any analyze
to see & solve literature for be any be different if I'd sculptures to
historical figure, "conversations
complex story "connections to animal what grown up in another express your
who would I be & with your
problems our lives today" would I be culture" moods
why computer"
& why"
Watch
Lead a series
yourself
of "I
preparing a
Write a new Become Imagine yourself
Evaluate your Learn "focusing meal & note
Write an essay on: poem each day What I as each character
strengths/weaknesses techniques" from everything
"Mistakes from for a week on Behold" in a play (note
in understanding different cultures that goes on
the past I won't "Who am I?" & exercises different feelings,
math--plan new (methods for (thoughts,
repeat" "Where Am I (imagine values, beliefs,
strategies for success concentration) feelings,
Going?" you ARE an etc.)
physical
object,
responses,
animal, etc.)
etc.)
Practice
techniques
Imagine being a
for Imagine a skill
Imagine people Watch your mood character in a Carefully observe
achieving Keep a "feelings & then try to
from the past shifts/changes as you story/novel-- the effects of
relaxation & diary" as you read do it exactly
giving you advice do math problems-- what would you different kinds of
reducing about current events as you
for living today note causes do differently or music on you
stress (e.g. imagined
the same
deep
breathing)

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Naturalist Intelligence
SCIENCE GLOBAL
LANGUAGE PRACTICAL
HISTORY MATHEMATICS & STUDIES & FINE ARTS
ARTS ARTS & P.E.
HEALTH GEOGRAPHY
Classify Grow
Recognize & Nature scene re- Environmental
Work story different vegetables, Compose using
interpret historical creation/simulations representations
problems with foods for fruits, herbs & sound from nature &
trends (e.g. for literature & for different
patterns in nature healthy diet use them in the environment
Toynbee) poetry cultures
planning cooking
Experience Learn about
Recognize &
Understand how Use of "nature Poetic/descriptive past Grow, taste, & uses of nature
recreate visual
"natural events" manipulatives" in essay writing based scientific learn to recognize for building in
images of natural
have influenced math problem- on nature experiments food from construction &
patterns (paint or
history solving experiences "first hand" different cultures manufacturing
sculpt them!)
(do them!) technology
Learn & practice
Keep a Understand
using the Study the
Create analogies diary of the pluses/minuses Create dances which
Graph positive & vocabulary, idiom, influence of
between historical natural of different embody/demonstrate
negative influences jargon, & climate/geography
events & events in processes of fabrics based patterns, objects, &
on the environment vernacular of the on cultural
nature your own on their animals in nature
nature & the development
body natural content
naturalist
Use of Recreate multi- Understand

Understand the
Study how Understand various media experiences how climate &
mathematical Design "full-blown"
animals have influences of "naturalist of the natural geography
patterns of the dramatic enactments
effected history & climate/environment taxonomies" environments of influence
natural world & of natural process
historical trends on various authors on nature different parts of transportation
environment
field trips the world technology
Use
cognitive
Learn how to
Create & work organizers
Study the lives of Creative story- Study animals & use nature Make
calculation to explore
famous naturalists writing using insects from responsibly & montages/collages
problems based on &
& their impact on animal characters & different parts of appropriately incorporating "stuff"
nature/natural understand
history their characteristics the world in industrial from nature
processes natural
technology
scientific
processes

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DIFFERENTIATED LEARNING STYLES / TEACHING STYLES TEST
FOR DIAGNOSTIC AND PRESCRIPTIVE LEARNING
Circle A, B, or C for the description that is most like you. Mark only one letter for each question.
1. I remember best... A. names

B. faces
C. both names and faces.
2. I prefer to have things explained to me...
A. with words
B. by showing them to me
C. both ways
3. I prefer classes... A. with one assignment at a time

B. where I work on many things at once
C. both ways
4. I prefer... A. multiple choice tests
B. essay tests
C. both kinds of tests
5. I am... A. not good at body language, I prefer to listen
to what people say
B. good at body language
C. sometimes good, but other times not good
6. I am... A. not good at thinking of funny things to say and do

B. good at thinking of funny things to say and do
C. sometimes good
7. I prefer classes... A. where I listen to the “experts”
B. in which I move around and try things
C. where I listen and also try things
8. I decide what I think about things...
A. by looking at the facts
B. based on my experience
C. both ways
9. I tend to solve problems... A. with a serious, business-like approach
B. with a playful approach
C. with both approaches
10. I like... A. to use proper materials to get jobs done
B. to use whatever is available to get jobs done
C. a little of both
11. I like my classes or work to be...
A. planned so I know exactly what to do
B. open with opportunities for changes as I go along
C. both planned and open to changes
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12. I am... A. never inventive
B. very inventive
C. occasionally inventive
13. I prefer classes when I am expected...
A. to learn about things I can use in the future
B. to learn things I can use right away
C. both kinds of classes
14. I... A. would rather not guess or play hunches
B. like to play hunches and guess
C. sometimes make guesses and play hunches
15. I like to express feelings and ideas...
A. in plain language
B. in poetry, song, dance, art
C. both ways
16. I get insights from poetry, symbols, etc...
A. rarely
B. usually
C. sometimes
17. I prefer... A. solving one problem at a time
B. solving more than one problem at a time
C. both equally
18. I respond more to people when...
A. they appeal to my logical side, my intellect
B. when they appeal to my emotional side, my feelings
C. both ways
19. I prefer to learn... A. the well-established parts of a subject
B. about the unclear parts, the hidden possibilities
C. both ways
20. I prefer... A. analytic reading, taking ideas apart and thinking about
them separately
B. creative reading, putting a lot of ideas together
C. both kinds of reading
21. I prefer... A. to use logic in solving problems
B. to use "gut feelings" in solving problems
C. both equally
22. I prefer... A. to analyze problems by reading and listening to experts

B. to see and imagine things when I solve problems
C. to do both.
23. I'm very good at... A. explaining things with words

B. explaining things with hand movements and actions
C. both
26
24. I learn best from teachers who...
A. explain with words
B. explain with movement and actions
C. have no preference
25. When I remember or think about things, I do so best with...
A. words
B. pictures and images
C. both equally well
26. I prefer to... A. examine something that is finished and complete
B. organize and complete something that is unfinished
C. do both
27. I enjoy... A. talking and writing
B. drawing and manipulating (handling) things
C. both equally
28. I am... A. easily lost in finding directions
B. good at finding directions
C. not bad in finding directions, but not really good either
29. I am... A. primarily intellectual
B. primarily intuitive
C. equally intellectual and intuitive
30. I prefer to learn... A. details and specific facts
B. from a general overview, to look at the whole picture
C. both ways equally
31. I read... A. for specific details and facts
B. for main ideas
C. for both equally
32. I learn and remember... A. only those things specifically studied
B. details and facts in the environment not specifically
studied
C. have noticed no difference in these areas
33. I like to read... A. realistic stories
B. fantasy stories
C. no preference
34. I feel it is more fun to... A. plan realistically

B. dream
C. both equally fun
35. I... A. prefer total quiet when reading or studying
B. prefer music while reading or studying
C. listen to music only when reading for enjoyment, not
when studying
36. I would like to write... A. non-fiction books
B. fiction books
C. no preference
27
37. If seeking mental health counseling, I would prefer...
A. the confidentiality of individual counseling
B. group counseling and sharing of feelings with others
C. no preference for group over individual counseling
38. I enjoy... A. copying and filling in details
B. drawing my own images and ideas
C. both equally
39. It is more exciting... A. to improve something
B. to invent something
C. both are exciting
40. I prefer to learn... A. by examining
B. by exploring
C. both ways equally
41. I prefer... A. algebra (word problems)
B. geometry (visual problems)
C. both equally
42. I am skilled in... A. sequencing ideas
B. showing relationships among ideas
C. both equally
43. I prefer... A. dogs
B. cats
C. both equally
44. I ... A. use time to organize myself and my personal activities
B. have difficulty in pacing my personal activities to
time limits
C. pace personal activity to time limits easily
45. I have... A. almost no mood changes
B. frequent mood changes
C. few mood changes.
46. I am... A. almost never absent-minded

B. frequently somewhat absent-minded
C. occasionally absent-minded
47. I am strong... A. in recalling verbal materials (names, dates)
B. in recalling spatial material
C. equally strong in both
48. I am skilled in... A. the statistical, scientific prediction of outcomes
B. the prediction of outcomes
C. equally strong in both
49. I prefer... A. outlining over summarizing
B. summarizing over outlining
C. equally skilled in both
28
50. I prefer... A. verbal instructions
B. demonstrations
C. no real preference
YOUR STYLE OF LEARNING AND THINKING:

RIGHT, LEFT, OR WHOLE BRAIN DOMINANT
LEFT (A's)______ RIGHT (B's)______ WHOLE BRAIN (C's)______

1. Compute your B score minus your A score. It can be a minus or plus.
2. If your C score is 15 or higher, divide your B minus A score by 3. Round your score to the
nearest number. The answer will be your score. It can be a minus or plus number.
_________________
OR
If your C score is from 9 to 14, divide your B minus A score by 2. The answer will be your score.
It can be a minus or plus answer. ___________________
OR
If your C score is less than 9, do not divide at all. Your B minus A score is your answer.
____________________
PLOT YOUR SCORE BELOW

_________________________________________________________________________________
-40... -10 -9 -8 -7 -6 -5 -4 -3 -2 -1 0 +1 +2 +3 +4 +5 +6 +7 +8 +9 +10...+40
A score of 0 = Whole brain dominance / (Christopher Robin)
A score of -1 to -6 = Whole brain dominance favoring the left / (Eeyore)
A score of +1 to +6 = Whole brain dominance favoring the right / (Piglet)
A score of -7 or lower = Left brain dominance / (Owl)
A score of +7 or higher = Right brain dominance / (Pooh)
29
TEACHING TECHNIQUES FOR BRAIN COMPATIBILITY
For Concrete Sequential Use: For Abstract Random Use:
A score of -7 or lower (OWL) A score of +7 or higher (POOH)

1. Workbooks or lab manuals 1. Movies and filmstrips
2. Lectures accompanied with overhead 2. Group discussions among students
transparencies, drawings, or models; 3. Lecture with discussion of material presented
demonstration teaching 4. Television
3. Hands-on materials (paint, frogs, 5. Short reading assignments which act as
plastic or wood models, apparatus, springboards for class activities
etc.) AND EXPECT STUDENTS TO:
4. Field trips 1. Listen to, learn from, and respond to
5. Programmed instruction or computer-assisted fellow students
instruction. 2. Be aware of color, sounds and moods in
AND EXPECT STUDENTS TO: their environment
1. Follow step-by-step directions exactly 3. Observe body language, listen for intonation
2. Use various drill techniques to practice what and reflect upon these in connection with the
they have learned message given
3. Give correct answers available from text
For Abstract Sequential Use:

For Concrete Random Use:
A score of -1 to -6 (EEYORE)
A score of +1 to +6 (PIGLET)
1. Instructional CD-ROMs
1. Games or simulations
2. Audio tapes
2. Independent study projects
3. Extensive textbook reading assignments
3. Optional reading assignments
4. Slides
4. Brief mini-lectures
5. Lecture
5. Problem solving activities
AND EXPECT STUDENTS TO:
AND EXPECT STUDENTS TO:
1. Be able and willing to read large 1. Frame hypotheses, develop
amounts of material alternative solutions and test them
2. Be able to conceptualize ideas and convey them 2. Be able to solve problems with
either orally or in writing limited information or date provided
3. Be able to concentrate on an idea without being 3. Experiment with ideas and material
distracted by environmental activities or inner through application.
feelings 30 Dr. T. Roger Taylor
Tel: 630-852-8863 Fax: 630-325-3281
CHARACTERISTICS OF EXTREME
NEUROLOGICAL POLARITY THAT CREATE
HIGH AT-RISK BEHAVIOR
BORED WITH ROUTINE TASKS, REFUSES TO DO ROTE HOMEWORK
DIFFICULT TO GET HIM/HER TO MOVE INTO ANOTHER TOPIC
IS SELF-CRITICAL, IMPATIENT WITH FAILURES
IS CRITICAL OF OTHERS, OF THE TEACHERS
OFTEN DISAGREES VOCALLY WITH OTHERS, WITH THE TEACHER
MAKES JOKES OR PUNS AT INAPPROPRIATE TIMES
EMOTIONALLY SENSITIVE—MAY OVERREACT, GET ANGRY EASILY OR

READY TO CRY IF THINGS GO WRONG
NOT INTERESTED IN DETAILS; HANDS IN MESSY WORK
REFUSES TO ACCEPT AUTHORITY; NONCONFORMING, STUBBORN
TENDS TO DOMINATE OTHERS
Extreme OWL (Less than -20) Extreme POOH (More than +20)
Persistent sad, anxious or “empty” mood Abnormal or excessive elation
Feelings of hopelessness, pessimism Unusual irritability
Feelings of guilt, worthlessness, helplessness Decreased need for sleep
Loss of interest or pleasure in hobbies and activities that Grandiose notions
were once enjoyed, including sex
Decreased energy, fatigue, being “slowed down” Increased talking
Difficulty concentrating, remembering, making decisions Racing thoughts
Insomnia, early-morning awakening, or oversleeping Increased sexual desire
Appetite and/or weight loss or overeating and weight gain Markedly increased energy
Thoughts of death or suicide; suicide attempts Poor judgment
Restlessness, irritability Inappropriate social behavior
Persistent physical symptoms that do not respond to ADD / ADHD Behavior
treatment, such as headaches, digestive disorders, and
chronic pain
Amphetamines Tranquilizers / Barbiturates
Speed, Ice, Glass, Crystal, Crank, Pep Pills, Uppers, Cocaine, Methamphetamine, Rohypnol (Roofies), Morphine,
Ritalin, Caffeine & Nicotine marijuana/hashish, Xanax / Sarax / Ativan, Thorazine,
Alcohol, Quaaludes & Codine
31 Dr. T. Roger Taylor

Tel: 630-852-8863 Fax: 630-325-3281
© Dr. T. Roger Taylor
Taylor’s AHA! Analyzing Human Activities

Differentiated Curriculum Lesson Plan for Mastery Learning
Curriculum Design for Excellence, Inc. ©
AHA! #
LESSON PLAN UNIT TITLE: Week of
State / District Curriculum Alignment: PUPIL PERFORMANCE STANDARDS / OUTCOMES

1. STANDARD / BENCHMARK / OUTCOME:
2. ESSENTIAL QUESTION / UNIVERSAL THEME:
Assigned Text / Database:
Multi-Media / Films / Web Sites:
Math / Science / Humanities Link:
Other Readings / Assignments:
Resource Teachers / Speakers:
Multicultural / ESL / Bilingual Link:
Career / Technical Link:
1. Anchoring Activity / Anticipatory Set:
Brainstorming: AHA! # _____
Viewpoint: AHA! # _____
KNOWLEDGE: AHA! # _____ Hardware / Software Needed

(Scaffold / Tier 1)
Time Needed Presentation/Direct Instruction Time Textbook Pages
Short-term / Cumulative Assessment
JOURNAL ASSIGNMENT:
HOME LINK:
32
2. Involvement: AHA! #
Conscious Self-Deceit: AHA! #
COMPREHENSION: Hardware / Software needed

(Scaffold / Tier I)
Short-term / Cumulative Assessment
3. Anchoring Activity / Anticipatory Set
Forced Association / Metaphoric Reasoning: AHA! #
APPLICATION: Hardware / Software needed

(Scaffold / Tier II)
Student Cooperative Learning / Constructivist Product:
Short-term / Formative Assessment / Rubric for Product
4. Anchoring Activity / Anticipatory Set:
Reorganization / Synectics: AHA! #
HIGHER ORDER THINKING SKILLS (HOTS): Hardware / Software needed

(Scaffold / Tier III)
Student Product: Cooperative Team and/or Individual
Summative / Formal Assessment
5. Moral / Ethical / Philosophical Dilemma: AHA! #
6. I-Search / Independent Projects (See AHA! I-Search Format):

(Use in place of teacher anchoring activity and/or at the beginning or end of the lesson)
33
AHA! Analyzing Human Activities
MASTERY LEARNING: LESSON PLAN
For Integrated, Interdisciplinary, Thematic Teaching
LESSON PLAN UNIT TITLE___________________________________________________________________WEEK OF_________________________________________
STATE / DISTRICT CURRICULUM ALIGNMENT: Pupil Performance Standards / Outcomes
1. 2.
3. Essential Question: 4. Universal Theme:
Assigned Text Reading___________________________________________________________Other Readings / Assignments_________________________________________________________
Multimedia / Films / Websites______________________________________________________Resource Teachers / Mentors / Guest Speakers____________________________________________
Math / Science / Humanities / Vocational / Technical Link _______________________________Multicultural / ESL / Bilingual Link____________________________________________________
Anticipatory Set or Advanced Organizer Divergent / Creative Hardware / software materials needed: Available in school: √ Must bring in: X Tier / Scaffold I
ANCHORING ACTIVITY I: Thinking Skills KNOWLEDGE: (AHA#_____) Date____________Yr._________
AHA #_________
Brainstorming (?)
Time Needed:_________________
AHA #______
Presentation/Lecture #__________
Viewpoint (?)
Short-term / Cumulative Assessment: Textbook Pages:______________
AHA #______
Hardware / software materials needed: Available in school: √ Must bring in: X Tier / Scaffold I
Journal Assignment: Involvement (?) COMPREHENSION: (AHA#_____) Date____________Yr.__________
AHA #_________
AHA#_______
Time Needed:_________________
Home Link: Conscious Self-deceit(?)
34
AHA#_______
Short-term / Cumulative Assessment: Textbook Pages:______________
Anticipatory Set or Advanced Organizer Hardware / software materials needed: Available in school: √ Must bring in: X Tier / Scaffold II
ANCHORING ACTIVITY II: Forced Association (?) APPLICATION: (AHA#_____) Date____________Yr.__________
AHA #_________
AHA#_______ PROJECT CENTERED LEARNING / STUDENT PRODUCT:
Time Needed:_________________
Product Assessment Rubric: Textbook Pages:______________
Anticipatory Set or Advanced Organizer Hardware / software materials needed: Available in school: √ Must bring in: X Tier / Scaffold III
ANCHORING ACTIVITY III: Reorganization/Synectics HIGHER ORDER THINKING SKILL(S) (AHA#_____) Date____________Yr.__________
AHA #________
AHA#_______ PROJECT CENTERED LEARNING / STUDENT PRODUCT:
Time Needed:_________________
Long Term / Summative Assessment: Textbook Pages:______________

Moral / Ethical / Spiritual Dilemmas: (AHA#_____) Project Centered Learning / I-Search / Research / Type III / Autonomous Learner / (See AHA I-Search Format)
Analyzing Human Activities: I-Search / Research
Student Performance Contract and Assessment
Name of Researcher______________________ Grade level_________
Class / Home Group_______________________Date_______________ STUDENT SELF-ASSESSMENT TEACHER ASSESSMENT
- 1-2-3-4-5-6-7 - 1-2-3-4-5-6-7
INTER-INTRADISCIPLINARY AREAS OF STUDY (Check ALL that apply) On Time_____ On Time_____
Neat_____ Neat_____
___Literature / Language Arts ___Science ___Technology Mechanics/Grammar_____ Mechanics/Grammar_____
___Personal / Social Development ___Music ___Art Indepth_____ Indepth_____
___Social Studies / History ___Mathematics ___Foreign Language Unique_____ Unique______
___Vocational / Technical ___Other (Specify) ___Other (Specify)
Complete_____ Complete_____
Comments__________________________ Comments________________
___________________________________ _________________________
Brief Description of the CONTENT of the I-Search___________________ Student Grade_____ Teacher Grade______
_______________________________________ Peer Grade_____
Beginning Date____ Ending Date____ Number of Days____ FINAL PROJECT ASSESSMENT:_____
OBJECTIVES (Content to be learned)

RESOURCES NECESSARY FOR COMPLETION OF PROJECT
1._________________________________________________________ (Reference books, Films, People, etc.)
35
1.____________________________________________________
2._________________________________________________________
2.____________________________________________________
3._________________________________________________________
3.____________________________________________________
4._________________________________________________________
4.____________________________________________________
ACTIVITIES (Briefly list what the researcher will do/did to accomplish these
objectives. Underline any activity that you consider to be 5.____________________________________________________
especially unique and / or creative.)
1.__________________________________________________________
2.__________________________________________________________ PRODUCT (Briefly describe any projects, stories, plays,

filmstrips, etc. that resulted from this study. Attach samples, if
3.__________________________________________________________ available.)
4.________________________________________________

Analyzing Human Activities: I-Search / Research
PEER ASSESSMENT GRID
Name of Presenter_______________________________________ Date___________ Assessment Summary
I-Search Project Name_____________________________________________________________________________________________

F D C C+ B B+ A- A+
1. Presenter was well organized and made a strong impact with craftsmanship. 0 1 2 3 4 5 6 7
Impact refers to the success of the work given the purposes and goals. Was the desired result achieved?
Was the problem solved? Was the audience engaged and informed? Did the presentation persuade? Did
the presentation open minds to new possibilities? Was new knowledge created? In sum: Was the work effective?
Craftsmanship refers to the overall polish and rigor of the work’s form or appearance. Was the presentation
organized? Was the argument justified? Was the product clear? Did the presentation build and flow smoothly?
Was the dance graceful? Did the poem scan properly? Was the proof logical? Was there a clear voice in the
writing? Did the form follow function? In sum: Was the performance or product of high quality?
2. Presenter used effective multimedia and kept me interested and focused with the process 0 1 2 3 4 5 6 7
and products of the presentation.
Process and products refer to the quality of the procedures and manner of presentation, prior to and during
performance. Was the student careful? Was the speaker using apt tools of engagement? Was proper procedure
followed? Was the speaker mindful of and responsive to the audience in preparation and delivery? Did the reader
employ unique strategies? Did we/the Search team work efficiently? In sum: Was the performer methodical and
interesting?
3. Presenter used material not already taught in class and/or textbook, and showed a degree 0 1 2 3 4 5 6 7
36
of mastery learning.
Degree of mastery refers to the relative complexity or maturity of the knowledge employed: Was the student's approach
insightful? Did the work display unusual or mature expertise? Did the student avoid naïve misconceptions? Were the
most powerful concepts and skills available employed? In sum: Was the work sophisticated?
4. Presenter’s content was accurate and meaningful. 0 1 2 3 4 5 6 7

Appropriateness of content refers to the correctness of the ideas, skills, or materials used: Was the work accurate?
Was the product on the topic? Were the proposals supported by appropriate data? Were the facts and arguments Add all 4 assessment criteria and divide this sum by 4
of the product appropriate? Was the hypothesis plausible and on target? In sum: Was the content valid? to calculate the numerical summary.
5. One thing that might have improved this presentation is _______________________________ Numerical
_________________________________________________________ Summary
Add each class member’s numerical summary and divide this
6. One thing I liked best was _________________________________________________________ sum by the total number of students in your class. This number
goes in the assessment summary box and is then transferred to
_________________________________________________________ the I-Search Contract.

Differentiated Instruction Observation Chart
Instructional Activity Codes
Instructional Activity Code Description
Lecture L Teacher lecturing to group of students
Lecture with Discussion LD Teacher-led lecture, with periodic student discussion (recitation)
Class Discussion CD Discussion in class, students are primary discussants
Small Group Discussion GD Discussion in class, but in small groups, not whole group
Problem Modeling by Teacher PM Teacher demonstrating how to execute a task (e.g., working a math problem on
board)
Student Presentation SP Student(s) presenting information to the class (either planned presentation or
on-demand task)
Demonstration by Teacher D Teacher demonstrating a procedure to the class (e.g., how to safely use lab
equipment)
Questioning by Teacher Q Teacher asking question of student(s) in group setting
Student Responding SR Student(s) answering questions posed by teacher (choral response included in
this category)
Manipulatives M Student(s) working with concrete materials to illustrate abstract concepts (e.g.,
math blocks)
Cubing C Student(s) working with cubing curriculum materials (differentiated, see
Adams & Pierce [in press] for details).
Learning Center(s) LC Student(s) working at planned learning center(s) individually or in small
groups (computer stations can be included if they are planned activities)
Anchoring activity before lesson AB Use of lesson-anchoring materials prior to teacher presentation of content (see
Adams & Pierce [in press] for details).
Anchoring activity during lesson AD Use of lesson-anchoring materials during teacher presentation of content.
Anchoring activity after lesson AA Use of lesson-anchoring materials after teacher presentation of content.
Seat work-Individual SWI Student(s) working at desk on academic materials (independently).
Seat work-Group based SWG Student(s) working at desk on academic materials (groups).
Cooperative learning CL Students working in a planned cooperative structure to complete a task.
Role Playing RP Student(s) engaged in role play exercises (e.g., “playing store” to practice
counting change).
Teacher interacting with individual TIS Teacher working with/talking to/helping individual student.
student
Teacher interacting with small group TIG Teacher working with/talking to/helping small group of students.
Technology use-Students TS Technology being used by students for related learning activities.
Technology use-Teacher TT Technology being used by the teacher for presenting instructional content.
Assessment activity A Student(s) engaged in a formalized assessment activity (e.g., test;
performance).
Pull-out activity, individual or group PO Student(s) removed from the room – no observation of these students possible.
Other O List “Other” activities
Student Engagement, Cognitive Activity, & “Learning Director”
These are global ratings for each 5-minute segment. Thus, each segment will have only one rating for each of these two domains,
the rating that is most representative of that time period for that group.
Student Engagement Cognitive Activity “Learning Director”
Remember Who directs the learning, or makes the
L – Low engagement=20% or fewer Understand decisions about the learning activities.
of students engaged in learning Apply
M – Moderate engagement=21-79% of Analyze Use the following scale for making your
students engaged in learning Evaluate segment ratings for the identified groups:
H – High engagement=80% or more Create 1 – Teacher directs all learning.
students engaged in learning Ratings are made in each segment 2 – Teacher directs most learning.
following the given scale: 3 – Teacher and student share learning
1 – Not Evident decisions.
2 – Evident 4 – Student directs most learning
3 – Well-represented 5 – Student directs all learning
Spring, 2004. Roeper Review/145
37
Products for Multiple Intelligences
A DANCE / A LETTER / A LESSON MUSEUM EXHIBIT
ADVERTISEMENT MUSICAL INSTRUMENTS
ANIMATED MOVIE NEEDLEWORK
ANNOTATED BIBLIOGRAPHY NEWSPAPER STORY
ART GALLERY NON-FICTION
BLOCK PICTURE STORY ORAL DEFENSE
BULLETIN BOARD ORAL REPORT
BUMPER STICKER PAINTING
CHART PAMPHLET
CHORAL READING PANTOMIME
CLAY SCULPTURE PAPIER MACHE
CODE PETITION
COLLAGE PHOTO ESSAY
COLLECTION PICTURES
COMIC STRIP PICTURE STORY FOR CHILDREN
COMPUTER PROGRAM PLASTER OF PARIS MODEL
COSTUMES PLAY
CROSSWORD PUZZLE POETRY
DATABASE POLITICAL CARTOON
DEBATE POP-UP BOOK
DEMONSTRATION POSTAGE STAMP, COMMEMORATIVES
DETAILED ILLUSTRATION PRESS CONFERENCE
DIORAMA PROJECT CUBE
DIARY PROTOTYPE
DISPLAY PUPPET
EDIBLES PUPPET SHOW
EDITORIAL ESSAY PUZZLE
ETCHING RAP
EXPERIMENT RADIO PROGRAM
FACT TILE REBUS STORY
FAIRY TALE RECIPE
FAMILY TREE RIDDLE
FICTION STORY ROLE PLAY
FILM SCIENCE FICTION STORY
FILMSTRIP SCULPTURE
FLIP BOOK SKIT
GAME SLIDE SHOW
GRAPH SLOGAN
HIDDEN PICTURE SOLILOQUY
ILLUSTRATED STORY SONG
INTERVIEW SOUND
JINGLE STORY TELLING - Tall Tales
JOKE BOOK SURVEY
JOURNAL TAPES - AUDIO - VIDEO
LABELED DIAGRAM TELEVISION PROGRAM
LARGE SCALE DRAWING TIMELINE
LEARNING CENTER TRANSPARENCIES
LETTER TO THE EDITOR TRAVEL BROCHURE
MAP WITH LEGEND VENN DIAGRAM
MAZES WEB HOME PAGE
MOBILE MODEL WORKING HYPOTHESIS
MOSAIC WRITE A NEW LAW
MURAL VIDEO FILM

Tel: 630-852-8863 Fax: 630-325-3281
Multiple Intelligences Product Grid
This product grid categorizes different products under separate headings according to research from Howard Gardner’s multiple-intelligences theory. Many are listed in more than one column
and would look different according to which approach is taken by the student. These groupings appeal to student interests and strengths. This increases their involvement and the quality of the
final product and makes it easier to determine that students have completed tasks that are measurable and demonstrable.
Linguistic Logical / Mathematical Spatial Bodily / Kinesthetic Musical Interpersonal Intrapersonal Naturalist
Advertisement Advertisement Animated Movie Calligraphy Audio-Video Tape Advertisement Bulletin Board Artifact Collecting
Annotated/Biblio. Annotated Biblio. Art Gallery Charades Choral Reading Animated Movie Chart Diorama
Bulletin Board Chart Bulletin Board Collage Fairy Tale Bulletin Board Collection Field Study
Code Code Bumper Sticker Costumes Film Chart Comic Strip Field Trip
Comic Strip Collage Cartoon Dance Instrumental Choral Reading Diary Fossil Collecting
Debate Collection Chart Demonstration Juke Box Comic Strip Editorial Essay Insect Collecting
Demonstration Computer Program Clay Sculpture Diorama Musical Debate Fairytale Leaf Collecting
Diary Crossword Puzzle Collage Etching Poem Demonstration Family Tree Original Song
Editorial Essay Data Base Costumes Experiment Rap Song Editorial Essay Journal Photo Essay
Fairy Tale Debate Demonstration Film Riddle Fairy Tale Learning Center Planning a
Family Tree Demonstration Diorama Flip Book Role playing Film Game Poem Rock Collecting
Fiction Story Detailed Illustration Display Food Song Interview Riddle Maze Collage Scientific Drawing
Interview Edibles Etching Hidden Picture Sound Journal Time-line Spelunking Trip
Jingle Experiment Film Mosaic Lesson Timeline
Joke Book Fact Tile Filmstrip Mural Mazes
Journal Family Tree Flipbook Musical Museum Exhibit
Lesson Game Game Musical Instruments Pamphlet
Letter Graph Graph Needlework Petition
Letter to the Editor Hidden Picture Hidden Picture Painting Play
Newspaper Story Labeled Diagram Illustrated Story Pantomime Press Conference
Non-Fiction Large Scale Drawing Maze Paper Mache Role Playing
Oral Defense Lesson Mobile Plaster of Paris Model TV Program
39
Oral Report Lesson Model Play Write a new law

Pamphlet Map with Legend Mosaic Poem
Petition Mazes Mural Press Conference
Play Mobile Painting Puppet
Poem Model Paper mache Puppet Show
Press Conference Petition Photo Essay Radio Program
Radio Program Play Picture Story for Children Role Play
Riddle Prototype Pictures Transparencies
Science Fiction Story Puzzle Play TV Program
Skit Recipe Political Cartoon
Slogan Riddle Pop-up book
Soliloquy Survey Prototype
Story Telling Time-line Rebus Story
TV Program Transparencies Slide Show
Write a new law Venn Diagram Slide Show
Working Hypothesis Story Cube
Write a new law Transparencies
Travel Brochure
TV Program
Web Home Page

Tel: 630-852-8863 Fax: 630-325-3281
CURRICULUM / INSTRUCTION ISSUES:
Authentic Assessment
The shift from 19th Century Industrial Revolution instruction, as is currently
practiced, to the 21st Century Information Processing Revolution for Pupil
Performance Outcomes/Mastery Learning classrooms calls for major operational
changes now:
FROM 1899 to 2006 TO: 21st Century

(in the current Classroom): (In the Pupil Performance Outcomes/
Mastery Learning Classroom):
Seat Time Measures of Performance Measures of

Program and Credit Program and Credit
Bell Curve “J” Curve
Grades A-F Grades A, B, Incomplete
Calendar-Defined Pupil Performance Outcomes/Mastery

Curriculum Structure define Curriculum Structure
Curriculum Coverage Coaching for Mastery
Permanent Records Performance Transcripts
Assigned Activities “Ultimate” Outcomes

and Tasks Demonstrations
Fixed Grouping and Flexible Grouping and

Assigned Structures Assignment structures
Fixed, Self-Contained Flexible, Team-Based

Teacher Roles Teacher Roles
Grading and Averaging Evaluating Outcomes of

Everything in INK Significance in Pencil
Offering and Providing Intervening and Assuring

Programs and Experiences Success on Outcomes

Tel: 630-852-8863 Fax: 630-325-3281
TAYLOR’S PYRAMID FOR FULL POTENTIAL LEADERSHIP
COMMUNITY RESOURCES FOR PARTNERSHIPS/

MENTORSHIPS / INTERNSHIPS
Some suggested resources are:

1. Industry – engineers, architects, chemists, etc. 5. City, county, state officials and institutions.
2. Local colleges and universities – faculty offered 6. Talented parents or faculty.
enrichment classes for talented junior / senior 7. Students who have unique hobbies / interests.
high students. 8. Local service clubs
3. Special interest groups – Audubon Society, 9. Foreign students
League of Women Voters, Art Guilds, etc. 10. Museums
4. Professionals – doctors, lawyers, bankers, 11. Vocational / technical schools
professors, horticulturists, artists, etc. 12. Newspapers, radio, TV stations
Magnet Schools
Regional
District Magnet Schools
Alternative
Internships Schools
Concurrent Enrollment
Individualized Independent
Mentorships Learning Study
Talent Demonstration Recognition
Advanced Placement Honors Classes Convocations

Courses and Seminars Seminars and Workshops
Special Pull-Out G/T Resource Local Teacher Consultant

Classes Programs Room Services
Summer Interest Cluster

Competitions Ability Grouping
Opportunities Groups Grouping
Differentiated Instruction in the Mainstream Classroom

Curriculum Scope/Lateral Adjustment Curriculum Sequence/Compacting/Acceleration
Ongoing Assessment & Planning Community & Business Resources Support Services & Counseling

Tel: 630-852-8863 Fax: 630-325-3281
Subjects Currently On-Line
Industrial Revolution Reality
Problem Solving
Aeronautics Interpersonal Skills Rebellion
Rain Forest
AIDS Decision Making Skills Innovations Relationships
Rebellion
Africa Democracy Insects Renaissance
Agriculture Density Inventors/Inventions Responsibility
American Culture Discrimination Iran Revolutionary War
American History Diversity Islands Rivers
American Literature DNA Jewish Studies Roaring 20’s
Ancient Egypt Earth Lakes Roman Empire
Ancient Greece Ecology Lights Romanticism
Ancient World Economics Literature Russia
Animal Community Elizabethan Age Lymnology Science
Animals English History “Manifest Destiny” Self Esteem
Arab Studies Environment Materialism Social Studies
Architecture Exploration of the Americas Mathematics Space
Art Europe & European History Mayan History Survival
Asia Family Medieval Times Systems
Astronomy Fear “Melting Pot” Technology
Atoms & Molecules Food/Nutrition Michigan Texas History
Australia Friendship Microbiology The Great Depression
Berlin Wall French Revolution Middle Ages Transportation
Bias Forests Migrant Workers Turkey
Biology Gender Roles Millennium US Constitution, US Culture
Birds Genocide Millennium Census US Economics, US Geography
Brazil Geography Mixing Colors US Government, US History
Bridges Geometric Shapes Money US - The 1920's, The 1930’s
California Genetics Multiculturalism US - The 1950's, The 1960’s
Careers Geometry Native American Utopias/Dystopias
Character Development Gifted Natural Resources Values
Chinese Immigrants Gilded Age Neighborhoods Vietnam Era and Vietnam War
China Greek/Roman Nuclear Era Violence in the Workplace
Civic Duties Global Awareness Nutrition Water
Civil Disobedience Goals Ocean West Africa
Civil Rights Habitats Oceanography Westward Expansion
Civil War Heroes Ohio Wet Lands
Cold War History Olympics Wisconsin
Colonial America Holidays Pacific Northwest Women
Colonialism Holocaust Paleontology Workplace Success
Colonization Hospitality Palestinian Studies World History
Communication Human Body Patterns World Wars
Communism Human Error Physical Science World Studies
Communities Humanities Pioneers Zionsim
Conflict Resolution Human Rights Plagues
Creative Thinking Skills llinois History Plate Tectonics 14th Amendment
Critical Thinking Skills Illusions Political Process
Cultural Communication Immigration Pollution
Death Penalty India Prejudice
Individualism
Ten New Units A Week Are Added... Such As:
Accounting, Aerodynamics, African-American Cultures, Air pollution, Hiroshima, Impressionism, Land Forms, Legends, Marketing, Matter,
Alaska, American Dream, American Pop Culture, Antarctica, Anthems, Meteorology, Middle East, Migration, Mining, Music, New Deal, Niagara
Arab-Israeli Conflict, Authors, Aztecs, Beaches, Biomes, Burden of Falls, Number Sense, Patriotism, Pilgrims, Pond Communities,
Proof, Canada, Cattle Industry, Character Education, Chemistry, Cities, Population Growth, Psychology, Refugees, Risk-taking, Role Models,
Climate, Civilizations, Coins & Currency, Colors, Computation, Conflict, School-to-Work, Service Learning, Self Discovery, Slavery,Social
Cowboys, Cooperative Learning, Crusades, Cuba, Disasters, Behaviors, Southwest Deserts, Success, Stock Market, Symbolism,
Disillusionment, Early Civilizations, Earth Science, Elections, Electricity, Teamwork, Thanksgiving, Time, Time Management, Tragedy, Urban
Employment, Engineering, Estimation, Etiquette, Existentialism, Growth, US- The 1800’s, US-The 1970’s, US-The 1980’s, Vocational
Expeditions, Feudalism, First Amendment, Flight, Force & Motion, Education, Voting, Wellness, Wildlife Biology, Wind Farms, Wind, World
Freedom, Geology, Greek Mythology, Gold, Great Depression, Events, World Geography, World War I, World War II, Youth

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Tel: 630-852-8863 Fax: 630-325-3281
Recommended Reading List
Appleby, A. (2002). America’s all-time favorite songs; over 200 best-loved songs in one volume. New York: Music
Sales Corp. (ISBN 0-8256-1230-6)
Braddon, K., Hall, N. & Taylor, D. (1993) Math Through Children’s Literature. Colorado: Teacher Ideas Press. (ISBN 0-
87287-932-1)
Butzow, C & J. (2000). Science Through Children’s Literature. (Second Edition) Colorado: T eacher Ideas Press. (ISBN
1-56308-651-4)
Craddock, J. (2006). VideoHound's golden movie retriever 2007. Gale Group, 2006. (ISBN 0-7876-8980-7)
Dubeck, L. (2003). Fantastic Voyages: Learning Science through Science Fiction Films. Springer Verlag, 2003.
(ISBN 0-3870-0440-8)
Green, J. (2002). The green book of songs by subject. The thematic guide to popular music. (5th ed. updated
and expanded). Nashville, TN: Professional Desk References, Inc. (ISBN 0-939735-20-2 pbk)
Grun, B. (2005). The timetables of history: A horizontal linkage of people and events. (4th revised edition). New
York: Touchstone. (ISBN 0743270037)
Hellemans, A. & Bunch, B. (2004). The history of Science and Technology: A Browser’s Guide to the Great Dis-
coveries, Inventions, and the People Who Made Them from the Dawn of Time to Today. New York: Hough-
ton Mifflin (ISBN 0-618-22123-9 pbk.)
Hirsch, E. D. Jr. (1996). Books to build on. A grade-by-grade resource guide for parents and teachers. (The Core
Knowledge Series). New York: A Delta Book, a division of Bantam Doubleday Dell Publishing Group, Inc.
Hirsch, E. D. Jr., Kett, J. F., & Trefil, J. (1988). Cultural literacy. What every American needs to know. New
York: Vintage Books a division of Random House. (ISBN 0-394-75843-9 pbk.)
Hirsch, E. D. Jr., Kett, J. F., & Trefil, J. (2002). The new dictionary of cultural literacy: What every American
needs to know. (revised and updated edition) Boston: Houghton Mifflin Company.(ISBN 0-618-22647-8)
Levy, R. (1999). The New York Times Guide to the Best Children’s Videos. New York: Pocket Books.
(ISBN 0-671-03669-6)
Miller, W. (1998). Teaching U.S. History Through Children’s Literature Post-World War II. Colorado: Teacher Idea Press.
(ISBN 1-56308-581-x)
Miller, W. (1998). U.S. History Through Children’s Literature From the Colonial Period To World War II. Colorado: Teacher
Idea Press. (ISBN 1-56308-581-x)
O'Brien, G. (1997). The reader's catalog. An annotated selection of more than 40,000 of the best books in print in over
300 categories. (second edition). New York: RC Publications, L.P. (ISBN 0-924322-01-2)
Schnurnberger, L. (1991). Let There Be Clothes. New York: Workman Publishing. (ISBN 0-89480-833-8)
Strouf, J. (1999). Literature lover’s book of lists: Serious trivia for the bibliophile. New York: Prentice Hall. (ISBN
0735201218)
Strouf, J. (2005). The literature teacher's book of lists. New York: Jossey-Bass (ISBN 0-78797-5508). Additional
Teacher’s Book of Lists in other content areas can be found on our Web site at www.rogertaylor.com. Click on the
reference library link and then click on the recommended reading list link
Wolfe, L. (2000) The Literary Gourmet. New York: Authors Guild. (ISBN 0-595-08928-3)
For an expanded bibliography or to order these materials

online, visit our web-site at www.rogertaylor.com

Tel: 630-852-8863 Fax: 630-325-3281
THE AMERICAN FILM INSTITUTE PRESENTS
AMERICA’S 100 GREATEST MOVIES
# Movie Year # Movie Year # Movie Year
' 1 Citizen Kane 1941 ' 34 To Kill A Mockingbird 1962 ' 68 An American In Paris 1951
' 2 Casablanca 1942 ' 35 It Happened One Night 1934 ' 69 Shane 1953
' 3 The Godfather® 1972 ' 36 Midnight Cowboy 1969 ' 70 The French Connection 1971
' 4 Gone With The Wind 1939 ' 37 The Best Years Of Our Lives 1946 ' 71 Forrest Gump 1994
' 5 Lawrence Of Arabia 1962 ' 38 Double Indemnity 1944 ' 72 Ben-Hur 1959
' 6 The Wizard Of Oz* 1939 ' 39 Doctor Zhivago 1965 ' 73 Wuthering Heights 1939
' 7 The Graduate 1967 ' 40 North By Northwest 1959 ' 74 The Gold Rush 1925
' 8 On the Waterfront 1954 ' 41 West Side Story 1961 ' 75 Dances With Wolves 1990
' 9 Schindler’s List 1993 ' 42 Rear Window* 1954 ' 76 City Lights 1931
' 10 Singin’ In The Rain 1952 ' 43 King Kong 1933 ' 77 American Graffiti 1973
' 11 It’s A Wonderful Life 1946 ' 44 The Birth Of A Nation 1915 ' 78 Rocky®* 1976
' 12 Sunset Boulevard 1950 ' 45 A Streetcar Named Desire 1951 ' 79 the Deer Hunter 1978
' 13 The Bridge On The River Kwai 1957 ' 46 A Clockwork Orange 1971 ' 80 The Wild Bunch 1969
' 14 Some Like It Hot 1959 ' 47 Taxi Driver 1976 ' 81 Modern Times 1936
' 15 Star Wars* 1977 ' 48 Jaws 1975 ' 82 Giant 1956
46
' 16 All About Eve 1950 ' 49 Snow White & The Seven Dwarfs* 1937 ' 83 Platoon 1986
' 17 The African Queen 1951 ' 50 Butch Cassidy & The Sundance Kid 1969 ' 84 Fargo 1996
' 18 Psycho 1960 ' 51 The Philadelphia Story 1940 ' 85 Duck Soup 1933
' 19 Chinatown 1974 ' 52 From Here to Eternity 1953 ' 86 Mutiny On The Bounty 1935
' 20 One Flew Over The Cuckoo’s Nest 1975 ' 53 Amadeus 1984 ' 87 Frankenstein 1931
' 21 The Grapes Of Wrath 1940 ' 54 All Quiet On The Western Front 1930 ' 88 Easy Rider 1969
' 22 2001: A Space Odyssey 1968 ' 55 The Sound of Music* 1965 ' 89 Patton 1970
' 23 The Maltese Falcon 1941 ' 56 M*A*S*H 1970 ' 90 The Jazz Singer 1927
' 24 Raging Bull 1980 ' 57 The Third Man 1949 ' 91 My Fair Lady 1964
' 25 E.T. The Extra-Terrestrial* 1982 ' 58 Fantasia* 1940 ' 92 A Place In The Sun 1951
' 26 Dr. Strangelove 1964 ' 59 Rebel Without A Cause 1955 ' 93 The Apartment 1960
' 27 Bonnie & Clyde 1967 ' 60 Raiders Of The Lost Ark 1981 ' 94 Goodfellas 1990
' 28 Apocalypse Now 1979 ' 61 Vertigo 1958 ' 95 Pulp Fiction 1994
' 29 Mr. Smith Goes To Washington 1939 ' 62 Tootsie* 1982 ' 96 The Searchers 1956
' 30 The Treasure Of The Sierra Madre 1948 ' 63 Stagecoach 1939 ' 97 Bringing Up Baby 1938
' 31 Annie Hall 1977 ' 64 Close Encounters Of The Third Kind 1977 ' 98 Unforgiven 1992
' 32 The Godfather,® Part II 1974 ' 65 The Silence Of The Lambs 1991 ' 99 Guess Who’s Coming To Dinner* 1967
' 33 High Noon 1952 ' 66 Network 1976 ' 100 Yankee Doodle Dandy 1942
' 67 The Manchurian Candidate 1962
This is the complete list of the American Film Institute’s 100 greatest American movies as selected by a blue-ribbon panel of more than 1,500 leaders from across the American film community. Panelists chose
from a list of 400 nominated movies compiled by the AFI. The nominated movies were all feature-length fiction films produced during the first 100 years of American cinema (1986-1996).

Tel: 630-852-8863 Fax: 630-325-3281
Standards-based Interdisciplinary Curriculum with Rubrics
www.internet4classrooms.com/teacher.htm
Websites for Songs
www.limewire.com
www.morpheus.com
www.lyrics.coolfreepages.com
www.contemplator.com/america/
www.songsforteaching.com
www.niehs.nih.gov/kids/music.htm
www.lyrics.com
www.oyate.com (Authentic Native American Music)
www.fiftiesweb.com/amerpie-1.htm
http://www.springfield.k12.il.us/movie/fire.html
www-biology.ucsd.edu/classes/bibc102.SP98/songs/PHOTOSYNTHESIS.html
Free Timelines
www.hyperhistory.com/online_n2/History_n2/a.html
www.digitalhistory.uh.edu/timeline/timeline.cfm
www.metmuseum.org/toah/splash.htm (Art History)
www.foodtimeline.org (Food)
Database of Award-Winning Children’s Literature
www.dawcl.com
www.google.com
www.gutenberg.net
Websites for Films
www.unitedstreaming.com
www.digitalcurriculum.com
(Must have Windows Media Player or QuickTime)
www.reelclassics.com/gallery/video.htm
www.apolloguide.com
www.aifisf.com (American Indian Film Institute)
Websites for Poetry
www.gigglepoetry.com
Websites for Cultural Literacy
www.bartleby.com
Tel: 630-852-8863 Fax: 630-325-3281
ANATOMY
www.bartleby.com/l07 Full text and pictures of the classic Gray's "Anatomy of the Human Body."
www.vh.org/adult/provider/anatomy/atlasofanatomy/index.html A more modern, detailed look at our inner selves from
the University of Iowa.
ARCHEOLOGY
http://archnet.asu.edu Arizona State University's ample list of links to museums, sites and resources worldwide.
www.cyberpursuits.com/archeo Provides links by region.
ART HISTORY
www.metmuseum.org/toah The Metropolitan Museum of Art's timeline of art history, from the Mal'ta culture of Asia in
21000 B.C. to the present.
http://witcombe.sbc.edu/ARTHLinks.html Extensive links to art periods, artists and museums compiled by a professor at
Sweet Briar College.
http://artchive.com Guide to online images of works by hundreds of prominent artists.
ASTRONOMY
http://skymaps.com Free monthly sky maps available from a commercial map seller.
www.windows.ucar.edu Educational site divided into elementary, intermediate and high school sections.
BIOLOGY
www.biology.arizona.edu University of Arizona site, geared mostly to high schoolers.
www.mnstate.edu/weibust /internetresbiostu.htm Links to topics in modern biology, maintained by Minnesota State Uni-
versity-Moorhead.
CENSUS
http://factfinder.census.gov Official U.S. population information, by ZIP Code, from the U.S. Census Bureau.
CHEMISTRY
www.chemicalelements.com Of the many periodic tables of elements on the Web, this one's particularly well designed. It
started out as an 8th-grader's science project in 1996.
www.chemdex.org A directory of chemistry links that's been on the Web since 1993, from England's University of
Sheffield.
CONVERSIONS
www.sciencemadesimple.com/conversions.html Converts distance, area, weight, speed, temperature and other
measurements to or from metric. It even does apples to oranges--click on the "Fruit" link.
www.onlineconversion.com Another very extensive conversion site.
www.xe.com/ucc/full.shtml Converts more than 180 currencies.
GEOGRAPHY
http://geography.about.com/library/maps/blindex.htm Amid a jumble of ads on the commercial search site About.com, a
solid selection of country maps.
www.geographynetwork.com Comprehensive map site for advanced users, maintained by the mapping software company
ESRI Inc. of Redlands, Calif.
LANGUAGES
http://translation.langenberg.com Nice selection of free translation engines.
www.verbix.com/webverbix/index.asp Conjugates verbs in 142 languages, including some that are extinct.

Tel: 630-852-8863 Fax: 630-325-3281
LITERATURE
www.gutenberg.net Spectacular collection of 16,000 public domain books, including all of Shakespeare, "Moby Dick,"
"Aesop's Fables" and numerous religious texts.
www.sparknotes.com Mostly a commercial site, but it also has hundreds of free study guides to classic literature and
drama.
www.andromeda.rutgers.edu/~jlynch/Lit Literary sites organized by era and genre by a professor at Rutgers University.
MATH
www.webmath.com Several types of practice problems and the chance to e-mail an expert for help.
www.algebrahelp.com Algebra practice problems.
www.edu4kids.com/index.php?TB=2&Page=12 Remember flashcards? Here's an online version.
www.martindalecenter.com/Calculators.html Thousands of different types of online calculators for when you need to
figure a date on the Aztec calendar or just add two plus two.
MUSIC
www.music.indiana.edu/music_resources Links to information on music eras and genres, composers and performers, from
Indiana University.
www.murraystate.edu/qacd/cfac/music/mus109entry.htm Interactive lessons in music theory from Murray State
University in Kentucky.
PHILOSOPHY
http://plato.stanford.edu/contents.html The Stanford Encyclopedia of Philosophy has more than 1,000 names and
concepts, most of which are linked to essays.
www.epistemelinks.com/index.aspx Links organized according to philosophers and topics.
PHYSICS
www.physicscentral.com American Physical Society site provides links and news.
www.colorado.edu/physics/2000/index.pl University of Colorado at Boulder interactive site demonstrates physics
principles behind microwave ovens, X-rays and so on.
POLITICAL SCIENCE
http:/thomas.loc.gov Library of Congress site has updates on pending legislation and the daily Congressional Record.
www.psr.keele.ac.uk/official.htm Links to government Web sites worldwide.
PSYCHOLOGY
http://www.princeton.edu/~psychlib/links.htm Princeton University links to topic areas, history.
www.psychology.org Links to publications and resources.
REFERENCE
www.ask.com Ask Jeeves answers questions in plain language.
http://dictionary.reference.com Enter a word and get back dictionary definitions from several sources.
www.encyclopedia.com Brief entries from the Columbia Encyclopedia.
www.howstuffworks.com Guide to the inner workings of the mundane (pencil, soap) and complex (Internet, brain).
www.infoplease.com Almanac of statistics and information on politics, business, sports, weather and entertainment.
www.ipl.org The University of Michigan's Internet Public Library provides links in a large number of academic fields.
WORLD FACTS
www.cia.gov/cia/publications/factbook The CIA's public compendium of information on countries worldwide, including
population, government, geography, agriculture, health systems, languages and broadcast stations.

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TAYLOR'S HUMAN CONNECTION MODEL:

Analyzing Human Activities: AHA!

An interdisciplinary Model for Integrated Curriculum:

Critical Thinking Skills

Organizing and Governing

Analyzing Human Activities: AHA!

Dr. T. Roger Taylor

Dr. T. Roger Taylor

SA = Strongly Agree N = Never

SD = Strongly Disagree A = Always

Dr. T. Roger Taylor

Taylor Interdisciplinary Model

*Develop Intellectual Rigor *Learn Intellectual Ambiguity

*Learn Task Commitment

Phil. for Kids (Lipman)

I-SEARCH P.O. Box 4505, Oak Brook, IL 60522

From: 1899 to 2006 TO: 21st Century

AN INDUSTRIAL SOCIETY AN INFORMATION SOCIETY

Dr. T. Roger Taylor

Parallel Disciplines Design

Dr. T. Roger Taylor

Dr. T. Roger Taylor

Dr. T. Roger Taylor

The difference between factual and thought-provoking questions is the

Dr. T. Roger Taylor

Stating Behavioral Objectives for Classroom Instruction

radio rewrite extend sculpture

define restate apply

criticize evaluate consider

A standard compared collect

formulation of a hypothesis or question

1. The central hub denotes various level of thinking.

Dr. T. Roger Taylor

PRECONVENTIONAL MORAL DEVELOPMENT

Brainstorm all of the .

How would this look to a ?

3. INVOLVEMENT MODEL / PERSONIFICATION

How would you feel if you were ?

4. CONSCIOUS SELF-DECEIT MODEL / “WHAT IF” QUESTIONS

Suppose you could have anything you wanted.

5. FORCED ASSOCIATION MODEL / TEACHING WITH ANALOGIES

6. REORGANIZATION / SYNECTICS MODEL

What would happen if were true?

Verbal Linguistic Naturalist observing,

Dr. T. Roger Taylor

Dr. T. Roger Taylor

Dr. T. Roger Taylor

Dr. T. Roger Taylor

Dr. T. Roger Taylor

Dr. T. Roger Taylor

Do an historical Experiment Discuss Assume the

Discuss Practice "Stop

Dr. T. Roger Taylor

Dr. T. Roger Taylor

Use of Recreate multi- Understand

Dr. T. Roger Taylor

1. I remember best... A. names

3. I prefer classes... A. with one assignment at a time

6. I am... A. not good at thinking of funny things to say and do

22. I prefer... A. to analyze problems by reading and listening to experts

23. I'm very good at... A. explaining things with words

34. I feel it is more fun to... A. plan realistically

46. I am... A. almost never absent-minded

Develop Intellectual Rigor Learn Intellectual Ambiguity

LEFT (A's) RIGHT (B's) WHOLE BRAIN (C's)__

Multimedia / Films / Websites__________Resource Teachers / Mentors / Guest Speakers

Name of Presenter_____________________________ Date_ Assessment Summary