6+-+8+LA+and+SS

= = =This will be your workspace during the workshop. When we have small group work, this is where you will post your discussions.=

You watched the video //Do You Teach or Do You Educate.// In it Socrates was quoted as saying "//Education is the kindling of a flame, not the filling of a vessel."// Do you agree or disagree with Socrates? Share why you believe this.

Yes because the vessel is limited, whereas the flame is unlimited. We do both because it is important to give the information (teaching), but it is most important to educate because this gives students the ability and desire to teach themselves and continue their education long after they have left our classrooms.

What makes a person smart? Is it a high IQ score, or are there other ways to measure intelligence? The mind and its intelligences are uniquely different in humans. W hat strategies might you employ to help learners achieve the goals you value most in education?

A high IQ score is one indication of intelligence, but there are certainly many other ways to measure intelligence. To help all types of learners who all have different intelligences, you must appeal to them


 * Do you believe learners should be required to work in a variety of learning situations using their less dominant intelligences?

1. Create a powerpoint to present to the class (also visual spatial) 2. Have the student explain a speech or passage in their literature using their own words. They can use wordles and other graphic organizers as a way to prepare for this. 3. The student can research and recite poetry that pertains to a topic being covered in class. Ex: if you are covering a period in history, have the student find a poem written during or about that time period and recite it (or a portion of it if it is too long) to the class. 4. Students can each take the role of a character in a story/book or part of history you are studying. They can have a small debate giving/defending their character's point of view. 5. Students can write a "newspaper column" reporting on an event that takes place in the material they are reading or studying in history.
 * Verbal Linguistic:

1. Have students analyze a character in history or the literature they are reading. Have them write a paragraph or use a graphic organizer to explain WHY a character did whatever it was they did. 2. Students can create a graphic organizer depicting what happens next in a story based on what has already happened. 3. Students can use graphs with statistics from the time period they are studying. For example, when they are studying the black plague, they can create or study a chart that shows what percentage of the population was infected, what percentage survived, etc. 4. Time lines: students can create a time line of whatever story or period in history they are studying. They can also draw small pictures to depict events and characters. 5. Problem - solving: have the students create a scenario for what WOULD have happened if only ..... For example: The South would have won the war if Stonewall Jackson had not been killed because...... (This makes them think about other possiblilites and options for writing stories.) They could also write a story with two different endings.
 * Logical Mathematical:

1. Create a powerpoint to present to the class (also verbal linguistic) 2. Create shadowboxes/models/etc of the setting of a story they are reading. 3. Use reading passage to create a Wordle 4. Graphic organizers based on reading passages/class discussions 5. Give students a picture and have them create a story based off what is happening in the picture.
 * Visual Spatial:

1. Have students memorize material to a song with movements and recite to class 2. Have students create a song to memorize material (can be in groups or on their own) 3. Play soft music without lyrics while students work to help those who are easily distracted focus. 4. Create or have students create a cheer/chant to help memorize material. 5. Create a story to a rhythmic pattern. ex: "We're going on a bear hunt."
 * Musical Rhythmic:**

1. If studying history, or a novel, have students create a model of the setting in which a character lives. ex: If studying Anne Frank or the Holocaust, have them build a model of a concentration camp. 2. model rockets, model cells, etc. 3. making movements to songs. 4. playing charades. 5. act out scenes from a play, novel, historical event, etc.
 * Bodily Kinesthetic:**


 * Naturalistic:


 * Interpersonal:


 * Intrapersonal: