Elements of the TCI Approach

1. Elements of the TCI Approach Part 1

2. Theory • Multiple Intelligences • Howard Gardner

3. Multiple Intelligence • Intelligence • An intelligence is the ability to solve problems, or to create products, that are valued within one or more cultural settings.

4. Linguistic Intelligence • Video • Language • Reading • Writing • Listening • Talking

5. Logical-Mathematical Intelligence • Video • Deductive Reasoning • Scientific thinking • Ability to understand details as part of a general pattern • Objective observations • Draw conclusions

6. Visual – Spatial Intelligence • Video • Excels in visual arts • Navigation • Mapmaking • Architecture • Ability to form images and pictures in the mind

7. Body-Kinesthetic Intelligence • Video • Play a game • Act out a skill or information • Put on a play • Communicate in ways that touch the human spirit

8. Musical Intelligence • Video • Video

9. Interpersonal Intelligence • Video • Get along well within a group • Work well in teams • Fostering teambuilding

10. Intrapersonal Intelligence • Video

11. Naturalistic Intelligence • Video

12. Research-based • Cooperative learning • Active learning • Spiral Curriculum • Differentiation • Diagnostic Assessment • Figure out where students are on the staircase • UbD • Nonlinguistic Representation • Marzano

13. Cooperative Learning • Leads to higher test scores • Elizabeth Cohen • Heterogeneous groups • Tasks • Group evaluations • Johnson and Johnson

14. Spiral Curriculum • Jerome Bruner • The Process of Education • Bloom’s Taxonomy • Belief that all students can learn if a teacher shows them how to think and discover knowledge for themselves. • Do Activity on Page 16.

15. Understanding by Design • Grant Wiggins and Jay McTighe • Backward Design • Desired Results • Assessment • Learning Plan • Video

16. Nonlinguistic Representation • Robert Marzano • Graphic organizers • Visual learners • Kinesthetic learners • Human bar graph • Classroom exercise on separation of powers

17. Standards-Based Content • Mixed-blessing • Tells us what to teach • Leads to coverage, not depth • Memorization , not understanding • Georgia Performance Standards • Stage 1 in UbD is unpacking the standards

18. Building a Concept Wall • Part of Stage 1 • Includes Essential Questions • Enduring understandings • GPS • Graphic organizers • Video

19. Preview Assignment • Short engaging task (p. 22) • Analogies • Reviewing using higher order questions. • Comparing personal experiences to key concepts • Create a product • Publisher • Predicting

20. Provocative Propositions • Responding to Visual Images (p.26)

21. Responding to Music • What if sketch • You were There Scenarios

22. Visual Discovery • Use powerful images

23. Ask carefully sequenced questions • Use Bloom’s (p. 31)

24. Use Detective Analogy to Developing Questions • Gather evidence • Interpret evidence • Make hypotheses

25. Read about the image

26. Interact with images • Use props, e.g., hats, shawls • Step into the picture • Act-it-out (p 35) • Statues act-it-out

28. Group presentation Act-it-out • Impromptu act- it-out

29. Social Studies Skill Builder • Compare and contrast • Greece and Rome • Use stimulating resources

30. Challenge students to use their multiple intelligences • Encourage students to work as a team • Hands-on-practice • Spiral the curriculum (p 40)

31. Teach the skill through modeling and guided practice Page 41

32. Prepare students to work in pairs • Elbow buddies • Think-pair-share

33. Debrief an activity (Closure) • Political Spectrum • Values-Orientation Spectrum • Moral Continuum • Chronology • Logical Categorization • Human Graph • Do in groups.

34. Experiential Exercise • Use short, memorable experiences to help students grasp concepts. • World War I exercise • Butter Battle activity • Assembly Line • Fear of Dots

35. Experiential Exercises • Prepare your students for a safe, successful experience • Age appropriate • Prepare administrators and families • Arrange the classroom appropriately • Alternative venues • Anticipate student reactions • Recognize teachable moments

36. Experiential Exercises • Make experiences as authentic as possible • Keep a straight face • Tap in to your acting side • Be dramatic • Be a ham • Use props • Hats are invaluable • Use music and sound effects

37. Experiential Exercises • Allow students to express their feelings immediately after the experience • Encourage students to say how they felt • Teach tolerance • Do not judge • Ask questions like “Why do you think you felt that way?”

38. Experiential Exercises • Ask carefully crafted questions • Refer to page 54

39. Writing for understanding • Use writing to encourage learning of social studies concepts • Writing is an access to learning • Effect of poverty • Read from Grapes of Wrath • Write using supporting materials • Make protest signs for the Civil rights era and stage a protest. • Write from real life occurrences • Read from Lost Childhood: My Life in a Japanese Prison Camp During World War II

40. Writing for understanding • Give students rich experiences to write about • Meaningful media • Creative group work • Role play • T-chart

41. Writing for understanding • Prewriting activities • Before hearing a guest speaker • Before watching a video • Before seeing a skit • K-W-L • Venn Diagrams • Write a postcard

42. Writing for understanding • Authentic Writing Assignments • Dialogue • Eulogies • Obituaries • Wanted Poster • Journal Entries • Traveling with Lewis and Clark • Letters

43. Newspaper Editorial • Interviews • Poetry or Song Lyrics • Position Papers • Job Descriptions (not in book)

44. Writing for understanding • Guide students through the writing process • Clear expectations • Use rubrics • Draft • Peer – feedback • Require revisions • Final Drafts

45. Problem Solving Groupwork • Group work