Elements of the TCI Approach

Part 1

Theory

• Multiple Intelligences– Howard Gardner

Multiple Intelligence

• Intelligence– An intelligence is the ability to solve

problems, or to create products, that are valued within one or more cultural settings.

Linguistic Intelligence

• Video• Language• Reading• Writing• Listening• Talking

Logical-Mathematical Intelligence

• Video• Deductive Reasoning• Scientific thinking• Ability to understand details as part of a

general pattern• Objective observations• Draw conclusions

Visual – Spatial Intelligence

• Video• Excels in visual arts• Navigation• Mapmaking• Architecture• Ability to form images and pictures in the

mind

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

Musical Intelligence

• Video• Video

Interpersonal Intelligence

• Video• Get along well within a group• Work well in teams• Fostering teambuilding

Intrapersonal Intelligence

• Video

Naturalistic Intelligence

• Video

Research-based

• Cooperative learning– Active learning

• Spiral Curriculum– Differentiation– Diagnostic Assessment

• Figure out where students are on the staircase

• UbD• Nonlinguistic Representation

– Marzano

Cooperative Learning

• Leads to higher test scores• Elizabeth Cohen

– Heterogeneous groups– Tasks– Group evaluations

• Johnson and Johnson

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.

Understanding by Design

• Grant Wiggins and Jay McTighe• Backward Design

– Desired Results– Assessment– Learning Plan– Video

Nonlinguistic Representation

• Robert Marzano• Graphic organizers

– Visual learners– Kinesthetic learners

• Human bar graph– Classroom exercise on separation of powers

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

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

Preview Assignment

• Short engaging task (p. 22)– Analogies– Reviewing using higher order questions.– Comparing personal experiences to key

concepts– Create a product

• Publisher

– Predicting

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

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

Visual Discovery

• Use powerful images

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

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

• Read about the image

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

• Statues act-it-out

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

Social Studies Skill Builder

• Compare and contrast– Greece and Rome

• Use stimulating resources

• Challenge students to use their multiple intelligences

• Encourage students to work as a team• Hands-on-practice• Spiral the curriculum (p 40)

Teach the skill through modeling and guided practice

Page 41

Prepare students to work in pairs

• Elbow buddies• Think-pair-share

Debrief an activity (Closure)

• Political Spectrum• Values-Orientation Spectrum• Moral Continuum• Chronology• Logical Categorization• Human Graph

» Do in groups.

Experiential Exercise

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

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

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

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?”

Experiential Exercises

• Ask carefully crafted questions– Refer to page 54

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

Writing for understanding

• Give students rich experiences to write about– Meaningful media– Creative group work– Role play– T-chart

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

Writing for understanding

• Authentic Writing Assignments– Dialogue– Eulogies– Obituaries– Wanted Poster– Journal Entries

• Traveling with Lewis and Clark

– Letters

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

Writing for understanding

• Guide students through the writing process– Clear expectations

• Use rubrics

– Draft– Peer – feedback

• Require revisions• Final Drafts

Problem Solving Groupwork

• Group work