TEP Manual

WORKBOOK

Table of Contents

S.No Session Topic Page Nos 1. Mind Mapping

2. Group Learning

3. Questioning

4. Assessment

5. Multiple Intelligence

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Mind Map


Mind Map

A mind map is a visual and graphic display that depicts the relationships between facts, terms, and or ideas within a learning task. Mind mapping is a way of linking key concepts using images, lines and links. A central concept is linked via lines to other concepts which in turn are linked with other associated ideas. It is similar as a technique to concept mapping and spider diagrams, the difference being that true mind mapping involves constructing a hierarchy of ideas instead of pure random association.

Mind mapping uses the concept of "radiant thinking" – that is, thoughts radiate out from a single idea, often expressed as an image. Branches flow backwards and forwards from and to the central idea.

Mind map are also sometimes referred to as knowledge maps, concept maps, story maps, cognitive organizers, advance organizers, or concept diagrams.

Mind map are excellent tools for learning the structure of thinking skills. A mind map provides a powerful visual picture of information and allows the mind “to see” patterns and relationships.

Development of Higher Level Thought Mind map almost always incorporate higher-level thinking. Users must evaluate input and select only the most essential information since there is

generally not enough room to copy directly from a source. Metacognitive development occurs as students explain their own thought processes and

are exposed to the strategies and thinking of others. The format often encourages students to expand beyond the source(s): to access prior

knowledge, to predict and question, to investigate further. Because people are thinking at a higher level, they can more readily identify:

ambiguities, the need for clarification, and information that is missing.

Applicability for a Wide Range of Learners Students with very diverse levels can often collaborate meaningfully on a mind map. More advanced learners are often challenged by mind map because the format gives

them an opportunity to incorporate prior knowledge and real-world applications. Students who did not initially know the information at the comprehension level still

have the opportunity to demonstrate their intelligence when higher-level thinking is required in completion of the organizer.


Students with low literacy skills, limited fluency in the language of instruction, and those with diverse learning styles can often process information presented in this format more readily than they can traditional text material.

Organizers are often easily modified for special needs students.

Increased Language Development Higher-level thinking prompts more use of language. Students have more exposure to the language of thought. New content vocabulary is clearly presented on the organizer. Students must incorporate their own words when summarizing the information

presented on an organizer.

Greater Retention for All Learners People retain:

10% of what they read20% of what they hear30% of what they see50% of what they see and hear70% of what they say90% of what they say as they do or teach something. (E.Dale)

When students collaborate on a mind map, they are saying, doing, and teaching each other.They are also changing written or oral input to visual input that is meaningful to them.

Notes:


Types of Mind map

There are numerous types of organizers and each type represents a different thinking skill. We use them everyday in our lives. The most common example is the calendar. Using a calendar helps us to gather, sift, sort, and share information. Mind map can be categorized by the different thinking skills they utilize:

Brainstorming/Associating Comparing/Prioritizing Analyzing/Comparing Sequencing/Visualizing Evaluating/Reflecting Story Writing

BRAINSTORMING/ASSOCIATING

Cluster WebThe center circle in a Cluster Web represents a main concept or idea. The smaller circles connecting to the main concept represent the sub concepts; connected to these sub concepts are sub-sub concepts. For example, the center circle could be citizenship. The smaller connected circles are sub concepts related to citizenship. You can use these smaller circles to explore additional supporting concepts. An illustration might be the sub concept of voting as a critical part of citizenship.

COMPARING/PRIORITIZING


Venn DiagramThe overlapping circles of a Venn Diagram are most useful for comparing and contrasting topics. The free parts of each circle contain the elements unique to each topic. The parts of the circle that overlap contain elements that are shared by each topic. For example, you could compare enlisted personnel with officers.

T-ChartThe possible headings for this two column chart are limitless. Some suggested headings are "Before and After," "Pros and Cons," or "Cause and Effect." For example, you might use a T-Chart to brainstorm.

Compare and Contrast MatrixThe two quantities or concepts are compared here against few attributes. The matrix offers more critical approach to compare as it asks to find the common attribute or criteria on which the two concepts are compared.

Double WebDouble allows to compare the two concepts in which the differences and as well as similarities are noted down. The differences are against the same attribute or criteria.


Well Developed Tourism.

Europe N.AmericaDiverse populationin many countries

Small continent,6th out of 7 continents.

Natural forest coverdestroyed & brought under

cultivationPlenty of Mineral

Resources

Prosperous andTechnically advanced

Leading Producer of finishedGoods, and exporters

Of the same

North parts Are rigid

3rd largest out Of 7 continents.

Diverse unevenpopulation

distribution.

Natural biospherepreserved in many

places

ANALYZING/COMPARINGFishboneThe structure of a Fishbone Chart can help you think of important components of a problem to solve, an issue to explore, or a project to plan. The head of the fish represents a problem, issue, or project. "Ribs" of the fish represent component parts of the problem and the related elements of each part. For example, you could explore how to prepare for an upcoming orienteering competition. Each rib represents the critical elements of preparation. Attached to each rib are the processes or activities that will assist in accomplishing each key element.

Spider MapThe Spider Map is used to describe a central idea: a thing, a process, a concept, a proposition. The map may be used to organize ideas or brainstorm ideas for a writing project.

SEQUENCING/VISUALIZINGTimeline Timeline is a knowledge organizer that represents the occurrence of events arranged in chronological order or in sequential order. The timeline may be used to help students make connections and understand complex relationships and


interrelationships. The students may keep a timeline throughout the school year so that they can put historical events in perspective, across curricular topics.

The timeline knowledge organizer may be horizontal or vertical. When creating a time line- the student must first determine appropriate end points for the timeline and the important dates to label on the continuum.

A Sample of a Timeline on Metals

CycleThe cycle mind map is used to describe the chain of events. This organizer can also be used for helping students understand how a events or issues can be circular or cyclic.


4000 BC

3000 BC

2000 BC

1000 BC

1 AD 1000 AD

2000 AD

3500 – 1500 B.C.

Invention of bronze- Bronze Age.

1500 B.C. – 100 A.D.

Iron smelting in Egypt- Iron Age

500 – 1600 A.D.

Iron and Steel processing

1750 – 1850

Commercial production of steel –hence extensive usage

1850 – 1900

New process makes cheap aluminum

1955 – 1970

Alloys used in body parts

1970 – 1995

Super alloys make space travel possible.

1935 – 1955

Specialty alloys

Continuum ScaleThe continuum scale is used to describe the stages of something, the steps in a linear procedure (how to neutralize an acid); a sequence of events (how feudalism led to the formation of nation states); or the goals, actions, and outcomes of a historical figure or character in a novel (the rise and fall of Napoleon). Key frame questions: What is the object, procedure, or initiating event? What are the stages or steps? How do they lead to one another? What is the final outcome?

Continuum Scale

EVALUATING KWLHThis is another four-column chart. The specific labels for each column are "What do you KNOW?" What do you WANT to know?" "What have you LEARNED?" and “HOW can you learn more”. This is useful when you are faced with new or difficult information. For example, at the beginning of the unit on Mammals, you might create a KWL chart for recording your responses to "What do you KNOW about Mammals?" and "What do you WANT to know about Mammals?" At the end of the unit, you can return to the chart and fill in the last two columns i.e. "What have you LEARNED about Mammals?" and “How can you learn more about mammals?”


Notes:


Guidelines for Designing Mind map (GO) 1. Determine information to be used for the mind map. 2. Note the main idea and key points. 3. Choose a design format. 4. Represent inter-relationships among ideas. 5. Include personal reactions, if appropriate. 6. Include items that will require the use of higher-order thinking skills. 7. Include information that represents a summary or synthesis of the whole lesson,

chapter, or unit. 8. Include information that will aid in the reconstruction of the original information. 9. Use adequate connecting lines.

Guidelines for Assisting Students in the Creation of Mind map

1. Discuss with students what mind map are and how they can be used. 2. Show students examples and non-examples of mind map. 3. Use a completed mind map to teach a lesson or fill in a GO while teaching a

lesson. 4. Let students help the teacher fill in a blank GO on the overhead projector. 5. Give students a partially completed GO. Teacher has the same GO on the

CONCLUSIONOverall, mind map allow you to visually organize concepts, ideas, data, thoughts, and feelings. Choosing the appropriate mind map depends on the type of elements that need organizing and analyzing. Once the organization process is complete, understanding complex concepts, decision making, and problem solving becomes easier.

Researches have revealed that knowledge organizers are an excellent visual tool to be used in curriculum teaching. It fosters in students not only critical thinking but also help the teachers to understand about the thought processes of the students who create it. When students list their understanding in the form of a knowledge organizer, their strengths and weaknesses of understanding becomes clearly evident. Knowledge organizers may also be used in planning our day-to day activities- be it traveling, health check-up or shopping. Its greatest advantage is that at a glance we are exposed to a vast amount of organized information that reflects the connection and relative importance of the items exhibited.

Graphic Representation of Classroom Implementation of Knowledge Organizer


Show students examples of knowledge organizers that you desire to use

Discuss with students what knowledge organizers are and how they can be used

Use a completed knowledge organizer to teach a lesson

Give students a partially completed knowledge organizer.The teacher has the same knowledge organizer over head

Let students individually or in groups create their own

knowledge organizer

Teacher and students fill the

knowlwdge organizer together

Students in small groups fill the

knowledge organizers

Students fill the knowledgeorganizers individually

As the lesson progresses Allow students to design their own format for the

knowledge organizer

Let students present their

knowledge organizer to the

class

To teach a mini lesson

Explain why they chose such a

format


Team up to Learn

"A child is not a vessel to be filled, but a lamp to be lit".

WHOSE CHILD IS THIS?Author Unknown


"Whose child is this?" I asked one daySeeing a little one out at play"Mine", said the parent with a tender smile"Mine to keep a little whileTo bathe his hands and comb his hairTo tell him what he is to wearTo prepare him that he may always be goodAnd each day do the things he should"

"Whose child is this?" I asked againAs the door opened and someone came in"Mine", said the teacher with the same tender smile"Mine, to keep just for a little whileTo teach him how to be gentle and kindTo train and direct his dear little mindTo help him live by every ruleAnd get the best he can from school"

"Whose child is this?" I ask once moreJust as the little one entered the door"Ours" said the parent and the teacher as they smiledAnd each took the hand of the little child"Ours to love and train togetherOurs this blessed task forever."

The Collaborative Learning

What children learn depends not only on what they are taught but also on how they are taught, their developmental level, and their interests and

experiences...


Collaborative learning is one such technique that prepares students work in small groups on a structured activity. Guided by clear objectives, they engage in activities that improve their understanding of the subject. They share strengths and develop their weaker skills .

Collaborative learning refers to methodologies and environments in which learners engage in a common task in which each individual depends on and is accountable to each other.

I. Why use Collaborative Learning?

Research has shown that collaborative learning techniques:

promote student learning and academic achievement increase student retention

enhance student satisfaction with their learning experience

help students develop skills in oral communication

develop students' social skills

promote student self-esteem

help to promote positive race relations

II. 5 Elements of Collaborative Learning

It is only under certain conditions that cooperative efforts may be expected to be more productive than competitive and individualistic efforts. Those conditions are:

1. Positive Interdependence (sink or swim together)

Each group member's efforts are required and indispensable for group success

Each group member has a unique contribution to make to the joint effort because of his or her resources and/or role and task responsibilities

2. Face-to-Face Interaction

Orally explaining how to solve problems Teaching one's knowledge to other

Checking for understanding

Discussing concepts being learned


Connecting present with past learning

3. Individual & Group Accountability

Keeping the size of the group small. The smaller the size of the group, the greater the individual accountability may be.

Giving an individual test to each student.

Randomly examining students orally by calling on one student to present his or her group's work to the teacher (in the presence of the group) or to the entire class.

Observing each group and recording the frequency with which each member-contributes to the group's work.

Assigning one student in each group the role of checker. The checker asks other group members to explain the reasoning and rationale underlying group answers.

Having students teach what they learned to someone else

4. Interpersonal & Small-Group Skills

Social skills must be taught: o Leadership

o Decision-making

o Trust-building

o Communication

o Conflict-management skills

5. Group Processing

Group members discuss how well they are achieving their goals and maintaining effective working relationships

Describe what member actions are helpful and not helpful

Make decisions about what behaviors to continue or change

Teacher Tip : Pre-Preparation is required to implement strategies.


Notes:

Group Configurations

1. Random Grouping

When the teacher wishes to group her students at random , there are several interesting ways, which she can adopt . A teacher may use a particular style as her distinctive grouping style or she may use different grouping techniques , which her students look forward to each time , with great enthusiasm.

A. Cartoons


Each child has one frame of a cartoon or a puzzle . students form their groups by putting the cartoon freams together , They name their groups and can even draw additional frames to their cartoons !

B. Find Your Sign

Have prewritten signs posted in different areas of the room . On each sign have an activity written. Ask the students to read activity and go stand under the sign that names an activity that they would most like to do or one that they do most often.

Each sign may have questions like :

I would rather read a book.

I would rather listen to music.

I would rather draw a picture.

I would rather talk to friend.

The teacher will observe and note who goes to which sign . each child signs the poster he selects . Each area can have signs that address particular areas of intelligence. After the first round , the teacher takes those signs down and shows a new set of questions about what they would most like to do . The children are not doing the activities , they are just reading the signs and choosing the activity they would most like to do . This also helps the teacher understand the child.

C. Colour / Number Groups

Give each student a colour or a number . Then ask all those with similar hues and numerical figures to form a group.

D. Families

Prepare cards of paper showing an initial and a surname . The number of groups required should be the number of families listed . The number of families member gives the number of people in the group. Students move around whispering out their name until they have found their families

E. Limerick Scramble

Cut up different limericks into separate lines. Distribute the lines randomnly. Students must search for those who have the other lines that complete their limerick and form their group.


III. Collaborative Learning Strategies

1. Jigsaw

This strategy is appropriate to use in a situation where the whole lesson can be divided into some topics. These topics would be further studied by the expert groups in teams

Step 1: The students firstly should be divided into EXPERT groups as shown below

Topic 1 - Expert Group 1: Student 1A, Student 1B, Student 1C, Student 1DTopic 2 - Expert Group 2: Student 2A, Student 2B, Student 2C, Student 2DTopic 3 - Expert Group 3: Student 3A, Student 3B, Student 3C, Student 3DTopic 4 - Expert Group 4: Student 4A, Student 4B, Student 4C, Student 4D

Step 2: Students thereafter should be grouped into HOME group where each student will share the mastered topic.

Home Group A: Student 1A, Student 2A, Student 3A, Student 4AHome Group B: Student 1B, Student 2B, Student 3B, Student 4BHome Group C: Student 1C, Student 2C, Student 3C, Student 4CHome Group D: Student 1D, Student 2D, Student 3D, Student 4D

2. THINK – PAIR - SHARE

Two students share ideas , explore a question or solve one problem . The pair comes together for a brief time when each person finds an oppourtunity to speak , listen and get a feedback on the ideas raised .The think-pair-share structure gives all students the oppourtunity to discuss their ideas . This is important because students start to construct


their knowledge in these discussions and also to find out what they do and do not know. This active process is not normally available to them during traditional lectures . This is a relatively low-risk and short collaborative learning structure, and is ideally suited for instructors ans students who are new to collaborative learning

Peer editing Share personal experience

Discussing complex issues raised by materials and media

Sharing responses to field trip or museum

Sharing stories from experiences to the lesson topic

3. ROUND ROBIN TABLE

Teacher asks one student from each team to take out pencil and paper. Teacher poses a project, question with multiple answers, a topic to write about, or a

task that has many possible solutions, steps, or procedures.

In teams, students take turns passing the paper and pencil or team project, each writing one answer or making one contribution.

VARIATIONS:

ROUND TABLE CONCENSUS: Student with the piece of paper and pencil verbally gives an answer. Teammates must show agreement or disagreement (thumb up or thumb down). If there is disagreement, team discusses the answer until there is consensus. All teammates must agree before student records answer.

SIMULTANEOUS ROUNDTABLE: Teacher asks a question or poses a problem which has multiple answers. In teams, students each write a response on their own

4. CIRCLE THE SAGE

The teacher polls the class to see which students have a special knowledge to share. For example the teacher may ask who in the class was able to solve a difficult math homework question, who had visited “The Sun Temple”, who knows the chemical reactions involved in how salting the streets help dissipate snow.

Those students (the sages) stand and spread out in the room. The teacher then has the rest of the classmates each surround a sage, with no two members of the same team going to the same sage.


The sage explains what they know while the classmates listen, ask questions, and take notes.

All students then return to their teams. Each in turn, explains what they learned. Because each one has gone to a different sage, they compare notes.

If there is disagreement, they stand up as a team.

The disagreements are discussed as a class and resolved.

5. GIVE ONE GET ONE

Students fold paper in half lengthwise (hotdog style). Students then open paper and draw a line down the crease. At the top of the left column, students write “GIVE ONE.” At the top of the right column, students write “GET ONE.”

Teacher poses a question or a topic with multiple answers and gives a time limit.

Students list as many things as they know in the “GIVE ONE” column.

Teacher tells students to stand, put up hand, and find a partner.

6. ONE STRAY THREE STAY

Give a task to small groups of students. Assign one person as spy or pirate to see the answers of other students (one stray-three stay method) and share with group.

Students work on a task as a group of four.

Different topics are given in the groups.

At different times throughout the task, the stray” or “three stray”). When this is called out, one or more students stray to other groups to borrow their ideas and bring them back to their group. teacher calls out “stray”. When this is called out, one or more students stray to other groups to borrow their ideas and bring them back to their group

Step 1. In group of four children first discuss the information among the group.

Step 2: Teacher will decide One Stray member from the group

Step 3: The important points are written on a piece of paper .

Step 4: The moment teacher calls out “ Stray ” .

Step 5: Stray members will move to other groups to give their idea and to receive their idea.


Step 6: Then the ideas are compiled to make a report of all ideas.

7. QAXP

After the teacher has taught a topic , each writes one question about the topic being studied that especially interests him or her Then , using the QAXP activity below , students form groups of four

Write the letters QAXP separately on the board , to help students remember their letter name that associates with their assigned roles . This also maintains order in the classroom

Q – Asks question A – Answer question X – Add to A’s answer P – Sums up question and responses in a paraphrase

The roles then shift , so that everyone gets chance in each position

Following the questions and responses , each group is asked to come up with one major question and solution to report to the class .

8. TEAM PROJECT

Teacher clearly explains project and amount of time is given & teams have to complete it during that time period.

Teacher assigns roles or lab jobs.

a. Principal Investigator directs team to follow procedures and assists with experiment;

b. Materials Manager gathers materials and does experiment;

c. Reporter records data;

d. Timekeeper/Clean up Captain keeps time and helps clean up

After distributing materials, teams work to complete task. Teacher circulates and monitors students closely.

Teams share their project or lab findings with class or with another team. This may be done by creating a large graph or data table.

9. TEAM PAIR SOLO

Students do problems first as a team, then with a partner, and finally on their own. It is designed to motivate students to tackle and succeed at problems which initially are

beyond their ability. It is based on a simple notion of mediated learning.


Students can do more things with help (mediation) than they can do alone. By allowing them to work on problems they could not do alone, first as a team and then with a partner, they progress to a point they can do alone that which at first they could do only with help.

10. THINK-PAIR-SQUARE

This strategy is similar to Think-pair-share .

Students first discuss problem solving strategies in pairs and then in groups of fours . The instructor poses a problem .

Problems that have a ‘definite’ answer work more effectively in this structure as compared to open-ended problems.

Students are given time to think about the question and then form groups of four . Two pairs of two students gather , each pair working to solve the problem .

They then re-assemble as four and compare answers and methodologies .

This structure gives students the oppourtunity to discuss their ideas and provides a means for them to see other problem solving methodologies .

If one student pair is unable to solve a problem , the other student pair can often explain their answer and methodology. Or , the two student pairs can combine their results and generate a comprehensive answer.

Notes:


IV. Managing Group Work

Managing group work can be really tedious for teachers in the beginning. However with time as students get ‘use to’ of the collaborative learning the managing part will also start coming to both teachers and students.

Processes that make for a Good Learning TeamThe effective management of group can be ensured by using various effective processes. As for example,

The teacher begins by facilitating discussion and suggesting alternatives but does not impose solutions on the team, especially those having difficulty working together.

Five to seven students make a group as the larger teams have difficulty in keeping everyone involved.

Teacher needs to assigns groups, as students function better in such groups than in self-assigned groups.


Class Participation Rules

1. Every student will contribute to the discussion. 2. Every student will be non-judgmental of other student's opinions. 3. Every student will have the opportunity to express his or her ideas without

their ideas being attacked. 4. Every student will ask questions when an idea or fact is presented that they

do not understand.

Group Participation Rules

1. Each member of the group will contribute to the project. 2. Each member will avoid the use of put-down language. 3. Each member will get to know and learn to trust others. 4. Each member communicates accurately and unambiguously. 5. Each member accepts and supports other students. 6. Each member will resolve conflicts constructively. 7. Each member of the group will talk to and interact only with his/her group. 8. Each group member will be present and ready to work.

Group Roles

Group roles help in delegating the task and ensuring accountability. For the success of any activity it is important to assign specific roles to every member of the group. This also ensures participation of all group members and not a few active and energetic ones only. Possible roles in most group activities could be similar to the ones listed here.

Notes:


LEADER

Moderates discussions. Keeps the group on task. Ensures all have opportunity to participate and learn.

TIMEKEEPER

Monitor time. Moves group to complete task in available time.

RECORDER

Takes notes of discussion. Prepares a written conclusion.

CHECKER

Checker needs to double-check data, bibliographic sources, etc. for accuracy and correctness

SUMMARISER

Moderates discussions. Keeps the group on task. Ensures all have opportunity to participate and learn.

REFLECTOR

Listen to what others say and explain it back, analyse it further with team members

ELABORATOR

Takes notes of discussion. Prepares a written conclusion.

Group Management Techniques

Control Noise Level

As against individual work, any group activity is accompanied by a certain amount of noise level. However, the teacher needs to ensure that the noise level is tolerable and does not in any way hamper the learning and objectives aimed at through cooperative learning. The following styles of conducting group work/ discussions facilitate controlling the noise level besides bringing an element of interest in the process of learning.

a. Noise Gauge: It is a handy tool, which can be used to indicate the noise level of a particular group.

b. Talk Around / Go Around: The teacher sets a topic or asks a question where all the students take turns responding, usually within a set time. Limit the time consistently. Make clear that anyone who does not wish to speak may pass.

c. Talking stick: In this method, derived from Native American tradition, anyone who speaks must hold a designated object, which could literally be a stick or anything else easily visible and portable, signifying authority. This method builds awareness of sharing the ‘air time’.

d. Talking Tickets: To provide everyone an equal opportunity to speak, give each participant three ‘talking tickets’, each representing a certain amount of ‘air time’. A person has no further opportunities to speak after he has used all three tickets.

e. Ground Rules: There is much stronger commitment to ground rules if the group generates them. Students in small groups come up with three ‘agreements’ for ground rules. This stresses the cooperative nature of the ground rules as together they create ‘constitution’. When ground rules are established, the level of active participation, the


involvement of students in discussion topics, the attention and respect they give each other and the teacher are all-stronger.

Conclusions: Group learning is an excellent teaching strategy for effective learning as it fosters in students the spirit of teamwork-trust building activities, joint planning, understanding of team support conduct and positive interdependence through setting mutual goals. Group learning is relevant in today’s world as the majority of business organizations- that would offer opportunities to the students in the future, work in teams, interlocking partnerships and networks of people.

Notes:



“Learn from yesterday, live for today, hope for tomorrow. The important thing is not to stop

questioning.”


A teacher's purpose is not to create students in his own image, but to develop students who can create their own image.

--Author Unknown

A Teacher Is…Someone who is wise... Who cares about the students and wears no disguise.But is honest and open and shares from the heart.Not just lessons from books, but life where you are.A teacher takes time to help and tutor.With English or math or on a computer.It's (Teacher' name) who's patient, even in stress.Who never gives less than the very best!Not that I was the perfect student,But you were the perfect teacher for me!

-Author Unknown


Questions

Extend thinking skills

Enhance curiousity

Gain feedback on

teaching learning

Provide challenges

Create links between

ideas

Clarify understanding

Provide revision

strategies

QuestioningQuestions allow us to make sense of the world. They are the most powerful tools we have for making decisions and solving problem . They enable us to invent new and better ways improve our lives as well as the lives of the others.

Questioning requires students and teachers to reflect on their understandings . It leads to changes and improvements in learning , thinking and teaching . The kind of questions asked , the way they are asked and the manner in which response are given , affect both the self –esteem and the participation of the student.


Open and Closed Questions

Open Questions

“Open door” Questions require discussion and expalanation with interesting examples . students will think and answer in depth.

Open Questions promote more effective classroom interaction by allowing more detailed response from children.

Closed Questions

“Closed Door Questions “ require a simple yes, no , may be or a nod or shake of the head.

Closed questions limit classroom interaction to quick question-answer patterns that allows little time for speculation or reflective thought.

Notes:


Benjamin Bloom conducted a research on thousands of questions that teachers asked , and categorized them. He noted that the large majority of questions asked by the teachers relate to factual recall and comprehension. Few questions were framed in a way framed in a way that they relate to higher –order thinking skills.


Bloom's Critical Thinking

Questioning Strategies

Level 1- Knowledge - exhibits previously learned material by recalling facts, terms, basicconcepts and answers.

Key words: who, what, why, when, omit, where, which, choose, find, how, define, label, show, spell, list, match, name, relate, tell, recall, select

Level 2 - Comprehension - demonstrating understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions and stating main ideas.

Key words: compare, contrast, demonstrate, describe, interpret, explain, extend, illustrate, infer, outline, relate, rephrase, translate, summarize, show, classify, infer

Level 3 -Application - solving problems by applying acquired knowledge, facts, techniques and rules in a different way.

Key words: apply, build, choose, construct, demonstrate, develop, draw, experiment with, illustrate, interview, make use of, model, organize, plan, select, solve, utilize,


Level 4 - Analysis - examining and breaking information into parts by identifying motivesor causes; making inferences and finding evidence to support generalizations.

Key words: analyze, categorize, classify, compare, contrast, discover, divide, examine, group, inspect, sequence, simplify, distinguish, distinction, relationships, function, assume, conclude

Questions:

How is _______ related to . . . ?

Why do you think . . . ?

What motive is there . . . ?

What conclusions can you draw . . . ?

How would you classify . . . ?

How would you categorize . . . ?

What evidence can you find . . . ?

What is the relationship between . . . ?

Can you make a distinction between . . . ?

What ideas justify . . . ?

Level 5 - Synthesis - compiling information together in a different way by combining elements in a new pattern or proposing alternative solutions.


Key Words: combine, compile, compose, construct, create, design, develop, formulate, imagine, invent, make up, originate, plan, propose, solve, solution, suppose, discuss, modify, change, improve, adapt, minimize, maximize, delete, elaborate, improve

Questions:

What changes would you make to solve?

How would you improve . . . ?

What would happen if . . . ?

Can you elaborate on the reason . . . ?

Can you propose an alternative . . . ?

How would you adapt _____ to create a different ?

How could you change the plot . . . ?

What could be done to minimize/maximize . . ?

What way would you design . . . ?

What could be combined to improve . . . ?

Suppose you could ___ what would you do . . ?

Can you think of an original way for the . . . ?

Level 6 - Evaluation - presenting and defending opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria.

Key Words: award, choose, defend, determine, evaluate, judge, justify, measure, compare, mark, rate, recommend, rule on, select, agree, appraise, prioritize, support, prove, disprove, assess, influence, value


Questions:

Do you agree with the actions . . . ? with the outcomes . . . ?

What is your opinion of . . . ?

How would you prove . . . ? disprove . . . ?

Can you assess the value or importance of . . ?

Would it be better if . . . ?

Why did they (the character) choose . . . ?

What would you recommend . . . ?

What data was used to make the conclusion ?

How would you rate the . . . ?

What would you cite to defend the actions . . . ?

How would you evaluate . . . ?

What choice would you have made . . . ?

How would you prioritize . . . ?

What judgment would you make about . . . ?

Based on what you know, how would you explain . . . ?

What information would you use to support the view. ?

Notes:


Wait Time

Wait Time is essential to the development of higher order thinking skills. Mary Budd Rowe in 1972 brought forth the concept of wait time. There are mainly 2 kinds of wait time.

Wait Time I: Post teacher question wait-time occurs when a period of 3 more seconds of uninterrupted silence follows a teacher’s question, so that students have sufficient uninterrupted time to first consider and then respond to the query. To be most effective, this period of silence should follow a clear, well structured question with the cues students need to construct.

Wait Time II: The 3 or more seconds of uninterrupted silence occurs after a student has completed a response and while other students are considering volunteering their reactions, comments or answers. This period allows other students time to say something of their own. If students are to interact with one another during discussions, they must be given the time needed to consider one another’s responses so that they can have dialogue among themselves.


Notes:

Handout 1 ARephrase the closed questions pertaining to your subject, into open questions.


Language Arts

1. Who is your best friend?

2. Do you like traveling?

3. Who has written the poem “Daffodils” ?

4. Do you write letters?

5. Who is your favourite author?

6. What did this poem make you feel - sad, upset, angry?

7. Do you think donating blood can save life?

Social Studies

1. Was Shershah a successful ruler?

2. What is the period from the fifth to the eleventh century called?

3. What was the religious path laid down by Akbar called?

4. What were the two sects the Christian Church was divided into, in the sixteenth Century?

5. Who was Shivaji?

6. Do you agree that Leonardo da Vinci is the symbol of Renaissance?

7. Which one is the more powerful means of communication - The radio or the Television

Science

1. Does a glass of water feel heavier than a glass without water?


2. Do plants and animals help to protect and preserve the soil?

3. Does air exert pressure?

4. Is a pair of Scissors an example of a simple machine?

5. What is photosynthesis?

6. What are the mediums through which communicable diseases spread?

7. Does pollution cause health hazards?

Math

1. What is twelve times five?

2. What unit should be used to measure the length of the room?

3. What are the next three numbers in the following sequence?1, 4, 7, 10, 13, ___, ____, ____

4. Find the perimeter of the figure.

5. Which of these are prime numbers? 7, 57, 67, 117

6. Find the HCF and LCM of 15, 12 and 3

7. Is 36702 an even number?



Handout 1 B

Language Arts

1. Who is your best friend?What is your idea of a best/good friend?

2. Do you like traveling?What are your views about traveling?

3. Who has written the poem “Daffodils” ?What do you know about the poet who wrote the poem “Daffodils”?

4. Do you write letters?Why do we write letters? Or What are your views about letter writing?

5. Who is your favourite author?Write a few lines to describe your favourite author.

6. What did this poem make you feel - sad, upset, angry?How does this poem make you feel?

7. Do you think donating blood can save life?How can you save life by donating blood?

Social Studies

1. Was Shershah a successful ruler?Why was Shershah a successful ruler?

2. What is the period from the fifth to the eleventh century called?Why is the period from the fifth to the eleventh century called the “Dark Ages”?

3. What was the religious path laid down by Akbar called?What were Akbar’s views on religion? Or How were Akbar’s views on religion different from the views of his predecessors? Or Why did Akbar suggest a new religious path?

4. What were the two sects the Christian Church was divided into, in the sixteenth Century?Why was the Christian Church divided in the sixteenth Century?

5. Who was Shivaji?Why is Shivaji considered to be one of the greatest Maratha Kings?

6. Do you agree that Leonardo da Vinci is the symbol of Renaissance?Why is Leonardo da Vinci regarded as the symbol of Renaissance?

7. Which one is the more powerful means of communication - The radio or the TelevisionWhy is television a more powerful means of communication than the radio?


Science

1. Does a glass of water feel heavier than a glass without water?Why does a glass of water feel heavier than a glass without water?

2. Do plants and animals help to protect and preserve the soil?How do plants and animals help to protect and preserve the soil?

3. Does air exert pressure?How will you show that air exerts pressure?

4. Is a pair of Scissors an example of a simple machine?Give examples of simple machines.

5. What is photosynthesis?Explain the process of photosynthesis.

6. What are the mediums through which communicable diseases spread?How can we prevent the spread of communicable diseases?

7. Does pollution cause health hazards?How does pollution affect health?

Maths

1. What is twelve times five?

Write any two numbers, whose product is 60?

2. What unit should be used to measure the area of the room?How could we measure the area of the room?

3. What are the next three numbers in the following sequence? 1, 4, 7, 10, 13, ___, ____, ____Consider the following sequence: 1, 4, 7, 10, 13, ... . Is 100 a member of this sequence?Explain your reasoning.

4. Find the perimeter of the figure.

Draw a six-sided figure with a perimeter of 18.

5. Which of the following numbers are prime?7, 57, 67, 117Rahul says that 57 and 67 are prime because they both end with 7, which is a prime number. Ravi says he is wrong. Who is correct and why?

6. Find the HCF and LCM of 15, 12 and 3. Identify three numbers whose Highest common factor is 3 and whose least common multiple is 60. Describe how you found the numbers. Is 36702 an even number? List 4-digit even numbers using the digits 3,6,7,0,2. Explain why your number is even.


Notes:


Formative Assessment


Formative AssessmentThe stakeholders of the education system-the parents, students, school management and the public often ask - Are students well prepared to meet the challenges of the future? Are they able to analyze, reason and communicate their ideas effectively? Do they have the capacity to continue learning throughout life? It is the process of assessment that provides us with vital clues whether children have acquired some of the knowledge and skills that are essential for full participation in society.

The word ‘assessment’ has been originated from the French word ‘assessor’, meaning assistant judge or guide. Assessment is the systematic on-going process of monitoring learning to determine what the learners are learning and what we have to do to achieve the desired goals in teaching and learning process. Assessment involves observing, describing, collecting, recording, scoring, and interpreting information.

The Purpose Of AssessmentThe core purpose of assessment is to support student learning. Assessment provides a structure for determining how well a unit is meeting its goals for supporting student learning and gives specific guidance as to what changes or enhancements would improve its performance in this area.

The primary purpose of assessment for the student is:

To receive multiple attempts to practice and to demonstrate understanding of content To develop skills by receiving feedback by the teacher in order to improve achievement To obtain feedback on the quality of his learning To identify criteria to apply an understanding of subject content To make judgment about the extent to which they have met these criteria To provide the opportunity to chart progress and to see where improvements need to be

made

The purpose of assessment for the teacher is:

To assess curriculum-related knowledge and skills of the students To assess learners’ attitude, values and self-awareness To assess learners’ reactions to instruction To analyze students' strengths, needs and interests To evaluate the effectiveness of their teaching To analyze and reflect on the methods to assess student learning To improve instruction based on the feedback by assessing student learning


The purpose of assessment for schools:

To certify student learning and provide information for the school improvement and accountability

To enable the school to make important educational decisions based on the feedback of student performance

To aid in diagnosing a problem and providing appropriate remediation To refine curriculum and improve instructional strategies and resources

The purpose of assessment for parents:

To monitor student learning To understand strength and weaknesses of the student and diagnose causes To understand student’s mental ability To understand student’s interest and aptitude for specific courses of study To understand the student’s performance compared to appropriate standards

Assessment of student learning is undergoing profound change and at the same time change is also taking place in learning goals and content standards, curriculum, instruction, the education of teachers, and the relationships among parents, communities, schools, government, and business. All these principles provide a vision of how to transform assessment systems with the focus on improving classroom assessment while ensuring large-scale assessment also supports learning.

Notes:


Types of Assessment

Assessment has two broad categories:

Assessment of Learning

Assessment of Learning is designed to give an overall picture of a student’s performance in paper-pencil tests at the end of the chapter or at the end of the term. Here the focus is on identifying the level of content mastery by the student and the effectiveness of instruction. Marks enable a teacher to compare a student’s performance against other students. Assessment of learning also provides data to understand effectiveness of instruction and teacher accountability.

Sadly in our country, over dependence on exams and tests has led to teachers “teaching to test” and ensuring that adequate drill is given so that the results are good. Since it creates pressure on students to achieve the highest possible marks, students succumb to stress and pressure and even unfair means.

Assessment for Learning


Assessment

Assessment of Learning


Assessment for Learning is done at the beginning and during a learning episode. It is concerned with short-term collection of evidence and its use for the guidance of learning, mainly in day today classroom practice.

Assessment for learning should occur as a regular part of teaching and learning to gain information from assessment activities to shape the teaching and learning process.

Effective Assessment for is Learning based on

¨ The active involvement of children in their own learning¨ The provision of effective feedback to children¨ Recognition of the profound influence assessment has on motivation and self-esteem of

children, both of which are crucial influences on learning¨ The need for children to assess themselves and understand how to improve¨ Adjusting teaching to take account of the results of assessment

Notes:



‘ The term assessment refers to all those activities undertaken by the teachers, and by their students in assessing themselves, which provides information to be used as feedback to modify the teaching and learning activities in which they are engaged.’

Principles of Assessment for Learning by Assessment Reform Group 2002

Assessment for Learning is the process of seeking and interpreting evidence by the learners. The teacher has to decide where the learners are in their learning, where they need to go and how best to get there. There are 10 principles of assessment for learning. They are listed below:


Assessment for learning should

Be part of effective planning of teaching and learning

Focus on how students learn

Be recognized as central to classroom practice

Be regarded as a key professional skill for teachers.

Be sensitive and constructive because any assessment has an emotional impact

Take account of the importance of learners’ motivation

Learners should receive constructive guidance about how to improve

Promote commitment to learning goals and a shared understanding of the criteria by which they are assessed

Develop learner’s capacity for self-assessment so that they can become reflective and self-managing

Recognize the full range of achievements of all learners

Assessment for learning is part of effective planning of teaching and learning

It should provide opportunities for both learner and teacher to obtain and use information about progress towards learning goals

It should show flexibility in responding to initial and emerging ideas and skills

It should include strategies to ensure that learners understand the goals they are pursuing and the criteria that will be applied in assessing their work and how learners will receive feedback, how they will take part in assessing their learning

Assessment for learning focuses on how students learn-While planning the assessment the teacher has to keep in mind about the process of learning, learners must be aware of the ‘how’ of their learning as they are of the ‘what’

Assessment for learning is recognized as central to classroom practice- It involves tasks & questions to prompt learners to demonstrate their knowledge, understanding, skills, dialogue and ability to make decisions. What learners say and do is observed, interpreted and used to improve the learning process.

Assessment for learning is regarded as a key professional skill for teachers - Teachers need the professional knowledge and skills to plan for assessment, observe learning, analyze and interpret evidence of learning, give feedback to learners and support learners in self-assessment

Assessment for learning is sensitive and constructive because any assessment has an emotional impact

While doing assessment, the teacher should be aware of the impact that the comments, marks and grades can have on learners' confidence and enthusiasm and should use them as constructively as possible in the feedback that they give

For better learning and motivation, the comments should be in such a way that it helps students adopt a positive approach

Assessment for learning takes account of the importance of learner motivation

Assessment should encourage motivation by emphasizing progress and achievement rather than failure and should refrain from comparing them to more successful learners in order to motivate them, as this will lead to their withdrawing from the learning process in areas where they have not been good. This will create a negative attitude towards learning


Motivation can be preserved and enhanced by assessment methods, which protect the learner's autonomy, provide some choice and constructive feedback, and create opportunity for self-direction

Assessment for learning promotes commitment to learning goals and a shared understanding of the criteria by which they are assessed- for effective learning the learners must understand goals and identify the criteria for assessing progress. An assessment criterion involves discussion with learners and use of terms that they can understand; provide examples of how the criteria can be met in practice and engage learners in peer and self-assessment.

Learners receive constructive guidance about how to improve- The teacher should

¨ Pinpoint the learner's strengths and advise on how to develop them

¨ Be clear and constructive about any weaknesses and how they might be addressed

¨ Provide opportunities for learners to improve their work.

Ø Assessment for learning develops learners' capacity for self-assessment so that they can become reflective and self-managing-Individuals-The teacher should encourage independent learners because they have the ability to seek and gain new skills, knowledge and understanding. The learners are able to engage in self-reflection and to identify the next steps in their learning. The teacher should develop confidence among the learners that they can take charge of their learning through developing the skills of assessment.

Ø Assessment for Learning recognizes the full range of achievements of all learners-Assessment for learning should enhance all learners' opportunities to learn in all areas of educational activity. It should enable all learners to achieve their best and to have their efforts recognized.

Notes:


Assessment for Learning in the classroom

Having understood the concept of Assessment for Learning, it is important to see how you will implement this in your classroom. Given below are some suggestions for assessment for learning.

1.Effective Questioning techniques

Questioning is the simplest and the best way to assess the students’ learning. The teacher can use questions

¨ To find out the students’ understanding

¨ To analyze the students’ responses

The teacher can change the way in which a question is being phrased and move away from simple recall questions and ask higher order questions. This will reveal whether the student is merely speaking from memory or has really understood the topic.

Example 1: State Newton’s third law. Instead of asking the question like this, the teacher can ask in the following manner to assess the student’s understanding and application skill.

A boy is throwing an object on the wall with the speed of 5m/sec. It rebounds with the same speed. What is the basic principle involved in this action? Explain the reason.

This is one type of question that is effective in providing assessment opportunities. Other questions that the teacher could pose are: Why is the object rebounding? Observe the object carefully, what does that tell about______? How do you _____? Is it ever/always true/false______? What is wrong with_____?

Example 2: A teacher wants to find out the properties of a prime numbers. The teacher asks,” Is 5 a prime number or not?” The students’ answer will be ‘yes’ or ‘no’. Instead of asking like this the teacher has to frame the question differently so as to make an effective assessment of whether the pupil knows the properties of prime number. The teacher can ask, ‘why is 5 a prime number?’ This question helps the student to recall the properties of a prime number. The answer to the question is, Prime numbers have only two factors. Number 5 is also having two factors that is why it is a prime number. Observe that in this type of question, the question requires the student to explain their understanding of prime numbers and apply the knowledge to justify their reasoning. It makes the assessment part easy and effective without asking supplementary questions.

2.Using Marking and Feedback strategies


Feedback is a powerful means by which a teacher can ‘close the gap’ in students’ understanding and enable them to improve. However for feedback to be effective, the teacher must ensure that children need to take necessary action on the feedback. Feedback could be oral, written, or in some subjects feedback could be given through demonstration. Feedback does not have to be given only by the teachers; children can also give feedback to other children. It is important that the feedback is about the specific task at hand rather than about the child. Also teachers must ensure that they incorporate time for providing feedback.

Feedback will be effective only if it is practiced regularly and systematically in the classroom.

¨ Research indicates that oral feedback is more effective than written feedback and moreover the quality of dialogue in feedback is important.

¨ Feedback is effective if it has been practiced more number of times than on one attempt.

¨ The teacher should give alternative solutions to improve rather than repeating an explanation that leads to failure.

¨ Feedback should confirm to the students that they are on the right track. It is important that feedback leads to correction of the work.

¨ The teacher should give only suggestions for improvement and should not tell the complete solution when they are stuck. The students should be given as much help, as they need to use their knowledge.

3. Sharing Learning Goals and Performance Criteria beforehand

The students have to understand the learning objectives of the lesson. The teacher has to make sure that the learners can differentiate what they have to do from what they will learn. The teacher has to involve students fully in learning by:

¨ Explaining the reason or activity in terms of the learning objectives

¨ Sharing the assessment criteria with the students.

¨ Helping the students to understand what they have done well and what they have to improve

Why it is important to share learning goals with students:


4. Peer and Self –Assessment

Research has shown that when students are engaged in their own learning process, they will achieve a high degree of success. This means that they need to know what they are learning and why they are learning it. They must also be given the opportunity to assess their own understanding, analyse the gaps and identify areas that they need to improve upon.

Peer assessment- Students will internalize the characteristics of quality work by evaluating the work of their peers.The teacher should manage the peer assessment carefully. Before they start the assessment the teacher has to clearly explain the expectations from the peer’s work. A structured peer assessment technique will develop:

¨ Students’ deep learning skills in programming by making judgments and providing feedback on other student's work through the process of peer assessment

¨ Develop team sprit among the students to enhance their knowledge¨ Strengthen the students’ understanding of the assessment process¨ Develop reflective learning and self-assessment

Self assessment- self-assessment is a kind of reflection that helps students to step back from the learning process to think about their language learning strategies and their progress as language learners

¨ Self – assessment helps students to become independent learners and develops their motivation.

¨ Self – assessment helps to solve the problems without risk to self-esteem.


Sharing learning goals: some specific reasons

Gives students a clear idea of what will be learned and why

Transfers some of the responsibility for learning to the students

Enables students to be active participants rather than passive recipients

Gives students a clear idea of what they are aspiring to, so they are more likely to achieve

Provides students with a tool for evaluating their own learning

Makes the task clearer for students, so they may carry it out more successfully

Helps students to focus on the purpose of the learning, rather than merely on the completion of the activity

Helps students to stay on task and refine their work so that this matches the objectives more closely

Helps teachers review progress and gives them a clearer focus for their marking

---- Brington & Hove Assessment for Learning

Project sep 2002

5. Classroom Assessment Techniques

Classroom assessment techniques refer to a series of evaluation techniques that helps you determine the quality of learning process. It enables you as a teacher to assess how well the students have followed the content and also how effective you have been in imparting the learning material.

The three essential questions asked in classroom assessment techniques (CATs) are:

1. What are the essential skills and knowledge that I, as a teacher, am trying to impart?2. How can I find out whether students are learning the content well without formally

evaluating them?3. How can I help the students to learn better?

The primary purpose of CATs is to aid both the teacher as well as the students to improve the quality of the learning process.


Where I am

? ? ? ??

Where I want to be

! ! ! ! !

Self- Assessment Development plan

Gap

Notes:

The characteristics of CATs are:

1. Learner-OrientedClassroom assessment is primarily focuses on the improvement of learning. It emphasizes on how to observe and improve learning rather than on how to improve teaching.

2. Teacher-DirectedClassroom assessment respects the professional judgment, experience and wisdom of the teacher. It provides the teacher autonomy to decide on what to assess, how to assess and what remedial steps to take on the information gained.

3. Symbiotic Process


Classroom assessment is mutually beneficial, a symbiotic process of mutual cooperation of students and the teacher that helps the students to continuously improve their learning and the teacher to improve teaching.

4. Non-evaluative

The central dogma of the classroom assessment process is to improve the quality of the learning process and is never used as an evidence for evaluation. It is almost never graded and is also anonymous.

5.Situation Specific

Classroom assessment is context-specific and needs to cater to the specific requirements of the students, the teacher and the discipline. CATs that work well in one classroom may not work well in another.

6. Communication Loop

Classroom assessment is an ongoing and continuous process. It involves a daily feedback loop between the students and the teacher and also between the learning and teaching process.

Simple CATs, that are easy and quick to use provide the teachers with the feedback from the students on their learning. The teacher completes the loop as she provides feedback to the students on the assessment results and suggestions on how to improve learning. To find out if the suggestion has worked or not, the same CATs are used again, resulting in a communication loop between the teacher and the students as well as between the learning and teaching process.

7. Synthesis

Classroom assessment is an attempt to build on the already existing good practice by responding to the feedback and making learning more systematic, more flexible and more effective. It provides an approach to systematically and seamlessly integrate the traditional teaching-learning process with CATs.


Guidelines for Implementation of CATs

When you want to implement CATs in the classroom for the first time- it is suggested that you follow the simple steps given below:

Step1: Planning

Select a technique that is easy and quick. Ensure that is does not require more than five minutes.

Try it out only in one class.

Step2: Implementing

Explain explicitly to the students what you are doing and what purpose it will serve. Ensure that the students have clearly understood the procedure and what you are

expecting out of them. Collect the responses. Analyze them at your earliest.

Step 3: Responding

Ensure to close the feedback loop- tell the students what information you have gained from the feedback and what difference it will make to their learning. Stress on the suggestions about how to improve the learning process.

Notes:

Some CATs:


For Assessing Skills in Knowledge And Understanding

The ‘one-minute paper’ and the ‘muddiest point’ may be implemented to assess knowledge and understanding.

One Minute Paper

The one- minute paper is a quick and easy strategy to collect written feedback on student learning. In this procedure, the teacher gives the students about three minutes to write briefly their answers to three questions on a rough sheet of paper. The questions are:

1. What did you learn in today’ s lesson?2. What did you like and dislike in the lesson?3. What points were not clear to you?

Procedure

Depending on what you want to focus on- a previous assignment or the understanding of a lecture- spare about five minutes at the beginning or the end of the class

Write the three questions on the black board Ask students to provide brief answers in one minute to the three questions. Tell them

how you expect them to write- in words/ phrases/short sentences Collect the paper Tell the students when they can expect your feedback Analyze the answers at your earliest. Try to correlate the answers to assess student

learning, find out from the feedback if they liked the innovative teaching method you had introduced, which part they found difficult/which part they found interesting etc

Ensure that you provide feedback to the students for improvement of the learning process is based on the information gained from their one-minute paper response

Example: After teaching the lesson ‘How living things adapt themselves’ ask the students to write in one minute what was the most important thing that they learnt from this lesson and what they liked and disliked about the lesson and what they haven’t understood.

For Assessing Skills In Application:The ‘Student Generated Test Questions’ and the ‘Application Cards’ may be implemented to assess application skills.

Student generated test questions


This assessment technique requires students to generate test questions and model papers in specified topics in a format similar to course examinations. The teacher uses the good and relevant questions and answers in the class discussion. This provides the student with an opportunity to evaluate topics and reflect on their understanding of what are relevant test questions.

Procedure

Ask students to generate questions and model answers in the same format as that of course examinations

Read through the topics they have specified and the questions and model answers Evaluate and select the relevant questions and answers on important specified topics Revise the same questions in the class Use the questions in the forthcoming examination

Example: Give students a comprehension passage, the Language teacher can ask the students to develop questions of their own based on their understanding of the passage.

Application Cards

This technique requires the students to write down a minimum of one real world application for the principle/ theory/procedure that they have learnt. This helps the teacher to assess how well students can transfer their learning.

Procedure

Ask the students to write down one real world application of the principle/ theory/ procedure that they have learnt

Read through all the responses and categorize them based on their quality Present as many as relevant real world applications from the students responses to the

class

Example: After teaching the students about simple machines, ask the students to state at least one functional simple machine used in daily life based on the principle they have learnt like- Screw Jack to change tyres, scissors, screw etc.

For Assessing Skills In Analysis:

Pro and con grid


This assessment technique requires the students to list the pros and cons of an issue. It gives a feedback on the students’ ability to analyze and capacity for objectivity.

Procedure

Select the topic on which you would like to carry out the assessment. Ensure that you pick up a topic that is debatable.

Tell the students explicitly what is expected out of them- like list the pros and cons in two separate column on the given issue

Allocate a time limit. Tell the students to provide their answer in a rough sheet of paper. Collect the response sheets. Respond to the students’ responses in the next class.

Example: While teaching Civics, the teacher can ask students to list the pros and cons if the voting age is lowered from 18 years to 16 years

Categorizing grid:

Description

This assessment technique requires the students to sort information into categories. It gives a feedback on the students’ ability to classify. The teacher can assess quickly how students relate and categorize.

Procedure

Select the module on which you would like to carry out the assessment Tell the students explicitly what is expected out of them- classify the given information

into separate categories Allocate a time limit Tell the students to provide their answer in a rough sheet of paper. Collect the response sheets Respond to the students’ response in the next class


Example: After dealing with the Mughal period, the teacher can ask the students to categorize events systematically, which took place during the reign of each Mughal emperor. Or,

The Math teacher can give a range of Polynomials and ask the students to categorize them under binomials and trinomials.

For Assessing Skills In Synthesis:

One Sentence SummaryThis simple technique requires students to answer questions, ‘Who does what to whom, when, where, how and why?’ The letters WDWWWWHW are often used to represent this assessment technique. The students are further required to synthesize those answers that they have written into an informative and long summary sentence.

Procedure

Give clear instructions to students on the ‘one sentence summary’ technique Select the topic that you want your students to learn to summarize in a single sentence Ask students to quickly write the answers to the questions, ’who did/does what to

whom, when, where, how and why?’ in relation to the selected topic Next tell the students to synthesize their answers into a summary sentence following

the WDWWWWHS pattern Example: After teaching the students about Fundamental Rights in Civics, the students are asked to write one sentence summary on each of the rights.

Mathematics CATs

The Mathematical Thinking Classroom Assessment Techniques are designed in such a way that they promote skill in mathematical thinking. These are commonly known as Math CATs. Some strategies that you can use in the Math classroom are:

¨ Fault finding and fixing – Checking results and correction mistakes

¨ Convincing and Proving – statements can be judged and proved

Here we are going to discuss two strategies, which are most relevant to the classroom situation.

Fault Finding and Fixing


Students have some common misconception in math. The teacher has to identify those misconceptions and rectify the problems so as to avoid major conceptual problems later. This strategy can play a diagnostic role. To do this students have to analyze the mathematical statements and deduce the part that is most likely to contain error from the context. Explain the causes of the error and suggest how to rectify it. Context includes percentages, graphical interpretation and reasoning from statistical data.

Instructions

¨ Ask the student to read carefully the ‘Fault finding and fixing’ tasks and arrive with their own solutions

¨ Distribute hand out copies to individual student or group depending upon the task.

¨ Explain the objectives of the task and emphasize that they should be able to defend their method and reasoning which leads to the answer

¨ Give guidance in the work if it is necessary

¨ Ask the student to present their solution in written or verbal form

After completing the chapter ‘simultaneous linear equations’, ask the student to do simple experiment relating ‘distance’ and ‘time taken’. Instruct the students to plot the points on the graph and find out whether they are forming a straight line or not. If it is not forming exactly a straight line, ask them to find the fault and rectify the same.

Convincing and Proving

Proof is the major aspect of mathematics and mathematical skill. Through this task we can assess the student’s logical thinking, whether they can quote appropriate examples to support their reasoning and identify breakdowns in rational arguments.

This task can be applied to the classroom in two ways:

¨ Ask the student to evaluate a statement as ‘always, never or sometimes true.’ Make sure that students are giving counter examples for their answer.

¨ Ask the students to do ‘proofs’ and differentiate the right from the wrong statement.


x

y

Distance m/sec

Time take sec

Instructions:

¨ Ask the student to understand the ‘ convincing and proving’ task and identify the type, which they are going to use

¨ Provide the required handout copies to the students

¨ Sate the goals for ‘Convincing and Proving’. Ask the student to give appropriate examples to support their answer like ‘ always, sometimes, never true ‘. For the second task they have to prove the statement, through which identify flaws in someone else’s reasoning

¨ If required provide guidance to do the task

¨ Ask the student to present their tasks in the written form. Discuss the result and clarify the doubts

For Example:

For the first task:

Statement: ‘While doing fractional addition, you have to simply add numerators and denominators’

It is easy to tell it is not being ‘always true’. Demanding the student to tell ‘sometimes true’, they have to find the possibilities. Thus, all students, regardless of background and ability level, can be challenged.

The teacher can do the following assessment based on this task,

¨ Whether the students have understood the statement?

¨ Are they giving suitable examples and counterexamples to prove their answer?

¨ Are they able to give convincing arguments to support their reasoning?

For the second task:

Statement: ‘If you add three consecutive numbers, the answer is always a multiple of three’.

Proof:

Example 1: 5+6+7 = 18; 6 x 3 = 18

Example 2: 10+ 11+ 12 = 33; 11 x 3 = 33


Example 3: 0 + 1 + 2 =3; 1 x 3 =3 and so on

In general: n+ (n+1) +(n+2) +… = 3n

Hence the statement is been proved. Ask the students to choose the appropriate example to prove this statement and ask them to explain with reason.

The teacher assesses the following points:Are they able to identify the correct proof and explain their reasoning?

Are they able to identify the correct proof and explain their reasoning?

Is it possible for them to identify mistakes or errors in logic within other given “ proofs”?

6. RubricsA rubric is a scoring guide that includes clear and well-defined criteria to evaluate students’ performance. It can be used to evaluate a broad range of subjects and activities. For teacher and students it is an excellent assessment tool and working guide.Rubrics simplify teacher’s assessment of student work and provide students, parents, and administrators with an answer to the age-old question “Why did you give this grade?"Rubrics also provide students with standards and expectations they can use to evaluate their performance while completing the assignment.Why Use Rubric Rubrics examine students in the actual process of learning, clearly showing them how their

work is being evaluated. Rubrics help teachers clarify exactly what students need to achieve in content and

performance standards Since rubrics set forth precise criteria, teachers are better able to assess skills that

otherwise not evaluated traditional testing It is a powerful motivational tool Rubrics help students to focus on current and future performance

Notes:


Guide in Rubric Development Identify important criteria based on learning objectives Keep rubric short and simple with 4 to 8 brief statements or phrases Each rubric item should focus on different skills and knowledge area Rubric should be easy to understand and use Should provide all students with an opportunity to succeed at some level Focus on how students develop and express their learning Criteria should be specific and descriptive (avoid vague descriptions like "clear,"

"organized," and "interesting") Evaluate only measurable criteria Include space for comments either within or at the conclusion of the rubric The entire rubric should fit in one sheet


It is better to have a few meaningful score categories Re-evaluate the rubric to ensure it provides useful information to both instructor and

studentChecklist for Effective Rubrics:

Does the rubric relate to the outcome(s) being measured? If the assessment is to address critical thinking skills, does the rubric reflect that? Does it cover important dimensions of student performance? Do the criteria reflect current conceptions of excellence in the field? Does the rubric reflect what you emphasize in your teaching? Does the highest scale point represent a truly exemplary performance or product? Are the dimensions or criteria well defined? Is it clear to everyone what each scale measures? Is there a clear basis for assigning scores at each scale point? Is it clear exactly what a student needs to do to get a score at each scale point? Can you easily differentiate between scale points? Is the rubric fair and free from bias? Does the rubric reward or penalize students based on skills unrelated to the outcome being

measured? Have all students had an equal opportunity to learn the content and skills addressed in the

rubric? Is the rubric appropriate for the conditions under which the task was completed? Is the rubric useful, feasible, manageable and practical? Will it provide the kind of information you need and can use effectively? Does the rubric have a reasonable number of scales and score points?

A Sample Rubric

Subject English Topic: Story Writing

Description:

The purpose of story writing for the 7th Grade students is to read some masterpiece stories and apply creative thinking skills to the written work in language. After guiding them in reading some well-known stories, the teacher discusses couple of descriptive narrations of some stories, offer opportunities to the students to analyse characters, use of words, phrases, punctuation and flow of story-line. Two weeks to be given to complete their work and the teacher assess their work based on the following ‘rubric’.


Category 4 3 2 1

Contribution

The story contains many creative details and descriptions that give joy in reading. Excellent use of imagination

The story contains a few creative details and descriptions that give joy in reading. Imagination is well used.

The story contains little creative details and descriptions, which hardly contribute to the flow of the story. Very little use of imagination

There is very little evidence of creativity in the story. The use of imagination is absent.

Spelling and Punctuation

There are no spelling or punctuation errors in the final draft.

There is one spelling or punctuation error in the final draft.

There are 2-3 spelling and punctuation errors in the final draft.

The final draft has more than 3 spelling and punctuation errors.

Organization The story is very well organized.

The story is pretty well organized.

The story is little difficult to follow. Lacks continuation of ideas

Significant errors in form

Requirements

All requirements met keeping creativity in mind

About 90% of the written requirements were met

About 75% of the written requirements were met

Many requirements were not met.


Neatness

The final draft of the story is legible, neat and attractive. Very creative presentation. It is free of erasures and crossed-out words. It looks like the author took great pride in it.

The final draft of the story is legible, neat and attractive. It may have one or two erasures, but they are not distracting. It looks like the author took some pride in it.

The final draft of the story is legible. Couple of erasures is the cause of distraction. It looks like parts of it might have been done in a hurry. Lacks consistency in presentation

The final draft is not at all attractive. No effort in presenting neat work. It looks as if the student just wanted to get it done and didn't care what it looked like.

Conclusion

The time has come for us to sincerely rethink about the role of assessment. In effective schools, where “effective” means maximizing learning for ALL the students, we need to use the process of assessment to enable the child to improve his performance by providing him regular feedback, helping him to reflect and create opportunities for his friends and peers to guide him. We need to think how best we can use assessment in the service of student learning and well-being.


Food for Thought:How can I as create assessments that:

Encourage, not discourageBuild confidence, not anxietyBring hope, not hopelessnessOffer success, not frustration

Tackle Box, January 2002

Multiple Intelligence


Multiple Intelligence

“Intelligence is the capacity to do something useful in the society in which we live. Intelligence is the ability to respond successfully to new situations and the capacity to learn from one’s past experiences.”

—Dr. Howard Gardner

Traditional View of Intelligence The traditional understanding of intelligence assumes that our ability to learn and do things comes out of a uniform cognitive capacity. Such an intelligence is comparatively easy to measure - and thus very useful in assessing students in order to place them at an appropriate academic level. The

Conventional intelligence analysis measures a student's mathematical, grammatical abilities as well as reading comprehension and vocabulary, to determine the individual capabilities. Based on this, the student is graded in school.

Many researchers, educators, even parents, have expressed reservation against this conventional practice. They feel that such tests do little to judge a student's potential – rather, they merely label

a child as being either good or not good at standardized tests. Students should be judged by what they can do and not by what they cannot do. Education should focus on bringing out the individual's potential. Until recently, this view was considered Utopian and unrealistic, but now a new theory of intelligence has finally forced educators and policymakers to reconsider the pedagogical methods of the last century and shift the assessment's focus from ‘what’ you learn to ‘how’ you learn.

The need to shift to multiple intelligences:

"What makes a person intelligent?" the most common responses to this question will often note a person's ability to solve problems, utilize logic and think critically. A person's intelligence, traditionally speaking, is contained in his or her general intellect - in other words, how each one of us comprehend, examine, and respond to outside stimuli.

Learners need balanced opportunities to make sense of the learning for themselves using language and text; movement and touch; logic and number; diagram and pictures; active listening/music/rhyme; working with others and independent working. Encouraging learners to make choices about how they explore the learning through the option of different activities further


encourage independent learning and motivation. The human inclination to learn, to know and understand the world and experience in these diverse ways is referred to as Multiple Intelligence.

Notes:

Multiple Intelligence theory:

Dr. Howard Gardner, professor of education at Harvard University, developed the theory of multiple intelligences in 1983. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are:

Linguistic intelligence ("word smart")

Logical-mathematical intelligence ("number/reasoning smart")

Spatial intelligence ("picture smart")


Bodily-Kinesthetic intelligence ("body smart")

Musical intelligence ("music smart")

Interpersonal intelligence ("people smart")

Interpersonal intelligence ("self smart")

Naturalist intelligence ("nature smart")

According to Gardner all human beings have multiple intelligences. All human beings possess all eight intelligences in varying amounts. These intelligences are located in different areas of the brain and can work independently or together. These multiple intelligences can be nurtured and strengthened OR ignored and weakened.

Dr. Gardner says that linguistic and logical-mathematical intelligences are the most valued and esteemed. However, he says that people who are other wise intelligent like the artists, architects, musicians, naturalists, designers, dancers, therapists, entrepreneurs are more than important to enrich the world we live in. Hence, we should also place equal attention on individuals who are gifted differently. Unfortunately, many children who have these gifts don’t receive much reinforcement in a school set up, as the schools are not ready to change the ways to accommodate and encourage these gifted lot. Many of these kids, in fact, end up being labeled as slow learners or simply underachievers.


The theory of multiple intelligences proposes a major transformation in the perception of education. The present situation highlights the pressing need to help the teachers to understand and implement the theory of multiple intelligences. This means that the lessons need to be planned in a wide variety of ways using music, cooperative learning, art activities, role play, multimedia, field trips, inner reflection and much more.

Verbal-Linguistic Intelligence -- This intelligence encourages the ability to read, write, and communicate with ease. People such as poets, authors, reporters, speakers, attorneys, talk-show hosts, politicians, lecturers, and teachers may exhibit developed linguistic intelligence. Well-developed skills in this intelligence will be: to tell stories, write essays, participate in interviews, converse easily with peers and sensitivity to the sounds, meanings and rhythms of words that come naturally to them.

Mathematical-Logical Intelligence -- This intelligence promotes the ability to look for patterns, reasons and think in a logical manner. People such as mathematicians, engineers, physicists, researchers, astronomers, and scientists may exhibit developed logical-mathematical intelligence.

Well-developed skills in this intelligence will be: Solve problems, balance check books, make and keep schedules, budgeting money, categorization, classification, inference, generalization, and hypothesis testing are their fortes.

Musical Intelligence -- involves skill in the performance, composition and appreciation of musical patterns. It encompasses the capacity to recognize and compose musical pitches, tones and rhythms. People such as singers, composers, instrumentalists, conductors and those who enjoy, understand, use, create, perform, and appreciate music and elements of music may exhibit developed musical intelligence.

Each individual has a different musical ability; there are even people who are totally musical, yet continue to have very normal and successful lives, like—M.S Subhalakshmi, Amzad Ali Khan, A.R Rehman, Lata Mangeshkar etc

.

Visual-Spatial Intelligence – This intelligence is the first language of the human brain. The brain naturally thinks in images and pictures before it even has words to attach to them. It entails the ability to recognize instances of the same element; the ability to recognize transformations of one element in


another; the capacity to invoke mental imagery and then to transform that imagery; the ability to produce a graphic likeness of spatial information; and the like. People such as sailors, engineers, surgeons, sculptors, painters, cartographers and architects may exhibit developed spatial intelligence.

Bodily-Kinesthetic Intelligence -- This intelligence encompasses the ability to use one's body movements to solve problems. It is the aptitude to control one's body movements and to

lever objects skillfully. People such as actors, dancers, swimmers, acrobats, athletes, jugglers, instrumentalists and artisans may exhibit developed bodily-kinesthetic intelligence.

For some extraordinary individuals, such as Michael Jordan, Sachin Tendulkar, PT Usha, strength in bodily-kinesthetic intelligence appeared even before they began formal training. They all had a natural sense of how their body should act and react in a demanding physical situation.

Interpersonal Intelligence -- This intelligence is concerned with the capacity to understand the intentions, motivations and desires of other people. Interpersonal intelligence is the “stuff” of human relationships, collaboration with others, and learning from and about other people.

It allows people to work effectively with others. People such as politicians, religious leaders, and those in the helping professions may exhibit developed inter-personal intelligence.

The charisma of Winston Churchill, Indira Gandhi and Pandit Nehru is still remembered today.

Intrapersonal Intelligence --This intelligence promotes the ability to reflect, analyze, and contemplate problems independently. Those who pose this intelligence try to understand their inner feelings, dreams, relationships with others, and strengths and weaknesses. They possess the gift to be self-aware and in tune with their inner feelings, values, beliefs and thinking processes, which are the salient features of this intelligence. They generally like to keep a personal journal, enjoy reading alone, and study to answer personal questions about life. People such as philosophers, religious gurus possess this intelligence.

Naturalist Intelligence – This intelligence is directly related to our recognition, appreciation and understanding of the natural world around us.

It is the ability to recognize and classify various flora and fauna and our knowledge of and communion with the natural world.


The innate interest in ecological thinking, care for the environment, the admiration for nature and bond that one expresses is the characteristics of this intelligence. These people like to collect wildflower specimens, enjoy hunting expeditions and follow an animal's footprints. People such as farmers, ranchers, hunters, gardeners and animal handlers may exhibit developed naturalistic intelligence.

Notes:

Implications of Multiple Intelligences in Education:

“Intelligence is not singular: intelligences are multiple. Every person is a unique blend of dynamic intelligences.”

Gardner's Theory of Multiple Intelligences has several implications for teachers in terms of classroom instruction. The teachers should think of all intelligences as equally important. The theory states that all eight intelligences

are needed to productively function in society. It implies that educators should recognize and teach to a broader range of talents and skills.


Through multiple intelligences, the input of new learning is assimilated and promoted as teacher engages the whole class in listening, observing, feeling, touching and movement. It appeals to different senses and learning styles. Teachers plan the presentation of material in a manner that engages most or all of the intelligences. For example, when teaching about the India’s Freedom Struggle, a teacher can show students revolt maps, play revolutionary songs / speeches, read out poems on freedom movement, organize a role-play on the ‘First war of Independence’, and have the students read a story or anecdote about life during that period. This kind of presentation excites students about learning, and also allows a teacher to reinforce the same material in a variety of ways. Teaching in this manner helps a deeper understanding of the subject matter.

Everyone is born with the eight intelligences. Students come to classroom with different sets of developed intelligences. Some are strong and some are weak. These combinations of intelligences determine how easy or difficult it is for a student to learn information when it is presented in a particular manner. This is referred to as a learning style. Many learning styles can be found within one classroom. Therefore a teacher cannot accommodate every lesson to all the learning styles found within the classroom. Yet, the teacher can show students how to use their more developed intelligences in the understanding of a subject, which normally employs their weaker intelligences.

Imagine that your students this year include:

Vikram Seth who is writing the “Suitable Boy” sequel on scraps of paper.

Ramanujan who is daydreaming about equations.

Rehman who is in the last bench softly hums the tune to ‘Ma tujheh salaam’

Hussain who has drawn a brilliant horse on your blackboard.

Sachin who can’t wait to get to the cricket field.

Shekhar Suman who has organized the school’s charity fundraiser.

Deepak Chopra who provides in-class spiritual counseling.

Maneka who has yet again brought an injured dog into school.

The next time you have a chance to reflect on your class, imagine your students as individuals who have fully realized and developed their intelligences.

They are achievers of tomorrow waiting to be discovered…


Comprehensive guide to teachers on the multiple intelligences:

Eight kinds of intelligence would allow eight ways to teach, rather than one.

All eight intelligences are needed to live life well. Teachers need to cater to all the intelligences not just the linguistic and mathematical intelligences, which have been their traditional concern. Students must have extended

to work on a topic. Teachers must seek to assess their students’ learning in ways that will give an accurate overview of their strengths and weaknesses.

Understand the Eight Potential Pathways to Learning

Notes:


Connect what you are teaching with

Word

Physical ExperienceNumbers Pictures

MusicA social experience

Nature

Self-reflection

Ask the Right Questions!

Someone with a high Verbal Linguistic Intelligence

Likes to: read, write and tell stories.

Is good at: memorizing names, places, dates and trivia.


Verbal-Linguistic

How can I use the spoken or written

words?

Mathematical

How can I bring in numbers, calculations and logical

thinking skills?

Musical

How can I use music, sound or set information

in a rhythmic framework?

Visual-Spatial

How can I use visual aids, colour and

imagery?

Interpersonal

How can my children work cooperatively in

pairs/group?

Intrapersonal

How can I evoke personal feelings,

memories and encourage reflection?

Naturalist

How can I bring in concern for the

environment and a passion for the living

world?

Bodily-kinesthetic

How can I involve body movement or hands-on

experiences?

When planning a lesson

Ask yourself…

a b c

Learns best by: saying, hearing and seeing words.

Someone with a high Mathematical Logical intelligence

Likes to: do experiments, figure things out, work with numbers, ask questions and explore patterns and relationships.

IS GOOD AT: Math, reasoning, logic and problem solving.

LEARNS BEST BY: categorizing, classifying and working with abstract patterns/relationships

Someone with a high Musical Intelligence

LIKES TO: sing, hum tunes, listen to music, play an instrument and respond to music.

IS GOOD AT: picking up sounds, remembering melodies, noticing pitches/rhythms and keeping time.

LEARNS BEST BY: rhythm, melody and music.

Someone with a high Bodily-Kinesthetic Intelligence

LIKES TO: move around, touch and talk and use body language.

IS GOOD AT: physical activities (sports/dance/acting) and crafts.

LEARNS BEST BY: touching, moving, interacting with space and processing knowledge through bodily sensations

Someone with a high Inter-personal Intelligence

LIKES TO: have lots of friends, talk to people and join groups

IS GOOD AT: understanding people, leading others, organizing, communicating, manipulating and mediating conflicts.

LEARNS BEST BY: sharing, comparing, relating, cooperating and interviewing.

Someone with a high Intrapersonal Intelligence

LIKES TO: work alone and pursue own interests.


IS GOOD AT: understanding self, focusing inward on feelings/dreams, following instincts, pursuing interests/goals and being original.

LEARNS BEST BY: working alone, individualized projects, self-paced instruction and having own space.

Someone with a high Visual Spatial Intelligence

LIKES TO: draw, build, design and create things, daydream, look at pictures/slides, watch movies and play with machines.

IS GOOD AT: imagining things, sensing changes, mazes/puzzles and reading maps, charts.

LEARNS BEST BY: visualizing, dreaming, using the mind's eye and working with colors/pictures.

Someone with a high Musical Intelligence

LIKES TO: sing, hum tunes, listen to music, play an instrument and respond to music.

IS GOOD AT: picking up sounds, remembering melodies, noticing pitches/rhythms and keeping time.

LEARNS BEST BY: rhythm, melody and music.

Someone with a high Naturalist Intelligence

LIKES TO: Likes to work in the garden, read plants and animals, read nature magazines, go hiking, walk outside

IS GOOD AT: Knows the names of rocks, flowers, birds and animals.

LEARNS BEST BY: Being outdoors and interacting with nature.

Benefits of using MI approach in our classes


Multiple intelligences approach encourages teachers to regard intellectual ability more broadly. It helps the teacher understand the child’s learning style.

Knowing a child’s learning can help a teacher:

To establish effective learning environments and encourage learning readiness Produce more effective learning that leads to higher success and achievement in school Help a child learn how to learn Deal with children who are labeled as ‘problem children’ Run a ‘leveled’ class Introduce collaboration in class Help introduce individual education plans Establish effective learning environments

Application of MI theory can help students learn better:

Students begin to understand how they are intelligent They become ready and willing to learn, they Explore and investigate Search, examine and scrutinize Question, ask and interrogate Discern and judge and put facts together Gain knowledge, wisdom and understanding They learn to learn… They develop their own learning styles

Assignment and Strategies based on the intelligences:

Steps that the teachers could follow:

Use seven steps planning process given below Select the specific expectation for learning (skill, knowledge, and theme). Ask how you can use the elements suggested in the chart below (e.g. the Linguistic

Intelligence). Consider possible methods and materials. Brainstorm as many teaching approaches as possible for each intelligence. Brainstorming

with colleagues may stimulate more ideas. Select and circle appropriate activities. Use the selected approaches to design a lesson plan or a unit around a specific objective. Implement the plan. Gather the required materials; select an appropriate time frame (e.g.

the plan might incorporate all seven


Intelligences in one day’s lesson, or sequentially over seven days), and carry out the plan. Revise as needed.

Creating Multiple Intelligence Lesson Plan

Lets get the concept to the classroom:

Notes:


I. Types of Intelligences II. Types of Assignment and Strategies

Verbal-Linguistic Intelligence ¨ Write stories, poems, essays, reviews

¨ Research projects¨ Present, debate, brainstorm

Logical/Mathematical Intelligence

¨ Classify, determine sequence¨ See cause and effect¨ Make a video

Visual/Spatial Intelligence Ø Create collages, posters, board game

Ø Create slide show, videoØ Use graphs, charts, mind map

Musical Intelligence 1. Present with musical accompaniment

2. Create new lyrics to songs3. Create jingle, rap or song

Interpersonal Intelligence ¨ Discussions¨ Cooperative learning¨ Peer evaluation of presentation

Intrapersonal Intelligence Set goals Reflect/self-evaluate Study independently

Bodily-Kinesthetic Intelligence ¨ Perform plays, dramatization¨ Go on field trips¨ Role play

Naturalistic Intelligence Collect specimens...rocks, plants, leaves etc

Visit to zoo, botanical garden, ruins, trekking etc.

.

By Ruskin Bond


A Lesson By:

Ruskin Bond The Tiger in

The Tunnel

Visual Intelligence

Go to library and look for pictures of other endangered species of India. Make a scrapbook of the same with pictures and sketches

Spatial Intelligence

From a map of India highlight tiger habitats

Create a poster on conservation of endangered animals

Linguistic Intelligence

Write a poem/story detailing tiger’s journey through the tunnel

Mathematical Intelligence

Collect data from Internet and graph out the decline of a specific endangered species over the past 100 years.

Analyse the data in the form of %ages and charts.

Logic/Problem-Solving

Have students’ list 5 to 10 possible reasons for the decline of species

Interpersonal Intelligence

Debate/play on topics pertaining to wild life

Naturalistic Intelligence

Class trip to any national park/zoo.

Subject: English Topic: The Tiger In The Tunnel (Class 10 ICSE) By Ruskin Bond


Interpersonal

Group Activity

Verbal-LinguisticAnalysis of edicts.

Compare and contrast to the present day based on an imaginary interview

MathematicalTimeline of Ashoka in

relation to Buddha

MusicalRepeat the Buddhist

chant – Budham Sharanam Gachami

Compose a chant of your own on peace and harmony

Create an edict for the future

Visual-SpatialCreation of models of edicts, Ashoka's pillar

using clay, thermocol/computer

IntrapersonalList out at least 5

events that have caused pain and hardship to the Indians

Which policy of Ashoka could be followed today to prevent such

NaturalistThink of a tree that

could be named after a great person

Find out more about the Ashoka tree

Bodily-KinestheticRole play: Ashoka meeting Buddha after the war of Kalinga.

Subject: Social Studies, Topics: Ashoka Class:6 (CBSE):

At first, incorporating all 8 intelligences into your lessons may seem discouraging. But once you are comfortable with your comprehension of MI, you will feel more comfortable teaching with MI strategies.

Here are some tips –


ROCKS

Mathematical Intelligence

Make a pie charts, bar or column graph with the thickness and density of the three layers of the interior of the earth

Spatial Intelligence

A diagram of the structure of the earth.

3D models of the 3 layers of the earth

Linguistic Intelligence

A poem on types of rocks and their uses

Kinesthetic Intelligence

A role-play on rocks used in the construction of important buildings or monuments of IndiaNaturalistic

Intelligence

Collection of rocks in your location and name them

Interpersonal Intelligence

A debate on the effect of quarrying

Logical-Mathematical

Outline the stages of photosynthesis, using scientific principles, laws or theorem

P

H

O

T

O

S

Y

T

H

E

S

I

S

Bodily- Kinesthetic

Create a pantomime or tableau to illustrate photosynthesis

Interpersonal

Interview an expert on the relevance of photosynthesis to environmental management

Spatial

Create a poster comparing photosynthesis to three similar scientific processes

Linguistic

Write a 500-word essay describing all phases of photosynthesis

Naturalistic

Compare and contrast photosynthesis processes among three distinctive plant families- use words, photos, art

Intrapersonal

Your feelings about a personally transforming experience similar to photosynthesis processes

Musical

Musical composition of photosynthesis

…a song

Subject: Science, Topic: Photosynthesis, Senior Class-All Board

Subject: Geography Topics: Rocks Class 8 (CBSE):

Tips to the Teachers:

Don’t always try to teach every lesson in all 8 different ways. You will burn out, your students will burn out, and MI will end up being another teaching strategy thrown out the window.

Teach every lesson relating to few intelligences like say two different ways -- maybe linguistically and musically -- just concentrate on those two ways. For the next lesson, incorporate two other intelligences.

Inform your students about the intelligence you are using and design the themes, activities based on them and let them also focus on those.

Measure the students’ intelligences and ensure to develop the recessive intelligences in the students.

Keep the activities short and simple. Encourage the students to find ways to learn and understand better using the intelligences. The teacher could use the multiple intelligences while the groups are presenting their

learning to the larger group. Another way of incorporating MI into lessons is to change the focus of intelligences weekly. Ask students to do their homework musically for one week and visually the next. Have musical reviews and design shows during the week so students can ‘turn in’ homework. Then one week have students pick what kind of intelligence they would like to use to do their homework.

Lesson Assessment in Multiple Intelligences

Once the lesson is taught incorporating some of the multiple intelligences, the teacher can assess the lesson plan using the following strategy.

The Assessment Plan

What all intelligences did this lesson address? Which students seemed most interested and intrigued? Which students seemed disinterested? Were there any behavioural problems during the lesson? Were these problems possibly

related to an intelligence i.e. talking, drawing.... What could I have done differently to make the lesson more interesting to more students? How else could I have taught this material using different intelligences? What was my favourite aspect of this lesson?

So, it’s ideal to use multiple intelligences theory to help children succeed on their own terms instead of the standard I.Q. meaning of genius.


Notes:


Documents

TEP Manual