COURS TITLE:
SO EACH MAY LEARN:
INTEGRATING LEARNING STYLES & MULTIPLE
NO OF CREDITS:
1 QUARTER CREDIT
[semester equivalent = 0.66 credits]
WA CLOCK HRS:
OREGON PDUs:
INSTRUCTOR:
MARY ANN JOHNSON, M.ED ADM.
maryajohnson-advisor@comcast.net
206/367-8058
10
10
LEARNING ENVIRONMENT:
This course requires assignment responses to be posted in a password-secured ONLINE website hosted
by The Heritage Institute.
COURSE DESCRIPTION:
You will have a wonderful time exploring the ideas in this book. The authors keep one eye on
your own search for self-knowledge by providing personal assessment profiles in Appendices A and B,
and then go on to show you why and how it would be possible to provide the same kind of awareness of
personal preferences and strengths for your students.
The authors are committed to three goals: effectiveness, practicality and fairness for you and
your students. As they say in their conclusion, “One of the best places to start when deciding how and
where to use the ideas from this book is at the ʻAre-we-having-fun-yet?ʼ rule,” because brain research
suggests that learning, experimenting, and making connections are highly pleasurable activities. And
much of staff development seems to need a little less rigor and a little more vitality. And if you are
wondering how to put differentiated instruction more easily into your diverse classroom, this book is one of
the most enjoyable, sensible, and fascinating books to launch or enhance your efforts.
Additional cost for required textbook is approximately $18-$22 depending on purchase source.
LEARNING OUTCOMES:
Upon completion of this course, participants will have:
1. Acquired a new look at both the model of Learning Styles and the model of Multiple Intelligences, with
a chance to revisit your own preferences in each area
2. Learned an original description of the blending of these two models, showing how they relate and
complement each other and provide you with finer tuning in your insights into your studentsʼ strengths
3. Acquired a myriad of examples for more lively and successful teaching of your required curriculum
using your own style and providing for the students with alternate styles
4. Developed a rationale and plan for helping students learn more about their own style preferences and
strengths, if you choose to do that with them.
COURSE REQUIREMENTS:
Participants will complete assignments and post responses online to specific questions outlined for each
assignment. Completion of all specified assignments is required for issuance of hours or credit. The
Heritage Institute does not award partial credit.
HOURS EARNED:
Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns
participantʼs their choice of 10 Washington State Clock Hours or 10 Oregon PDUs. The Heritage Institute
is an approved provider of Washington State Clock Hours and Oregon PDUs. UNIVERSITY QUARTER
So Each May Learn
1
Rev 4/1/2012
UNIVERSITY QUARTER CREDIT INFORMATION
REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT
Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires
75% or better for credit at the 400 level (Upper Division) and 85% or better to issue credit at the 500 level
(Post-Baccalaureate). These criteria refer both to the amount and quality of work submitted.
1. Completion of Information Acquisition assignments
30%
2. Completion of Learning Application assignments
40%
3. Completion of Integration Paper assignment
30%
CREDIT/NO CREDIT
Antioch University Seattle (AUS) Continuing Education (CE) Quarter credit is offered on a Credit/No
Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to
a “C” or better, 500 level credit is equal to a “B” or better. This information is on the back of the transcript.
AUS CE quarter credits may or may not be accepted into degree programs. Prior to registering determine
with your district personnel, department head or state education office the acceptability of these credits.
ADDITIONAL COURSE INFORMATION
COURSE MATERIAL and/or TECHNICAL REQUIREMENTS
You will need high-speed (DSL) Internet access in order to view online resources. Some of the reading
materials may be provided in the online environment as PDF documents, a format readable by with
Adobe Acrobat Reader. You may download a free copy of Acrobat Reader from our website.
REQUIRED TEXTBOOK:
• So Each May Learn: Integrating Learning Styles & Multiple Intelligences by Harvey F. Silver, Richard
W. Strong, and Matthew J. Perini. 125-pages, ASCD. Also Available from Amazon for about $20.
• For additional reading access an annotated Master Bibliography for this course that enhances any
teacherʼs toolbox. The Bibliography can be downloaded where you got this syllabus on www.hol.edu.
GETTING STARTED:
• After registering for the course, you will be sent an email with the website address, password and
course key you need to access your online course, along with log in instructions.
• Access each assignment listed here in the online course environment and enter your responses.
• Write your responses in a WORD document and then ʻcopy/pasteʼ them into the Responses box.
• When all assignments are completed, CLICK the 'ALL ASSIGNMENTS COMPLETED'. The instructor
will be notified that you have completed all assignments.
• After the instructor reviews your work and enters his responses you will be notified by email. You will
be instructed to log in and view those responses. SAVE a copy of assignments and responses.
NOTES TO ALL PARTICIPANTS:
• You are not required to be present (i.e. online) specific days or times. You will work at your own pace.
• All responses will be posted online. Large documents, files, photographs or PowerPoint presentations
may be attached as part of your response by using the “Share A File” option.
• You may work collaboratively and submit similar responses on all assignments except the Integration
Paper, which must be individually authored.
• To maintain privacy, please do not refer to students in your papers by their actual names, but rather
use an alias or designation such as “Student A.”
So Each May Learn
2
Rev 4/1/2012
ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT
A.
INFORMATION ACQUISITION
Assignment #1:
(a) Briefly introduce yourself and explain your interest in the topic.
From Chapter 1 “An Introduction to Multiple Intelligences”
(b) How has our view of intelligence changed and how does Howard Gardner define his “eight
intelligences”?
Assignment #2:
From Chapter 1: How do you feel about your own intelligence profile? After taking the Multiple
Intelligences Indicators for Adults in Appendix “A”, do you agree with the results? What new insights do
you have about yourself? How might your profile be both an asset and a liability in your personal and
professional life?
Assignment #3:
From Chapter 2: “An Introduction to Learning Styles”
What are the two ”perception” functions? What are the two judgment functions? How is judgment
different from perception?
Assignment #4:
From Chapter 2: What constitutes a learning style?
Assignment #5:
From Chapter 2: How do you feel about your own Learning Style Profile? After taking Learning Styles
Inventory for Adults in Appendix “B”, do you agree with the results? What new insights do you have about
yourself? How might your Learning Style Profile be both an asset and a liability in your personal and
professional life?
Assignment #6:
From Chapter 3 “Connecting the Models”
According to the authors, why do learning styles and multiple intelligences need each other? Explain the
four principles that help students get the most out of the learning process.
Assignment #7:
From Chapter 3: Describe the ideal student for your teaching. Which styles and intelligences would be
most pronounced? Now describe the student whose styles and intelligences are least compatible with
your teaching. What are the implications for your teaching practices?
Assignment #8:
From Chapter 4 “Integrated Curriculum, Integrated Instruction”
Think of a favorite lesson and audit it for its styles and intelligences. What is the connection to your
learning styles and multiple profiles, if any?
So Each May Learn
3
Rev 4/1/2012
Assignment #9:
From Chapter 4: Agree or disagree: A teacher can use many of the multiple intelligences and still teach
in only one style. Explain your answer.
Assignment #10:
From Chapter 5 “Designing Integrated Performance Assessment”
(a) How diversified are your own assessments? Which styles and intelligences do you emphasize?
underemphasize?
(b) Compare your own testing practices with those associated with “A Test Worth Taking” (Figure 5.14).
What principles are you currently paying attention to, and which do you need to consider adapting?
Assignment #11:
From Chapter 6 “Teaching Learning Styles and Multiple Intelligences to Students”
EITHER:
What fictional characters, real people, or celebrities might you use to exemplify particular styles and
intelligences? Why did you choose these people?
OR:
What are four principles for using Integrated Assessment Menus? Which of the samples in the figures
gave you the most insights?
Assignment #12:
From Appendix C
Which of the categories of teaching strategies would provide the most variety or stretch from your usual
strategies? Select two or three activities from these four categories that would supplement your usual
curriculum and style, or provide a novel approach. Tell why you chose them.
This completes the assignments required for Hours.
Continue to the next section for additional assignments required for University Quarter Credit.
So Each May Learn
4
Rev 4/1/2012
ADDITIONAL ASSIGNMENTS REQUIRED FOT UNIVERSITY QUARTER CREDIT
B.
LEARNING APPLICATION
(Required for 400 and 500 Level)
In this section you will apply your learning to your professional situation. This course assumes that most
participants are classroom teachers who have access to students. If you are not teaching in a classroom,
please contact the instructor for course modifications. If you are a classroom teacher and start or need to
complete this course during the summer, please try to apply your ideas when possible with youth from
your neighborhood, at a local public library or parks department facility, (they will often be glad to sponsor
community-based learning), or with students in another teacherʼs summer classroom in session.
Assignment #13:
Option A) Create at least one lesson plan that you could use based on an idea you learned from the book
used for this course. Describe the idea or essential question(s) you are employing, the grade level and
subject for which the lesson is intended, specifics for introducing the lesson, steps of the content, student
work requested, and expectation for gauging effectiveness.
OR
Option B) Reflect on the results of use of a strategy from this book, either one you have tried or hope to
try. Start by describing the strategy you employed (or hope to employ) and analyze the outcomes (real or
possible) with specifics.
OR
Option C) Analyze what reservations you think a teacher, administrator, parent and/or student might have
about using a strategy or issue advocated in this book. Describe why you think there is a reservation(s).
Create a response which acknowledges the reservation and presents information you have found in this
book or in additional reading you have done on this subject. (If you also have reservations, describe both
sides of the issue.)
500 LEVEL ASSIGNMENT
Assignment #14:
(500 Level Only)
In addition to the 400 level assignments, complete one of the following:
Option A) Create a presentation that could be given for a group of colleagues, based on your reading. It
can be in the form of a Power Point, or a “lesson plan.” The presentation should include a copy of any
handout(s) you will use. (If you ask for feedback, follow the “Peer Response as Part of Assignment
Response” directions in Choice #3.)
OR
Option B) Compare and contrast the material in this book with information you find in another book or
online research of articles. For online research, quote any important URL, write a summary of information
you found, and then compare/contrast with information in the book for this course.
OR
Option C) Do first hand interviews, including peer responses, of teachers/administrators in the district or
parent(s), student(s), or some other appropriate individual(s), and determine things like policy issues,
personal points of view, other important sources of information, and what does or doesnʼt work currently
in the area involved. Each interview event or individual response is rated as equivalent to three-four hours
of your work. How to do peer or interview response(s): -- use the following format:
a) Describe your interview questionnaire or topic you are presenting for peer review, and then
b) Post peer or interview response(s) to that assignment in the same response box. Use the
following format.
PEER RESPONSE or INTERVIEW RESPONSE
Respondent(s) Name:
So Each May Learn
5
Rev 4/1/2012
Relationship to you:
Date of response:
Comments of respondent (or summary of group response):
OR
Option D) Create an annotated bibliography of five or more books or articles related to the subject of your
course. The annotation should include Title, Author, Publisher (or URL), length of the book or article and
your review of information contained. Add your opinion of the value or your criticism of the contents of
each book or article, and rate the importance of the material in contrast to the subject of your course.
C.
INTEGRATION PAPER
(Required for 400 and 500 Level)
Assignment #15:
Complete the requirements for university quarter credit by submitting a final Integration paper (1-2 pages).
A heading is required; please use the following format.
Your Name:
Date:
Course Name:
Course Number:
Number of Credits:
Level: (400 or 500)
Advisorʼs Name:
Respond online to each of the 5 questions below. (First list the question and then write your answer)
1. What did you learn vs. what you expected to learn from this course?
2. What aspects of the course were most helpful and why?
3. What further knowledge and skills in this general area do you feel you need?
4. How, when and where will you use what you have learned?
5. How and with what other school or community members might you share what you learned?
INSTRUCTOR COMMENTS ON YOUR WORK:
Be sure to mark the “All Assignments Completed” section in the online course environment to
notify the instructor that you have completed the course.
Upon receiving notification of your completion of all course assignments, your instructor will provide final
written comments in the HOL online environment.
QUALIFICATIONS FOR TEACHING THIS COURSE:
Mary Ann Johnson, M.Ed Adm. has worked with students of all levels, from alternative high school to
gifted classes. She has also been a junior high vice principal and is now working with teachers for
continuing education in classes, distance learning and building leadership groups.
So Each May Learn
6
Rev 4/1/2012