COURSE TITLE:
HOLIDAYS & FUN DAYS:
Activities for Elementary & Early Childhood Education
NO OF CREDITS:
6 QUARTER CREDITS
[semester equivalent = 4 Credits]
INSTRUCTOR:
SHERRY BOZORTH, M.A.I.S.
360/225-6186
bozdv54@gmail.com
WA CLOCK HRS:
OREGON PDUs:
60
60
SUPPLEMENTARY MATERIALS
SECTIONS 1A, 1B, 1C, 1D
Fuller, Cheri, Talkers, Watchers, & Doers, Pinon Press, 2004, ISBN 1-57683-599-5, 168 pages
SECTION 1A:
Page 51 “By using the whole brain approach,” said Dr. Wanda Draper, psychiatrist and professor at the
University of Oklahoma Medical School, “you are using the right hemisphere to map out or illustrate what the
left hemisphere has reasoned or deduced.” She and other experts maintain that when you use these two
parts of the brain together you increase your thinking capacity, understanding, and retention. Combine music
and language and you’ll be helping kids learn with both sides of the brain.
SECTION 1B:
Pages 73 & 74 “Here are some more strategies to help movers learn skills they need to succeed in school:
• Spelling snakes – Print spelling words on a laminated piece of construction paper. Roll out “snakes”
or long pieces of clay. The student puts clay over the letters so that the spelling words are written
with clay.
• Cookie-sheet words – Write spelling words with play dough or shaving cream, or in cornmeal on a
cookie sheet.
• Globe find – Your child and a friend each have a globe. Call out a country, ocean, or continent, and
say, “Go.” The one who runs across the room and places her finger on the correct spot on the globe
first wins that round. You can also drill your child individually.
• Map find – With a U.S. map, call out a capital, abbreviation, motto, or state nickname and say, “Go.”
Your child runs over to the map and touches the correct state to gain a point.
• A portable magnetic drawing/writing board – This is a great (way) to write spelling words or practice
working math problems. You can find them in toy and learning stores (good in car, desk, or small
space).
• Rap song or cheer – Make up a rap or cheer with spelling or vocabulary words. Putting words
together with big movements, rhyme, and language is a dynamic combination.
• Puzzles – Puzzles are great for learning the fifty states and the continents.
• Sign language – One child I know had a hard time with spelling. Her mom taught her sign language
in the fourth grade, and from then on when she studied, she spelled them aloud while simultaneously
spelling them in sign language. She immediately learned and remembered the words.
• Simon Says – This game is good practice in following directions while integrating movement and
play. The person being Simon says to the players, “Simon says pat your head while jumping up and
down four times.” Players do the actions only if the leader says, “Simon says” before the instruction.
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SECTION 1C:
Pages 127 & 128 – Ways to develop spatial and visual talent:
Provide markers, paper, charcoal, brushes, a good pair of scissors, modeling plastics, an easel, and
other art materials. Unusual art supplies for crafts such as origami, the Japanese art of paper folding, are
helpful. Origami is a wonderful way to learn about the many possible relationships between different shapes.
Children can make birds, giraffes, boats, or party hats out of the origami paper (instruction books with colorful
paper are available at children’s bookstores and craft shops). Lessons in pottery making or drawing could be
helpful.
Provide games like checkers, chess, and three-dimensional tic-tac-toe and computer graphics
programs like Paintbrush or Picturewriter that stretch visual abilities.
Try tangrams, two-dimensional geometric pieces (such as squares, triangles, rectangles) that can be
arranged to make formations and shapes like animals or houses or to fit in a tangram puzzle book. Spatially
talented kids love the challenge of tangram puzzles.
Encourage projects like assembling models of airplanes or rockets, or inventing things. Most
important, follow your child’s interests, whether that is drawing milk cartons in perspective, making paper
airplanes, or painting murals.
Go on walks in new, unfamiliar terrain and encourage your visualizer to draw maps of where he’s
been.
SECTION 1D:
Pages 136 & 137 – How teachers teach – It also helps to understand that a teacher’s instructional style can
have a major effect on how your child performs in the classroom. The way teachers teach tends to emerge
right out of our own learning style – especially under time pressure when there’s a lot of material to get
across. Some teachers prefer a quiet environment in the classroom and assign a lot of silent reading. Some
do lots of hands-on experiments and projects. Others do an abundance of talking and explaining to get
concepts across to their class.
These styles interact with kids’ weaknesses and learning styles. A surefire way to stifle learning for
the visual student is to say everything aloud, rapidly, and not to write any information on the board. For the
auditory student, saying “Shhh!,” having a no-talking-while-learning rule, prohibiting questions, and
mandating that all reading be silent can produce problems. For the doer child, saying “Be still! No moving!
Stay in your seat! and “Stop drumming your fingers” combined with all pencil and paper assignments and
little or no hands-on activity is a sure deterrent to learning.
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COURSE TITLE:
HOLIDAYS & FUN DAYS:
Activities for Elementary & Early Childhood Education
NO OF CREDITS:
6 QUARTER CREDITS
[semester equivalent = 4 Credits]
INSTRUCTOR:
SHERRY BOZORTH, M.A.I.S.
360/225-6186
bozdv54@gmail.com
WA CLOCK HRS:
OREGON PDUs:
CEUs
60
60
6.0
SUPPLEMENTARY MATERIALS
SECTIONS 2A, 2B, 2C, 2D, 2E
Armstrong, Thomas, Ph.D., In Their Own Way, Discovering and Encouraging Your Child’s Multiple
Intelligences, Penguin Putnam Inc., 2000, ISBN 1-58542-051-4, 269 pages
SECTION 2A:
Pages 12 & 13 – It’s time for the schools, and parents as well, to start focusing their attention on the inner
capabilities of each and every child. We’ve known for many years that human beings use only a small
fraction of their potential. If that’s true, then in even the most brain-damaged person there’s a tremendous
potentiality hidden within that is going untapped…Too many classrooms around the country still rely heavily
on worksheets and lectures and give students few opportunities to build, draw, perform, role-play, or engage
in other active learning methods.
SECTION 2B:
Pages 16 – 20 – Eight Kinds of Smart –
Linguistic Intelligence: Word Smart – is the ability to use words effectively. A look at the traditional 3 Rs of
school life reveals that linguistic intelligence takes up at least two-thirds of them: reading and writing. Within
these two activities, there are a broad range of linguistic capacities, including spelling, vocabulary, and
grammar. Linguistic intelligence also is concerned with speaking ability. This is the intelligence of the orator,
the stand-up comedian, the radio personality, or the politician who often use words to manipulate and
persuade. In everyday life, linguistic intelligence comes in handy for talking, listening, reading everything
from E-mail messages and letters to poetry and office reports.
Logical-Mathematical Intelligence: Number Smart – involves the capacity to work well with numbers
and/or to be adept at logic or reasoning. This is the intelligence that a scientist uses when she creates
hypotheses and rigorously tests them against experimental data. It is also the intelligence used by a tax
accountant, a computer programmer, or a higher mathematician. Of course, the rest of us need to use this
intelligence to balance our checkbooks, comprehend the national debt. Or understand the latest newspaper
report on genetic research. Some people seem to have a knack for numbers or logic, while others moan
inwardly whenever a math problem or science concept comes up.
Spatial Intelligence: Picture Smart – This is the intelligence of pictures and images. It involves the ability to
visualize pictures in one’s head or to create them in some two- or three-dimensional form. An artist or
sculptor possesses this intelligence in strong measure, as does an inventor who can visualize new inventions
before drawing them on paper…We need this intelligence for everything from decorating our homes or
landscaping our backyards to reading an office flow sheet or appreciating a work of art at a museum.
Bodily-Kinesthetic Intelligence: Body Smart – whole body (athlete, dancer, mime, actor), as well as the
intelligence of the hands (machinist, a seamstress, carpenter, surgeon)…Our society depends on people
with good fine-motor coordination in a wide range of fields, including construction workers, assembly-line
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workers, mechanics, plumbers, and repair people of all kinds…In the everyday world, we kneed to use body
smart for everything from unscrewing a jar of mayonnaise and working under the hood of a car, to playing
competitive sports or doing the jitterbug at a local swing club.
Musical Intelligence: Music Smart – involves the capacity to carry a tune, remember musical melodies,
have a good sense of rhythm, or simple enjoy music. In its higher forms, it includes the divas and piano
virtuosos of culture. But while it is often associated with entertainment, there are many practical careers in
life that require some degree of musical intelligence, including disc jockeys, sound engineers, piano tuners,
electronics salespeople, and music therapists. In everyday life, we benefit from being musically smart
whenever we sing in a choir, pick up a musical instrument, or enjoy music on TV, Radio, or CDs.
Interpersonal Intelligence: People Smart – understand and work with other people… people smart takes
in a lot of territory, from the capacity to feel empathy for another person (such as a counselor might possess),
to the ability to manipulate large groups of people toward a common end (such as a political dictator or a
CEO of a large, corporation might have). ….includes the ability to “read people” (e.g. to size them up within a
few seconds), the capacity to make friends, and the skill that some people have to walk into a room and
immediately begin making key business or personal contacts…..It is essentially the intelligence of selfunderstanding, of knowing who you are…. of knowing what you’re good at and what you’re not good
at….being able to reflect upon one’s life goals and to believe in oneself. …. Important for entrepreneurs and
other self-made individuals who need to possess the requisite self-discipline, confidence, and self-knowledge
to enter into a new field or business. Similarly, counselors, therapists, and others who work with personal
emotions and motivations use this intelligence to help others develop a better sense of who they are.
Naturalist Intelligence: Nature Smart - …involves the ability to identify the natural forms around us: birds,
flowers, trees, animals, and other fauna and flora. …Includes sensitivity to other natural forms, such as cloud
formations and geological features of the earth…required in many kinds of occupations, including biologist,
forest ranger, veterinarian, and horticulturist. In everyday life, we use this intelligence when we’re planting a
garden, camping with friends or family, or supporting local ecological causes.
SECTION 2C:
Page 59 – Children seem to have an intuitive sense of what kind of enriched environment they need to
support their own neurological; development. In Goodlad’s study, they identified their preferred learning
activities as building or drawing things, making collections, going on field trips, interviewing people, acting
things out, and carrying out independent projects – in other words, participating in activities that engage all
eight of the basic kinds of intelligence. Unfortunately, these activities were rarely observed in visits to over
1,000 classrooms.
SECTION 2D:
Page 167 – Education Through All the Senses - … Children are in their element when surrounded by
things they can simultaneously hear, see, touch, taste, and smell…Supply your child with brightly colored
paper fro writing assignments. Buy her scratch-and-sniff books or books with unusually textured paper. Mix
up pudding or other creamy foods to use as finger paint in writing words and numbers or help her create
letters out of bread dough. Use Cheerios, raisins, or peanuts as counters in doing math….. Act as a “guide”
for your blindfolded child during walk sin nature where she can attend to the sounds, smells, and textures of
the outdoors. Provide a sensory-rich play environment; with optical illusions; smell bottles (little film
containers with different scents inside); texture boards (plywood with rug swatches, silk rubber, felt, and other
tactile materials attached to its surface); and sound boxes (sealed boxes with mystery sounds inside). Allow
kids to engage in natural multisensory experiences, including cooking, building dams and forts, water play,
creative movement, dramatic improvisation, and such tactile art activities as clay sculpting or making threedimensional collages.
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SECTION 2E:
Page 170 – Palming – (for relaxing the eyes while reading)
• Take off glasses, hats, or other obstructions around the eyes.
• Sit upright in a straight-backed chair with relaxed posture and a straight spine and neck.
• Rub your hands together until they are warm.
• Cup the palms of your hands and place one over each eye, palms inward, so that the heels of your
palms touch your cheekbones. Do not press or rub up against the eyes at any time.
• Close your eyes and begin gently massaging the muscles around your eyes. Use a table as a
support for your elbows if your arms get tired. Feel the spaces behind and around your eyes getting
loose and relaxed. Let your jaw and shoulders drop a bit as you relax them, too.
• When you feel ready to stop, open your eyes slowly and continue to feel the relaxation in and around
your eyes as you return to your reading.
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COURSE TITLE:
HOLIDAYS & FUN DAYS:
Activities for Elementary & Early Childhood Education
NO OF CREDITS:
6 QUARTER CREDITS
[semester equivalent = 4 Credits]
INSTRUCTOR:
SHERRY BOZORTH, M.A.I.S.
360/225-6186
bozdv54@gmail.com
WA CLOCK HRS:
OREGON PDUs:
CEUs
60
60
6.0
SUPPLEMENTARY MATERIALS
SECTIONS 3A & 3B
Dunn, Rita, and Dunn, Kenneth, Teaching Elementary Students Through Their Individual Learning
Styles: Practical Approaches for Grades 3 – 6, Allyn and Bacon, 1992, ISBN 9-2-5-13221-9, 529 pages
SECTION 3A:
Pages 58 & 59 – (setting up classrooms for all learners)
• places where several students may meet to discuss what they are learning
• well-lit reading areas
• warmer areas
• desks or tables and chairs
• sections that permit responsible students to work without direct supervision
• sections that permit students to work alone, with a friend or two, in a small group, with an adult, or in
any combination thereof, provided they show academic progress
• essentially quiet and screened study areas for individuals or pairs
• darker sections for media viewing, photography, or dramatizations
• cooler areas
• carpeted informal lounge sections with easy chairs, a couch, bean bags, and/or pillows
• sections that permit close supervision of less responsible students
• an area where snacking may be available (preferably raw vegetables and fruits, nuts, and other
nutritious foods
SECTION 3B:
Pages 340 & 341 (activities for each learning style)
Auditory: lecture, oral report, court trial, panel discussion, debate, tape recording, song, poem, mini-operetta,
musical performance, skit, puppet show, verbal game, travel lecture, taped scenario – poem – or story, play,
videotape, television program, radio show, verbal fairy tale, down-through-the-ages folklore, retold “most
exciting” ending, quiz show, choral song answering questions like the most interesting – most humorous –
most unlikely ending possible, comic routine, 10 o’clock new report to the nation
Kinesthetic: conduct a survey, design a questionnaire, create a Multisensory Instructional Package, simulate,
create a game, build a machine, create an invention, develop a product, campaign for a belief, perform,
dramatize, demonstrate through ballet, videotape, photograph, interview, advertise, apply for, put on a
puppet show, interpret, design a floor maze/game, role-play, act out what you would have done
Visual (Pictoral): diagram, map, graph, chart, photograph, illustration, display, cartoon, collage, mural, flip
book, historical time line, collection of relics, coloring book, poster, slide show, television show, filmstrip,
movie, book jacket, costume, picture game
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Tactual: model, puzzle, Programmed Learning Sequence, scrapbook, sculpture, poster, display, stitchery,
cartoon, Flip cards, Set of task cards, collage, stage setting, character paper dolls, three-dimensional map,
artistic display, coloring book, mobile, job description, diorama, collection, sand table representation,
tapestry, jewelry of the time, life-size replica, woven/sewn items, chart, directions for.., highlight the most..,
review, illustrate, pictorial, computer program, pantomime, graph, list new information, crossword puzzle,
journal, edited story, newspaper, letter to a friend, written review, symbol-story
Visual (Words): book of poems, poem, diary, lyric, original story tall tale, written report, book review,
biography, editorial, comparison between/among, collection of articles, crossword puzzle, advertisement,
imaginary letter, magazine article, newspaper article, letter to a legislator, test/quiz, scramble word game,
campaign report, advertisement
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