Pintsteins 2008-2009 Elementary Highly Gifted Option Topics for Tonight • Rationale • Plan • Feedback Plan • • • • • • 9 Wednesdays Same Day as PLC days plus one more-4/22 11:45pm- 1:00pm Located at Runyon Elementary School 27 Invited from across district, scattered in 11 LPS elementary schools Students bring lunch, have time to socialize with like peers Rationale • “We need to prepare students to think, analyze, • synthesize, and evaluate information.” Dr. Sue Teele “The ability to produce a product or solve a problem that is valued by a culture or a society.” The definition of intelligence as written by Howard Gardner, Educational Psychologist at Harvard University Factors Influencing Intelligence • Genetics • Personal Life History • Geographical and Cultural Situations Content- Curriculum based upon : Howard Gardner’s Multiple Intelligences (“Not how smart you are, but rather, how are you smart.”) • • • • • • • • Linguistic Logical-Mathematical Visual-Spatial Bodily-Kinesthetic Musical Intrapersonal Interpersonal Naturalist Linguistic • Students understand life through language • Read/write/listen/speak-enjoy and excel at one or more • • • • • • of these Strong auditory skills Remember names/places/dates/trivia Enjoy jokes, tall tales, puns, stories Well-developed vocabulary Effective communicators Authors, journalists, poets, comedians, public speakers, librarian, speech pathologist, radio or tv announcer, attorney Logical-Mathematical • • • • • Patterns categorize relationships Need order in life-may be a list maker Enjoy math, computer spreadsheets and databases Excel at problem solving and thinking logically Enjoy using scientific method and conducting experiments • Clear analytical, logical thinkers • Good at strategy games such as Chess, Checkers. Tendency toward competitiveness • Engineers, scientists, economists, accountants, detectives, auditor, statistician, mathematician, computer analyst and attorney Visual-Spatial • Process and think in pictures or visual manner • Excel at art, jigsaw puzzles, origami, map reading • Tendency to daydream, or experiences vivid dreams at • • • • night Notice and enjoy details Are good at spatial tasks-can tell if something will fit in a certain box, can assemble items without reading directions Benefit from visual presentations, graphic organizers, color coding, mind mapping, etc. Architects, sculptors, painters, sailors, photographers, engineer, surveyor, urban planner, interior design, photographer, pilot and other artistic fields Bodily-Kinesthetic • Learn through movement • Needs to move while learning, will find way to move if • • • • • necessary Enjoy hands-on, active, role-play, simulations in class Exhibit good coordination Tendency to tap/twitch/fidget Good abilities in sports, dance, active pursuits Athletes, dancers, actors, artists, builders, surgeons, craftpersons, physical therapist, forest ranger, jeweler Musical-Rhythmic • • • • • • • Sensitive to sounds in environment Enjoy and appreciate music Perhaps play an instrument Good sense of rhythm Hum, tap, clap often Benefit from raps, singing, chanting, clapping to learn material Musicians, composers, recording engineers, conductor, choral director, piano tuner Interpersonal • • • • • • • • Socializes and interacts with others Many friends Can display empathy and relate well Pulls energy from being with other people Organize, manipulate, communicate with other people Enjoys cooperative learning Involved in the emotions of others Teachers, therapists, politicians, religious leaders, administrator, manager, nurse, entrepreneur, and people in the sales field Intrapersonal • Self-aware, ability to reflect and self-analyze • Thinks about self, contemplates one’s own behavior and • • • • • • feelings Strong willed, opinionated Takes a stand, others aren’t sure what to think about this Reclusive-decides who can come in- (can cause struggleinterpersonals burst in, intrapersonals don’t let them in until ready) Intuitive Non-conforming Philosophers, counselors, therapists, theologian, program planner, entrepreneur and people performing at top in all fields Naturalist • Ability to recognize/distinguish plants and animals • Can make important distinctions in nature and use this ability for • • • • • • productive purpose Enjoy collecting, analyzing, and classifying information Enjoys applying new knowledge to nature (learns everything he can about dinosaurs compares new theories to his own opinions as they come forward for “fit”) Collect objects from nature Enjoys spending time outside Wants to watch natural occurrences (stars, weather, moon) and record observations. Botanist, farmer, conservationist, environmentalist, biologist, paleontologist, gardener, astronomer, wildlife illustrator, chef, geologist, landscape architect Class Format • Power Point about each of the Multiple Intelligences- one per class (*Eat) • Video about person who embodies this particular intelligence (*Eat) • Activity to experience the intelligence • Time to reflect/journal about what they have learned Topics for the Videos • • • • • • • • Edward R. Murrow Richard Feynman MC Escher Virtuoso Violinists Leonardo Da Vinci Nuns of the St. Francis Order Eleanor Roosevelt Ansel Adams How do you know what your child has synthesized from class? • Additional class meeting scheduled for April 22nd . • Students will create a project that reflects their own intelligences • Students will present their intelligences project at the Parent Night Celebration April 28th. Feedback • Student I met new friends. There were people in my class who understood me and were like me. I liked having a chance to meet some kids who would be going to my middle school I had a lot of fun. Feedback • Parent I just wanted you to know how much my son enjoyed the Pintsteins program. He was a little hesitant at first, but I believe he really benefited from the program. Thank you! Anything that helps these kids accept who they are, especially at this age is very important, and this class helped a lot in strengthening them to handle the rest of their school week. “Most teachers waste their time by asking questions which are intended to discover what a pupil does not know, whereas the true art of questioning has for its purpose to discover what the pupil knows or is capable of knowing.” Albert Einstein Resources • Presentation by Dr. Sue Teele on Multiple Intelligences • St Augustine’s College list of MI careers • Howard Gardener’s books and website • Kagan Multiple Intelligences pamphlet • New City School’s book Multiple Intelligences: Teaching Through the Personal Intelligences