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The MI Strategy Bank
800+ Multiple Intelligence Ideas for the Elementary Classroom
Ellen Arnold
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eBook - ePub
The MI Strategy Bank
800+ Multiple Intelligence Ideas for the Elementary Classroom
Ellen Arnold
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About This Book
Elementary educators learn to recognize how students learn bestâand adjust their lesson plans accordinglyâwith this handbook's Multiple Intelligence (MI)âbased strategies. Starting with a diagnostic interview for each child that helps teachers develop the best instructional methods for their classrooms, this guide provides hundreds of specific teaching methods that strengthen each of the eight intelligences in any classroom situation. Case studies from actual strength-based assessments (one for each of the eight intelligences) outline examples for how these strategies can be applied at any grade level to improve such skills as reading, writing, spelling, math, note taking, and listening, as well as to minimize behavior problems. In this updated edition, 50 specific strength-based interventions that range from vocabulary retention and reading comprehension to self-discipline and task completion show how each of the eight intelligences can be utilized in the teaching of a single lesson. A selection of grade-specific content includes using MI theory to teach story writing, singing, and democracy.
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1
STRENGTH-BASED INTERVIEWS
Ten Reasons to Do a Strength-Based Interview
- Every learner is unique and needs ways to celebrate his or her uniqueness.
- When students lose the belief in themselves, they cannot be successful.
- Creative learning is never boring.
- The responsibility for learning is the studentâs responsibility. But before students can take responsibility, they have to know what will work for them.
- In order to take responsibility for learning, the learner must be metacognitive.
- One teacherâs strategies may not work for the student, even though they may work for the teacher.
- Students who arenât effective in basic skills donât know what they need to do differently.
- MI provides a reframe for students, a positive paradigm so they can have hope for success. âJust because you canât do it one way, doesnât mean you canât do it. You just need to do it your way.â
- Unsuccessful students are tunnel-visioned in their use of strategies. The regular way didnât work and no one gives them permission to do it in an alternative way.
- Inappropriate behavior is often a signal of something the student is good at:
- The mover is demonstrating Body Smarts.
- The doodler is demonstrating Picture Smarts.
- The talker is demonstrating People Smarts.
- The one who says âletâs get to the pointâ is demonstrating Number Smarts.
- The hummer is demonstrating Music Smarts.
- The arguer is demonstrating Word Smarts.
Your job is to help students identify strengths from their areas of competence, and teach them how to build bridges from those areas to the thinking we want them to develop.
The strength-based interview is conducted in five parts:
Part 1: Setting the Tone and Gathering Strength-Based Information
Part 2: Identifying a Problem
Part 3: Brainstorming with the Team
Part 4: Using Strategies Diagnostically with the Learner
Part 5: Following Up
Before You Begin
Put together a supply of materials or props that will help you conduct a strength-based interview.
| ITEM | SOURCE |
| Plastic brain (or Koosh ball or sponge) | www.neuromart.com |
| 3 x 5 cards, some lined and some without lines | Stationery store |
| Pipe cleaners (cut in half, to use to fidget or build) | Craft shop |
| Plastic letters/Scrabble tiles in a divided sewing box | Garage sales |
| White board and colored markers, or white static paper | Stationery store |
| Cuisenaire rods or attribute blocks | School supply store |
| Small, battery-operated tape recorder or digital recorder (to replay the conversation so you can take accurate notes and then share them with parents) | Electronic supply store or department store |
| Franklin Homework Wiz Spell Checker with read-aloud key | www.franklin.com |
| Icons of eight intelligences, from page 31, on a small felt board (can be done in the shape of a brain) | Make this for yourself |
| Brilliant Brain Becomes Brainy! (Rochester, NY: Arncraft, 1997) | www.arncraft.com |
| Eight toys or 3-D objects to represent the eight intelligences or Smart Parts | Your junk drawer |
The strength-based interview requires:
- Usually two sessions with the student, each approximately 20 minutes.
- A space where you are relatively free of distractions.
- A student whose primary issues are cognitive rather than emotional.
When you administer this interview, your job is to really listen. Listen not just to the overall content, but also to the wording and phrasing used, the verbs used, the way the learner describes his or her world. The questions below are meant to be options or prompts to get at the necessary information. You do not have to ask all the questions, nor use this exact wording. If you become stuck, the dialogue stimulators below are sure to work, but insert your own personality, your prior knowledge of the learner, or anything you have available to help you get at the key issues:
- How does this learnerâs brain work best?
- Under what conditions?
- Using which modalities?
- Using which intelligences or associations?
Part 1:
Setting the Tone and Gathering Strength-Based Information
Goals:
- Set the tone
- Identify the expert
- Have student verbalize individual strengths
- Structure the student into a metacognitive dialogue
- Record (tape or notes) the learnerâs perceptions and validate the learnerâs experiences
Breaking the Ice
First, open a dialogue with your interviewee: âOur reason for meeting today is to find out more about your brain and how it works. We all have different ways in which our brains are smart, and I want to find out more about your brain.â Alternatively, you can say, âYou are the expert on how your brain works. I am going to ask you a bunch of questions to get you thinking about how your brain works best. You are free to answer in words or pictures, or to build things with any of the materials on the table.â Have materials available from the list on page 3 that may be helpful to the child, such as markers, white board, pipe cleaners, plastic brain, Koosh ball, or other props.
Strengths
Photocopy the form on the next two pages. Use this form to ask questions and to record the studentâs responses. These questions have bee...