![• Gardner’s Eight Intelligences
• Verbal-Linguistic intelligence (word smart*)
• Logical-Mathematical intelligence (number/reasoning smart)
• Visual-Spatial intelligence (picture smart)
• Bodily-Kinesthetic intelligence (body smart)
• Musical-Rhythmic intelligence (music smart)
• Interpersonal intelligence (people smart)
• Intrapersonal intelligence (self smart)
Naturalist intelligence (nature smart)
[ Existential intelligence (“spiritually smart?”) ]
*Words in parentheses are Thomas Armstrong’s](https://image.slidesharecdn.com/theartoflearning-210917105050/85/The-art-of-Effective-learning-13-320.jpg)
The art of Effective learning
- 1. The Art of Effective Learning
- 2. • To know and not to do is not to know!” - Stephen Covey • “Kids who do the doing, and kids who do the talking . . . DO THE LEARNING! - Eric Jensen
- 3. The Process of Learning
- 4. The real Learning happens at the Application Level. • Eg. Archimede’s Principal, • Newton’s Law of Cooling, • The Law Of Refraction. • Why we feel cold when we are wet? • Analysis level is reached after the concept is grasped.(habit) • You try sticking the information to different phenomino. • It is the mental exercise to stretch your muscles of imagination. • You reach out to different zones of Imagery. • Divergent Thinking.
- 5. • Synthesis happens with Convergent thinking. • When you take the whole lot of references out of your information Pockets & co relate them to form a meaningful fact.(girl sitting near Sea Shore) • This is an advance activity at the mental level.(Pulling of images) • This provides us many frames of reference.( the stored images) • It is the sign of flexible mind.(fast shuffling fastens the process) Why evaluation is important? • The objective of learning is arriving at the Best Decisions. • The convincing happens at the logical level.
- 6. Innovative Methods of Teaching I hear and I forget. I see and I believe. I do and I understand. - Confucius The empires of the future are the empires of the mind.- Winston Churchill
- 7. • Teaching of Thinking: • Specific instructional practices designed to help students acquire particular thinking skills and processes • ASCD i.e.Association for Supervision & Curriculum Development. • Core Thinking Skills Making inferences, drawing conclusions, etc. • Seven-step model for teaching a thinking skill • Questioning frameworks • Think-Trix • Q-Matrix • Bloom’s Taxonomy
- 8. • Teaching about Thinking: • Metacognition and reflection: • De Bono’s Six Hats for Metacognition
- 9. • Other Methods • Concept strategies attainment, • team webbing, • group problem solving • Graphic organizers • Venn diagram, • flow charts, • summary pyramid, • 6 word memoirs
- 10. • Creative modes for metacognition • Music, • art, • portfolios, • role play, • dance, • mime
- 11. •Brain-based and Learning Centered Principles • 1. The brain requires social interaction • 2.The brain is influenced by emotions: Relaxed alertness • 3.The brain seeks patterns and searches for meaning • 4.The brain is a complex organ that can function on many levels and in many ways simultaneously • 5. Each brain is unique
- 13. • Gardner’s Eight Intelligences • Verbal-Linguistic intelligence (word smart*) • Logical-Mathematical intelligence (number/reasoning smart) • Visual-Spatial intelligence (picture smart) • Bodily-Kinesthetic intelligence (body smart) • Musical-Rhythmic intelligence (music smart) • Interpersonal intelligence (people smart) • Intrapersonal intelligence (self smart) Naturalist intelligence (nature smart) [ Existential intelligence (“spiritually smart?”) ] *Words in parentheses are Thomas Armstrong’s
- 14. •Sternberg's Intelligence’s • Successfully intelligent people discern their strengths and weaknesses, then figure out how to capitalize on their strengths, and to compensate for or remediate their weaknesses. • Successfully intelligent individuals succeed in part because they achieve a functional balance among a "triarchy" of abilities:
- 15. • Triarchy" of abilities: 1 Analytical, 2 Creative, and 3 Practical abilities. • Successfully intelligent people are not necessarily high in all three of these abilities, but find a way effectively to exploit whatever pattern of abilities they may have. • Moreover, all of these abilities can be further developed. • A fundamental idea underlying this research is that conventional notions of intelligence and tests of intelligence miss important kinds of intellectual talent, and overweigh what are sometimes less important kinds of intellectual talent. -Robert Sternberg
- 16. • Analytical – “School Smart” – • Make meaning from text • Can organize info • See cause and effect • Think logically • Evaluate/Critique • Compare/Contrast • Take notes/Memorize • See parts and whole •
- 17. • Creative – “Imagination Smart” • Like to solve problems in NEW and surprising ways • Experiment with ideas • Phrases they like to hear are – • Create, • invent, • imagine, • design, • show how, • suppose, • what if?
- 18. Practical – “Street Smart” Need to • Be shown how something is • used • Apply • Implement • Demonstrate in the real world • Use ideas, not just learn them • Solve problems in a meaningful context
- 19. • Analytical---------- • High grades -High test scores • Likes school Liked by teachers “Fits” into school • Follows directions ,Sees flaws in ideas. Natural “critic” • May prefer to be given directions.
- 20. • Creative----- • Practical Moderate-low grades Moderate test scores Confined by school • Viewed as a pain by teachers Doesn’t “fit” well • Doesn’t like to follow directions • Creates own ideas Natural “ideas” • person Likes to direct self • Moderate-low grades Moderate-low tests • Bored by school • Viewed as disconnected by teachers • Doesn’t “fit” well
- 21. Practical---- Likes to know use of task and directions • Applies ideas pragmatically • Natural common sense • Likes to find self in practical settings
- 22. • An Activity. Analytical Creative Practical (in groups) • Your friend needs a really clear, step-bystep explanation of what division is and how it works. Please write that explanation and help your friend see what you mean by using number examples as well as words. • Find a brand new way to help us see what division is all about and how it works. Use numbers and words to illustrate your ideas so we are all sure to understand. • Show how someone at school, at home, or in our town uses division as part of his/her daily life. Help us see how and why the person uses division, and give number examples to go along with your illustrations. • Choose one of these three activities to show what you understand about division. Your work should be accurate, complete, interesting, and explained so someone who didn’t understand division well before looking at your work would understand it much better afterwards. • You will be asked to explain your work to some classmates when everyone is finished with his or her work.
- 23. • Sample Test using Sternberg’s Intelligences - Complete one of the following assignments: Choice 1: Create a story or dialogue among the following leaders about their view of the Democracy: Narendra Modi Amir khan Rahul Gandhi Raj Thakare Choice 2: Compare and contrast the following individuals and their view of the Democracy: Narendra Modi Amir Khan Rahul Gandhi Raj Thakare Choice 3: From Narendra Modi to Amir Khan to Rahul Gandhi and then to Raj Thakare, show how the advancement of the view of the Democracy effected changes in society with each modification. What turmoils were created, etc.?
- 24. • Robert Marzano’s Productive Habits of Mind Mental dispositions that facilitate the thinking process Productive Habits of Mind • Being sensitive to feedback • Seeking accuracy • Evaluating the effectiveness of one ’s actions • Being precise • Engaging intensely in tasks even when answers or solutions are not available • Pushing the limits of your knowledge and performance
- 25. Habits of Mind • Generating and following your own standards • Generating new ways of viewing situations • Marzano believes that cooperative learning can foster these mental dispositions and behaviors. • His list does not exhaust all the productive habits of mind, however.
- 26. • Arthur Costa’s 16 Habits of Mind • Finding humor • Thinking flexibly • Responding with wonderment and awe • Persisting Managing impulsivity • Listening with understanding and empathy • Thinking about thinking (metacognition) • Striving for accuracy • Questioning and posing problems • Applying past knowledge to new situations • Thinking and communicating w/ clarity and precision • Gathering data through all senses • Creating, imagining, and innovating • Taking responsible risks • Thinking interdependently • Remaining open to continuous learning
- 27. Robert Marzano ASCD CORE THINKING SKILLS • 1 Focusing • Defining Problems: • Clarifying needs, discrepancies or a puzzling situation • Setting Goals: • Establishing direction and purpose • 2 Information Gathering • Observing: Obtaining information through one or more senses • Formulating Questions: Seeking new information through inquiry • 3 Remembering • Encoding: Storing information in long term memory • Recalling: Retrieving information in long -term memory
- 28. 4.Organizing • Comparing: Noting similarities and differences among things • Classifying: Grouping and labeling things on the basis of their attributes (taxonomy) • Ordering: Sequencing things according to a given criterion (why not scattered) • Representing: Changing the form, but not the substance, of the information •
- 29. 5.Analyzing • Identifying Attributes and Components • Determining characteristics or parts of something • Identifying Relationships and Patterns • Recognizing ways in which elements are related • Indentifying main ideas: • Identifying the central element • Identifying errors: • Recognizing logical fallacies and other mistakes, and, where possible correcting them
- 30. 6. Generating (to evolve,produce) • Inferring: Going beyond available information to identify what is reasonably true • Predicting: Anticipating next events or the outcome of a situation. • Elaborating: Explaining by adding details, examples or other relevant information
- 31. • Integrating (to absorb) • Summarizing: Combining information efficiently into a cohesive statement • Restructuring: Changing existing knowledge structures to incorporate new information • Evaluating (assigning Scales) • Establishing Criteria: • Setting standards for making judgments • Confirming the accuracy of claims
- 32. • The Story Pyramid • I Word – Main Character • 2 Words – Describe Character • 3 Words – Setting • 4 Words – The Problem • 5 Words – First event in plot • 6 Words – Next event in plot • 7 Words – Another event in plot • 8 Words – The Resolution
- 33. 6 Word Memoirs By Larry Smith and Rachel Fershleiser (Harper Perennial, “For sale, baby shoes, never worn” Ernest Hemingway • “Revenge is living well without you!” • Joyce Carol Oates “Macular degeneration. Didn’t see that coming.” • “Was father, boys died, still sad.” • “I was born – some assembly required. • ” “Discovered moral code via Judy Blume.” • “White trash tempered by wit and charm” Life stories all in six words. • What can be summarized in 6 words? • A short story • A novel • A lesson • Someone’s life • Results of an experiment • How one feels today • Life goals ?
- 34. • The Q Matrix De Bono’s Six Hats for Thinking • White – the facts • Red – emotions • Black – negatives • Yellow – positives • Green – creative • Blue – control Thinking!