Tag: Multiple intelligences

Explain multiple intelligences, learning style preferences, and the influences these theories have on the ways teachers plan and deliver concepts to elementary school-age children.

Standards in Teaching Diverse Student Populations
Create a 12- to 14-slide presentation, with detailed speaker notes, that addresses the following:

Explain students’ needs and abilities through the stages of development. Reference models put forth by Piaget, Erikson, Kohlberg, and Maslow in your explanation.

Explain multiple intelligences, learning style preferences, and the influences these theories have on the ways teachers plan and deliver concepts to elementary school-age children.

Explain teaching strategies that can be effective in working with students of different abilities and disabilities.

Describe the main types of curricula and provide examples of each.
Connect the ideas you have presented on cognitive and psychosocial development, individual learner needs, and learning styles to curriculum planning strategies based on these factors.

Discuss the role of assessment. What are some challenges in assessing students’ learning? What might be solutions to some of those challenges?

Examine how technology and current teaching tools fit into and can potentially help support teaching based on professional, philosophical, ethical, and core state standards for diverse student populations.

Recommend strategies for teaching diversity as a part of the curriculum for students in different stages of cognitive development.

Explain of how the theory, model, or phenomenon impacts learning and memory processes using the peer-reviewed articles you located to inform the examples (2 paragraphs).

Cognitive Psychology Paper

Topic: Multiple intelligences.

Prior to submission, conduct a self-evaluation of this assessment using the scoring guide and identifying the proficiency level for each criterion. Submit your assessment and the self-evaluation (as a separate attachment). See below for more instructions.

Use the following as a guide for organizing your paper:

Introduction (1 paragraph).

Description of the theory, model, or phenomenon (2-3 paragraphs).

Explain of how the theory, model, or phenomenon impacts learning and memory processes using the peer-reviewed articles you located to inform the examples (2 paragraphs).

Description of the research methods used in the sources cited and analysis of their appropriateness (2-3 paragraphs).

Strengths and limitations of the theoretical perspective or phenomenon (1-2 paragraphs).

Summary and conclusion (1-2 paragraphs).

Discuss any challenges the student may face or errors that may be made during these activities. How will you use students’ errors as an opportunity for learning?

Part A
Return to the Virtual Field Experiences from Week 1, titled Voices in the Field: Diversity in Ms. Ramos’s Class (VF1) and Ms. Ramos’s Class: Virtual Field Experience (MR1).

(videos have been uploaded)Select three children and describe what you think their learning strengths and multiple intelligences are based on your observations.

Use specific examples from the videos and support your analysis with information from the resources.

Use the time reference method discussed in Week 1 to support your responses.

Part A recommended minimum length is 1page.

Part B

Review the following second-grade Common Core standard in literacy: English Language Arts Standards » Reading: Literature » Grade 2 » 2

Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

Select any two multiple intelligences. For each intelligence selected:

Describe the intelligence and propose an activity that would allow students with strengths in this area to show they have achieved this second-grade standard.

Reflect on how two different activities might allow students to use their strengths to master the same standard. (At least one of these strategies should support or expand learner expression in speaking, writing, or other media.)

Discuss any challenges the student may face or errors that may be made during these activities. How will you use students’ errors as an opportunity for learning?

Discuss the technology tools (if any) that would support this activity.

Support your analysis with information from the resources.

Part B recommended minimum length is 3 pages.