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Similar to a kid-friendly google!

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A fun activities and games site covering subjects such as sports, animals, history, science, geography, jokes, math, and biographies. Pages are written to be easy to read and understand.

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The following audios and books are excellent for the purpose of learning the Love and Logic philosophy and techniques:

Most people benefit from reviewing these Love and Logic materials several times.

This "over-learning" will enable you to more readily apply these Love and Logic techniques while teaching.

Start slow. Pick just one Love and Logic technique and begin to experiment. Here are some examples to choose from:

Neutralizing arguing with the Brain Dead technique

Locking-in sadness or empathy before delivering consequences

Setting limits with enforceable statements

Sharing control through lots of small choices

Building relationships with the One Sentence Intervention

The Anticipatory Consequence

One by one, start experimenting with additional Love and Logic techniques.

Download the Creating Your School's Core Beliefs worksheet, compliments of Love and Logic. Choose between five and seven of these principles to guide your disciplinary decisions. Feel free to modify or add principles as long as each is consistent with Love and Logic.

In your classroom, post a list of expectations, describing how you will run your classroom. When developing this list, be certain that you can actually enforce these expectations. In other words, avoid making threats that you cannot back-up, such as "Keep your hands to yourself" or "Be quiet when I'm teaching." Use what we term "Enforceable Statements" to set these Love and Logic limits and expectations in your classroom.

DO NOT WARN STUDENTS ABOUT SPECIFIC CONSEQUENCES IN ADVANCE! Just indicate that you will respond to each problem in an individualized manner, depending upon the unique situation.

Examples of Love and Logic Lists
Classroom Expectations (Example #1)

Feel free to do anything that does not cause a problem for anyone else.

I teach when there are no distractions or other problems.

I listen to students who raise their hand.

I listen to one person at a time.

Please treat me with the same respect I treat you.

If someone causes a problem, I will do something.

What I do will depend on what happened and what the person is willing to do to solve the problem.

Classroom Expectations (Example #2)

I allow students to remain in my classroom as long as they do not cause a problem for anyone else.

If they cause a problem, I will ask them to fix it.

If they can't or will not fix it, I will do something.

What I do will depend on the unique situation.

When making disciplinary decisions, ask yourself, "How is my proposed intervention consistent with my Core Beliefs of discipline that I have included in my plan and my posted list of expectations?" Encourage yourself to handle discipline problems on a case-by-case manner, focusing on the unique characteristics of each situation.

If you don't know what to do at any given moment, delay the consequence, refer to your plan, and discuss possible solutions with other teachers, your administrators, the child's parents, or others.

Your goal is to achieve consistency by basing each of your decisions on this same set of values or principles...rather than trying to treat every problem the same using a "cookbook" approach. Consistency with values is more attainable than consistency between students, situations, and consequences.

Example Classroom Discipline Plan

Guidelines and Core Beliefs for Discipline
Mrs. Krochmal 1996-97

Rules in my classroom are few. I believe that as all children are different, and all actions and reactions very personal in nature, effective discipline involves a few overriding tenets rather than a long list of specific rules. Situations are dealt with as they arise, with the focus on enabling the child to grow and learn from his or her actions.
Guidelines for Student Behavior

You may engage in any behavior that does not create a problem for you or anyone else in the world.

If you find yourself with a problem, you may solve it by any means that does not cause a problem for anyone else in the world.

You may engage in any behavior that does not jeopardize the safety or learning of yourself or others. Unkind words and actions will not be tolerated.

In ensuring that the above guidelines are adhered to, I will operate with the following principles as my guide:

I will react without anger or haste to problem situations.

I will provide consequences that are not punitive but that allow the child to experience the results of a poor choice, enabling him or her to make better choices in the future.

I will proceed in all situations with the best interest of the child who-foremost in my mind-academic, social, and emotional well-being will be fostered.

I will guide students toward personal responsibility and the decision-making skills they will need to function in the real world.

I will arrange consequences for problem situations in such a way that the child will not be humiliated or demeaned.

Equal is not always fair. Consequences will be designed to fit the problems of individual students, and they may be different even when problems appear to be the same.

I will make every effort to ensure that, in each situation, the students involved understand why they are involved in consequences.

If I at any time act or react in a way that a child truly feels is unjust, that student need only say to me, "I'm not sure that's fair." I will arrange a private conference during which the student can express to me why he or she feels my actions were not fair. This may or may not change my course of action. I am always open to calm, rational discussion of any matter.

How to Create a Love and Logic School
I. INTRODUCE LOVE AND LOGIC TO YOUR STAFF BY DOING ONE OF THE FOLLOWING OPTIONS:

Have the staff listen to the first two stories on the audio Four Steps to Responsibility. Make the audio available to those who are interested.

Play one of the video clips from the Love and Logic teacher training program, 9 Essential Skills for the Love and Logic Classroom.

Invite a staff member from a Love and Logic school to make a presentation to your staff about the use of Love and Logic in their school.

Invite a consultant from the Love and Logic Institute to make a presentation to the school or the school district. For information on hiring Jim Fay or Dr. Charles Fay, call 800-338-4065.

II. CREATE A STUDY GROUP

DO NOT MANDATE LOVE AND LOGIC! This group should be made up of volunteers who are the most enthusiastic about learning new ways of working with students.

If possible, provide 1 hour of release time on monthly basis for this select group to study the training program, 9 Essential Skills for the Love and Logic Classroom. These staff members then conduct experiments with the Love and Logic techniques and informally share their enthusiasm for the results. The best results come when the administrator is part of the study group.

Create additional study groups as needed.

Provide the same kind of study opportunities for support staff members.

III. DEVELOP A LENDING LIBRARY OF TRAINING MATERIALS
Visit our Love and Logic customer service department for suggestions and ideas about the most efficient use of your budget. Call toll free 800-338-4065.
IV. CREATE A BUILDING-WIDE LOVE AND LOGIC PHILOSOPHY OF DISCIPLINE
Develop an agreed-upon set of basic Love and Logic principles that serve as a guide for all disciplinary interventions. Here are some suggested steps in developing this philosophy:

Provide each staff member with a copy of the sheet entitled, Creating Your School's Core Beliefs, which can be obtained from the Love and Logic Institute.

Ask each staff member to take some time to circle five or six of the Love and Logic values or principles they would be proud to endorse.

Encourage faculty members to change the wording of these Core Beliefs if they feel a strong need.

Have grade-level meetings where members discuss the Core Beliefs they circled. Next, use this discussion to develop an agreed-upon set of Core Beliefs representing the entire grade level. List these Love and Logic principles on paper.

Conduct a meeting with teachers from all grade levels. Vote on the principles developed by each grade level to develop a school-wide list of Love and Logic principles.

Post these Love and Logic principles in every room of the school.

Share this Love and Logic document with parents and other community members, asking for their support in helping the school meet this commitment.

When developing Love and Logic disciplinary interventions, ask, "How is my proposed Love and Logic intervention consistent with our overall principles of discipline?"

Note: This entire process may take up to six months. Don't rush it. Let it evolve.

Special Note: This entire process is useless if the administrators are unwilling or unable to monitor staff implementation.

Encourage each staff member to deal with discipline situations in their own unique ways based upon the merits of the situation, provided that the actions taken by the adult are consistent with the posted Core Beliefs of the School Wide Philosophy.
V. PROVIDE PARENTING WITH LOVE AND LOGIC TRAINING FOR THE COMMUNITY

Purchase the parent training program, Parenting the Love and Logic Way. This program has been designed to be used without prior training. It is very practical and easy to teach. Just follow the simple lesson plans.

Make it available to parents of all age children.

Consider the parents of preschool and kindergarten children as a target audience.

Note: You will find that each parent who takes this course will be much more supportive of the school staff. In just a few short years, you can have the entire community speaking the same language about raising kids... and your job will get a lot easier!

Special Note: Many schools have found that is very easy to get Kindergarten parents to these classes. The school secretary is the important cog in this wheel. When parents sign up their children for Kindergarten, the secretary says, "Here are two forms. One is to register for Kindergarten and the other is to register for the parenting class that all Kindergarten parents take. You may register for the fall class or the spring class. It's your choice."

People who are really successful implementing this skill purchased Teaching with Love and Logic
Printer Friendly PDF
©Jim Fay
Permission granted for photocopy reproduction.
Please do not alter or modify contents.
For more information, call the Love and Logic Institute, Inc. at 800-338-4065.

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How to Create a Love and Logic Classroom

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By Jim Fay The following audios and books are excellent for the purpose of learning the Love and Logic philosophy and techniques: Teaching with Love and Logic Quick and Easy Classroom Interventions Most people benefit from reviewing these Love and Logic materials several times. This "over-learning" will enable you to

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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This placement made me recognize that I would really like to have some basic Spanish under my belt. I do not have any knowledge of Spanish, but it would have really helped with communicating with my ELL students.

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Over 10 percent of students in the United States-more than 4.8 million kids-are English language learners (ELLs), and the number is on the rise. Though these students do not learn differently than their native-English-speaking peers, they do have particular educational needs.

To learn about these needs-and best practices for addressing them-I interviewed a range of educators and observers, including Larry Ferlazzo, an educator and author of The ESL/ELL Teacher's Survival Guide; longtime teachers of English as a second language (ESL) Emily Francis and Tan Huynh; and the journalist Helen Thorpe, who spent a year observing a teacher who works with ELLs.

The group emphasized that the strategies listed here, which include both big-picture mindsets and nitty-gritty teaching tactics, can be incorporated into all classrooms, benefiting both native English speakers and ELLs.

1. Cultivate Relationships and Be Culturally Responsive

No surprise here. A successful classroom, our educators agreed, is one in which students feel known, appreciated, and comfortable taking emotional and intellectual risks. That requires intentional planning and consistent messaging by the teacher.

Emily Francis, an ESL teacher in Concord, North Carolina, makes clear that she wants her students to "embrace their culture and their language as a foundation of who they are" and to consider their acquisition of a new culture and language "not as subtractive, but as additive." To help support students who may never have attended school before or may be coping with migration-based trauma, Francis emphasizes that little things make a big difference. "The first thing that I need to think about is, how is my student feeling in my classroom?" she says. "Are they sitting next to a buddy they can ask a question in their home language? Do they feel comfortable tapping me on the shoulder if they have to go to the bathroom?"

But creating a supportive environment is also about cultivating an appreciation of diversity-it's critical that both the curriculum and the classroom environment honor and reflect the lives of the students. For instance, Francis makes certain that her classroom library is reflective of her students' diverse backgrounds and identities.

ESL teacher Katie Toppel, who teaches near Portland, Oregon, champions the value of home visits to get to know students' families and takes care to incorporate the particulars of students' lives, such as pets' names and favorite sports, into lessons. Students are most engaged when they feel a personal connection to a lesson or unit, a connection that's created in part by a teacher's investment in culturally competent relationships.

2. Teach Language Skills Across the Curriculum

English language learners should not be learning the fundamentals of English in isolation; they should be applying their developing language skills to rich academic content in all subjects.

"It is key that in mainstream classrooms, teachers understand their role as language teachers," says Valentina Gonzalez, a district leader in Katy, Texas, suggesting that all teachers should be aware of the specialized idiom they work within. "If we teach math, then we teach the language of mathematics. If we teach science, then we teach the language of science." Math teachers, in other words, should take the time to teach the unfamiliar vocabulary of mathematics- add, subtract, calculator, solve -concurrently with the teaching of math skills.

3. Emphasize Productive Language

The educators I interviewed agreed that productive language skills-hard-to-master dimensions of language fluency like speaking and writing-should be front and center from day one, even if students feel hesitant about them.

Beginning ELLs often develop receptive language skills like listening and reading first. Educators who are unaware of the typical path to fluency may believe that students who can follow verbal or written directions will be able to produce oral or written language, but that's usually not the case.

To support reluctant speakers, Tan Huynh, an educator who blogs at Empowering ELLs, suggests using sentence frames. "For example, when a science teacher wants ELLs to produce a hypothesis, they might offer the sentence, 'If _____ was added, then _____ because _____.' This sentence frame provides clues that empower ELLs to sound and think like scientists," Huynh says.

Andrea Honigsfeld, a professor of education at Molloy College in Rockville, New York, suggests that all lessons touch on every letter of the acronym SWIRL, which stands for Speak, Write, Interact, Read, Listen. The approach intentionally privileges productive language skills "from the beginning," she says.

4. Speak Slowly-and Increase Your Wait Time

Easier said than done. Still, many of the teachers I spoke to said this simple change is vital. You can record yourself speaking in class to measure your cadence, and adjust.

"Adding in an extra three to five seconds after we pose a question offers all students time to think," explains Gonzalez. "However, for English learners, it also gives time to translate, process their thinking, translate back into English, and develop the courage to answer. If we call on students too quickly, many of our students will stop thinking about the answers-or trying to answer at all."

That means undoing some of our own habits, according to Larry Ferlazzo, a high school ESL teacher in Sacramento, California. "Researchers have found that typically most teachers give one to two seconds between asking a question and expecting a student response," he says. "The same researchers have shown that if you wait three to five seconds, the quality of responses is astronomically greater."

5. Differentiate-and Use Multiple Modalities

All kids learn better when they engage with material in multiple ways: Lessons that involve writing, speaking, drawing, and listening, for example, give students four opportunities to deepen their understanding of the work. For ELLs, those additional engagements also provide a little breathing room so they can work through the language barrier.

Helen Thorpe, a journalist who spent a year observing Eddie Williams's classroom in Denver in order to write a book about immigrants called The Newcomers, marveled at Williams's method of differentiation. "Eddie would enunciate very clearly in English multiple times, he would write it on the board, and he would go to the projector to give a visual. And, finally, he'd be asking the kids to verbalize aspects of the lesson themselves," she says, tracing Williams's efforts to move his students from receptive to productive language fluency.

Toppel uses a strategy called QSSSA to scaffold classroom discussions with ELLs. The letters stand for Question (the teacher poses a question, then gives ample think time); Signal (a designated motion like a thumbs-up, a finger on the nose-something that lets students indicate that they're ready to answer); Stem (the teacher provides a sentence starter for the question-for example, for "What is your favorite place to read a book?" the stem might be, "My favorite place to read a book is _____"); Share; and Assess.

6. Incorporate Students' Native Languages-and Don't Be Afraid of Technology

Bilingualism is the goal, of course, not replacement.

Ferlazzo uses a strategy called "preview, view, review," which leverages a student's native language skills as a foundation for learning the new language. He introduces a topic and encourages students to preview it in materials in their home language (often using multilingual videos and other online resources); he then teaches the topic in English, and then has students review the information in their home language.

Ferlazzo also encourages teachers to embrace technologies that students find helpful, like Google Translate. He stresses that the app can be a useful way for students to translate words quickly-but warns that it can quickly "become a dependency" if it's used as more than a handy dictionary.

Thorpe agrees that Translate can take pressure off teachers, who sometimes find that they "just stand at the front of the room and say things over and over. And if the kids didn't know what those words are, they're out of luck." Translation technology means you can say it once (or twice) and let the students use the technology to translate key words and phrases.

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6 Essential Strategies for Teaching English Language Learners

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We interviewed educators with decades of experience in teaching ELLs and tapped a network of experts and observers to find the strategies that work.

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BrainPOP Jr.

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Desmos

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Desmos offers best-in-class calculators, digital math activities, and curriculum to help every student love math and love learning math.

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National Council for the Social Studies is pleased to offer a limited number of registration scholarships to educators who have never been able to attend the NCSS Annual Conference in the past for lack of financial support. Teachers from across the United States and its territories are welcome to apply.

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ABCya! • ABCya! • Learning Games and Apps for Kids

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Educational games for grades PreK through 6 that will keep kids engaged and having fun. Topics include math, reading, typing, just-for-fun logic games… and more!

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Cultivating Diversity, Equity, and Inclusion in Education Environments

Racial and cultural diversity are hallmarks of our society. To celebrate this diversity, and cultivate harmony and respect for all peoples, educators must nurture equality and inclusion within the classroom. Students enter the classroom carrying an assortment of beliefs. This may include racial and cultural prejudices picked up from their neighborhoods, pop culture, and their families. Educators can help combat prejudice and racial discord by supporting positive behaviors among students, fostering a sense of belonging for all students and their families, and instilling respect for all peoples.

We've gathered a range of resources to help educators create a culturally inclusive classroom, one that celebrates diversity and inclusion in education while encouraging students to spread the values of inclusion and cultural respect in their everyday lives. Providing instruction through a lens of diversity promotes tolerance of people with differing ideals and practice. It fosters cultural respect and understanding of 'the other,' and may even reduce bullying.

Providing equitable access to education and supporting tolerance of those who look different or have special needs creates a positive effect on learning. Classroom management falters when students experience friction with other students. By actively engaging in learning activities that instill respect for diversity, the classroom can become a place where respect is a cornerstone and intolerance becomes abhorrent.

The classroom isn't an island. Its walls, even adorned with posters of diverse figures from history, are porous to ideas. By teaching students about the contributions that all cultures bring to our society, educators can encourage them to spread this respect for diversity beyond school. Integrated and diverse classrooms promote critical thinking, problem solving, and creativity. Racial and economic diversity within the classroom results in higher test scores - a quantifiable benefit, of course - but the less tangible reward, a respect for the dignity of every human, is the bedrock of any healthy community.

Teaching Styles

The cultivation of diversity, inclusion, and equity starts in the classroom. How an instructor teaches a class is important and influences how well students absorb these concepts. Should a teacher adopt a one-style-fits-all approach? Or should they personalize their instruction according to the learning environment? These articles introduce educators to different teaching style approaches that help students embrace diversity and inclusion.

Diversity Activities in the Classroom

The following section includes links to resources containing activities designed to help students understand the importance of empathy and respect for other cultures and cultural activities, including language, religious practices, cuisine and other cultural markers. By nurturing an awareness of other cultural beliefs and customs, educators can create a multicultural classroom that cultivates learning via cultural diversity activities. Ultimately, these cultural diversity activity ideas can help students from different backgrounds succeed in the classroom environment.

Inclusive Teaching

This section features inclusive education activities for teachers, helping them find ways to effectively manage an inclusive classroom for the benefit of all students.

Creating an Equitable Learning Environment

"Am I biased?" To support equity in the classroom, each teacher, regardless of race or cultural background, must learn to assess their own biases in order to view every student as an individual. Some of the resources in this section can help educators identify and overcome their own biases and embrace difficult conversations. These conversations within the school environment are crucial for creating fair school policies and for cultivating a willingness among teachers to build positive bonds with their students and their families or guardians. Fair student-teacher relationships can make all the difference in a student's life, while an unfair relationship can sabotage a student's views on education for the rest of their life. Working to create a fair, equitable environment based on values like respect and inclusivity, isn't simply important to promote an improved learning environment, but also to instill life-long values that enrich the human experience.

One comprehensive resource you can explore that's related to inclusive learning environments is this Antiracist Teaching Resource Website that showcases additional tips for creating diversity and inclusiveness in the classroom.

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Cultivating Diversity, Inclusion, and Equity: Resources for Educators | Resilient Educator

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We've gathered a range of resources to help educators create a culturally inclusive classroom that celebrates diversity and inclusion in education.

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Webinar: Establishing a Positive, Equitable, and Inclusive School Culture

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Webinar: Establishing a Positive, Equitable, and Inclusive School Culture

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Creating safe, joyful, and engaging classrooms and schools.

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And for those that believe every child can reach high levels with the right combination of supports, living our values means directing resources where they are needed most this school year.

America is grappling with an ongoing pandemic, an economic recession, and renewed national recognition of systemic racism. COVID-19, in particular, has exacerbated the barriers that students of color and students with higher needs face to access excellent learning opportunities. Therefore, schools must provide those students who have been impacted with different levels and combinations of support. This puts schools, systems, families, communities, and education advocates at a critical juncture. Together, as we embark on the 2020-21 school year, we must do what we have not been able to do before these crises: to mobilize the right combination of resources that create high-quality learning experiences and meet the distinct needs of every student. That idea - education resource equity - is what we need to ensure that school unlocks every child's power to live a life of their choosing.

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And for those that believe every child can reach high levels with the right combination of supports, living our values means directing resources where they are needed most this school year. America is grappling with an ongoing pandemic, an economic recession, and renewed national recognition of systemic racism.

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Equity | The Teaching Channel community is all about getting better together. Read tips and tricks from top educators about every pedagogical subject imaginable.

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As battles rage surrounding how we narrate history in the classroom, there are broader debates unfolding about how we approach diversity, equity, and inclusion work within our schools and personal lives. Irrespective of the identities we hold, questions abound. Where do we even begin this work in our schools and in other contexts? How do we find common ground? And why is there such enduring disagreement about the definition and significance of keywords like racism, antiracism, intersectionality, microaggressions, and civility? Is there just one answer?

Topics: Diversity, Racism, Equity in Education

Pamela E. Donaldson, Facing History's Associate Program Director for Equity and Inclusion, and Laura Tavares, Program Director for Organizational Learning and Thought Leadership, recently published an article on the School Library Journal website . There, they offer educators an invitation into equity work within their own school communities centered around personal introspection and self-education, as well as collaborative learning and reflection with fellow teacher colleagues. Below is an excerpt from the piece:

Topics: Equity in Education

Do you ever wonder how we as a society arrived at this place of profound educational inequity, and what we can do about it as educators?

Facing History's most recent Teaching for Equity and Justice Summit explored this timely, complex, and longstanding question in a dynamic, three-day virtual summit with over 300 educators in attendance. Together, we tackled some of the most vexing issues facing educators today and explored rich frameworks designed to empower teachers to orient their work toward equity and justice. Here are some of the core themes that we explored together:

Topics: Equity in Education

Facing History's Chief Officer of Equity and Inclusion Dr. Steven Becton and Kaitlin Smith recently placed an article in the School Library Journal newsletter about the historical contexts that shape educational inequity and what it takes to disrupt it.

Topics: Equity in Education

At Facing History's inaugural Teaching for Equity and Justice summits this summer, we had the opportunity to hear from Dr. Scott Seider and Dr. Daren Graves-two developmental psychologists committed to deepening communities' capacities to educate and care for Black and brown youth. Co-authors of Schooling for Critical Consciousness: Engaging Black and Latinx Youth in Analyzing, Navigating, and Challenging Racial Injustice , Seider and Graves shared a wealth of insights from their research on the importance of cultivating critical consciousness in the classroom and how to get started. Below are some excerpts from their presentation:

Topics: Equity in Education

As part of Facing History's Teaching for Equity and Justice summit series, we recently hosted Dr. Bettina L. Love in a riveting presentation on her work and vision for education. We look forward to sharing some of our key learnings at the conclusion of the second summit, but we'd like to make sure that Dr. Love's paradigm-shifting work is on your radar in the meantime.

Topics: Equity in Education

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Facing Today - A Facing History Blog | Equity in Education

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As battles rage surrounding how we narrate history in the classroom, there are broader debates unfolding about how we approach diversity, equity, and inclusion work within our schools and personal lives. Irrespective of the identities we hold, questions abound. Where do we even begin this work in our schools and in other contexts?

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Learning for Justice is a community education program of the Southern Poverty Law Center (SPLC) that centers civic and political action education for everyone.

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An empowering book about loving one's natural hair, while showing a sweet father and daughter relationship.

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A story that shares the insecurities, shame, and anxiety around introducing oneself with a name that other's struggle to pronounce.

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The dramatic story of a slave who mails himself to the North in a crate to experience freedom.

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The author discusses his lived experiences being the poor kid who is apart of the free meal program within a wealthy school.

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A chapter book that follows Mia Tang, a young Asian girl with two immigrant parents. The story takes the reader into the struggles of learning English as a second language, working as an immigrant family, and navigating racism in America.

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This book offers strategies and pedagogical methods for reading instruction.

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This books includes background information, tons of activities, and research for educators to integrate movement into their classroom.

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An article that considers the importance of integrating multiple intelligences for all students' learning styles.

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Maybe you've heard about the theory of multiple intelligences, but you're not sure how it works in your classroom. Maybe you've never heard of it, but you know some of your students are smart in ways tests aren't measuring. Or maybe you're just looking for a spark to liven up learning this year. No matter what, multiple intelligences can give you - and your students - a new way to approach learning.

The Theory of Multiple Intelligences

In 1983, Howard Gardner proposed the theory of multiple intelligences (MI), though he has continued to revise his theory over the years. He felt the traditional concept of intelligence was incomplete and instead proposed a variety of different types of intelligence, such as:

Linguistic (skilled with words and language)

Logical-mathematical (skilled with logic, reasoning, and/or numbers)

Bodily-kinesthetic (skilled at controlling bodily motion such as sports, dance, etc.)

Visual-spatial (skilled with images, spatial judgment, and/or puzzles)

Musical (skilled with sound, rhythm, tone, and music)

Interpersonal (skilled at communicating with/relating to others)

Intrapersonal (skilled at self-knowledge, reflection, etc.)

Naturalistic (skilled at understanding/relating to the natural world)

For many teachers, MI theory makes perfect sense. Who hasn't had a student who couldn't write a coherent paragraph but can solve any kind of puzzle you put in front of them? Or the student who persists in tapping their pencil rhythmically as they study because "it helps them think"? While not all questions about the science of MI have been answered, it can be extremely helpful in the classroom.

How to Use Multiple Intelligences in the Classroom

Get to Know Your Students Better

There are many MI assessment tools available online and to print for use in your classroom. These tests can provide a fascinating snapshot of your students' innate abilities. Students should think about how to use their strengths to help them in all subjects. Maybe that musically intelligent student should make up a song to help her learn the Periodic Table of Elements. Or that visually inclined student should draw a picture to help remember the life cycle of a butterfly.

Expand Upon Traditional Activities

Traditional school activities focus primarily on linguistic and logical-mathematical intelligences. But here are some ways to reach any intelligence type in your classroom:

Linguistic

Ask students to write a story about what they're studying. If they're learning a process, have them write an instruction manual or give a "how to" speech. Writing scripts, making videos, or designing a brochure are other good activities for this intelligence.

Logical-Mathematical

Beyond doing math problems, this intelligence focuses on logical reasoning and problem solving. Can students conduct a survey and graph or chart the results? For English or history classes, use a debate to teach the basics of logic and rhetoric. Ask students to function the way a real-life scientist does - using logic and/or math to solve a problem or propose a hypothesis.

Bodily-Kinesthetic

Let bodily-kinesthetic students act out a skit, do a dance, or physically simulate a scientific process. Use manipulatives in math, have them build a model with clay, or create a collage about an important concept.

Visual-Spatial

Let these "picture-smart" students draw a diagram, illustrate a group project, or develop a PowerPoint presentation. You may want to encourage this group to use symbols or colors to help them make sense of their notes, since they may struggle with traditional note-taking methods. Graphic organizers can also help them.

Musical

These students may be gifted musicians, but they also tend to have a good ear for rhythms and a sense of patterns. Consider musical activities such as having them create a rap song about their subject or make connections between sound/music and the information you are teaching. For example, ask students to choose three pieces of music - one that represents a solid, one that represents a liquid, and one that represents a gas. Have them play a clip of each piece of music and then explain why they chose each one - this will appeal to their interests while still allowing you to check for comprehension (e.g., the "solid" music should sound heavier than the "gas" music). These students may also enjoy creating podcasts or other auditory items.

Interpersonal

These learners are usually the ones who speak up frequently. Take advantage of that chatty energy through class discussions or group work, let them teach the class, or use technology to have them interact with others via Skype, chat, etc.

Intrapersonal

Give these students assignments that challenge them to make connections between their personal experiences and the class subject. Blogs, journals, and essays on personal topics are common tasks, but these students can also benefit from metacognitive assignments, that is, encouraging them to think about their own learning styles and processes. Developing a portfolio of individual assignments may also appeal to these students.

Naturalistic

Incorporate the outside world to hold these students' attention. Field trips and project-based learning are ideal, but anything that allows them to get some fresh air and interact with plants and animals will help. Take class outside on a nice day, or invite these students to help you take care of a classroom garden. Use natural items like flowers or rocks for math manipulatives or have them write a poem about the sky.

Coming up with assignments to reach all of the multiple intelligences can be very time-consuming, so start small! Pick one or two intelligences that you don't normally use in your lessons, and find a way to incorporate them. Interpersonal, intrapersonal, and naturalistic can be some of the easier ones to start with.

Another solution? Choose one common assignment (for example, book reports) and brainstorm MI alternatives, such as: write a song about the book, build a diorama about the book, etc. Then allow students to choose an alternative to the traditional assignment once in awhile. You might be surprised by the results!

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12+ Ways to Teach Using Multiple Intelligences - TeachHUB

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Maybe you've heard about the theory of multiple intelligences, but you're not sure how it works in your classroom. Maybe you've never heard of it, but you know some of your students are smart in ways tests aren't measuring. Or maybe you're just looking for a spark to liven up learning this year.

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