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Quick video on what an Analytic Teacher is: 

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Quick video on what an Analytic Teacher is: 

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EDU 428 VISUAL PRESENTATION-- Created using PowToon -- Free sign up at http://www.powtoon.com/youtube/ -- Create animated videos and animated presentations for free. PowToon is a free tool that allows you to develop cool animated clips and animated presentations for your website, office meeting, sales pitch, nonprofit fundraiser, product launch, video resume, or anything else you could use an animated explainer video.

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Explanation of the 8 types from Multiple Intelligences:

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Explanation of the 8 types from Multiple Intelligences:

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8 Intelligences - Theory of Multiple Intelligences Explained - Dr. Howard Gardner

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Example of non-directive teaching scenarios:

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Uploaded by Tasha Shelton on 2014-07-21.

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Example of direct instruction:

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Direct Instruction - An Educational Strategy

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What does "Direct Instruction" look like in the classroom? A visit to three of Fairfield-Suisun Unified School District's elementary schools in California during October 2006 show the intervention program in action. Produced by: Rick Stevens (emailto: ricks@fsusd.k12.ca.us) See: http://ww4.fsusd.k12.ca.us/education/plc/researchBased-DI.html

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All quotes are taken from the following source unless otherwise noted:

Gipe, Joan P.. Multiple Paths to Literacy: Assessment and Differentiated Instruction for Diverse Learners, K-12 (Page 33). Pearson Education. Kindle Edition.

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Analytic teachers are:

1. committed to teaching democracy,
2. good listeners,
3. helpful to students thinking critically, considering a variety of perspectives, and gaining multicultural understanding,
4. able to foster group communication,
5. constantly reflecting,,
6. concerned with all students' success,
7. decision makers,
8. able to work collegially to enhance skills.

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"Teachers should also try to provide diversity in learning activities to achieve the lesson objectives, to differentiate instruction, and to address a variety of intelligences."

"The needs of the learners. Lesson planning must always be responsive to the needs of the learners. Differentiated instruction represents an approach clearly responsive to three learner characteristics in particular: readiness, interest, and learning profile."

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Teacher objectives and correlated Student Learning Outcomes, including Writing Student Objectives

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Teacher objectives and correlated Student Learning Outcomes, including Writing Student Objectives

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"In essence, the correlated student learning objective is the point at which a CCSS is matched to assessment and practice. The CCSS indicates the what of the lesson, or the teacher objective, but the how of the lesson is seen in the correlated student learning objective."

"Student learning objectives should include three components: (1) the condition, (2) the observable behavior, and (3) the criterion."

Example of correlated student learning objective:

"At the end of this lesson, students will be given a portion of their group-developed language experience story having five sentences, each containing a blank for a word omitted, followed by three word choices. The students will be able to underline words in the sentences that help in choosing the one word that correctly completes each sentence. Each student should be able to complete 80 percent, or four of the five sentences, accurately."

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"Direct instruction refers to a model of teaching that is highly structured and teacher initiated."

Steps for direct instruction:
Step 1: Orientation or overview
Step 2: Direct instruction/modeling
Step 3: Structured practice
Step 4: Guided practice
Step 5: Independent practice
Step 6: Evaluation activity

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"The nondirective teaching model is an ideal choice when the instructional purpose is to help students set personal educational goals."

Phases of Non-directive teaching:
Phase 1: Defining the Helping Situation
Phase 2: Exploring the Problem
Phase 3: Insight
Phase 4: Planning and decision making
Phase 5: Integration

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The Levels of Analysis and the diagnostic associated questions.

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The Levels of Analysis and the diagnostic associated questions.

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Level 1: Determining lack of success in literacy

Level 2: Determining the domain(s) in which difficulty occurs

Level 3: Determining the area(s) within the domain(s)
a. oral and written language ability
b. word recognition
c. reading comprehension and strategic reading for narrative text
d. strategic reading for expository text and study skills
e. physical, psychological, and environmental factors

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The Analytic Process and Multiple Intelligences - How does Multiple Intelligences fit in?

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The Analytic Process and Multiple Intelligences - How does Multiple Intelligences fit in?

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"analytic process, defined here as a systematic way to help teachers observe and assess aspects of literacy learning in their students, identify areas of strength and need for individual students, and provide instruction for specific literacy domains."

Multiple Intelligences fit right into the middle of The Analytic Process.  It allows teachers to determine how to best help students who might be struggling.  As the teacher assesses issues, the teacher can use MI as a way to try various aspects of providing instruction that is tailored to different intelligences.

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"Analytic teachers are committed to teaching for democracy; that is, they work hard to ensure that they and their students work together as a community of learners, sharing their individual talents and special ways of solving problems. They help students think critically, question, consider a variety of perspectives, and gain multicultural understandings. Analytic teachers are good listeners; they listen to their students’ ideas and encourage them to share opinions. They often use whole-class meetings in which students and teacher face one another in a seated circle to foster group communication and facilitate student–teacher communication (Glasser, 1969, 1975)."