The intelligences are not mutually exclusive -- they act in consort. Multiple Intelligence (MI) Theory was not developed to exclude individuals, but to allow all people to contribute to society through their own strengths (Helding, 2009)
b. Schedule 1:1 time with each student - the conferencing piece is indeed valuable! It provides insights into the learner's way of thinking, what strategies he or she actually use, and what strategies will help him or her to become better readers (Lipton & Hubble, 2008)
Universal design is designing products and environments to be usable by all people, to the greatest extent possible, without the need for modification or specialized design. Universal design for instruction is a set of principles that help in the process of designing the classroom environment and instruction so that they are contributing to the learning of all students (Samuels, 2007)
Children are sensitive to the atmosphere created in the classroom. Is the classroom warm and inviting? Are all areas of the classroom accessible to all children? Are the walls bleak and lacking in color or do the decorations help to make the students feel comfortable? Are areas well defined as to their design and purpose (Scott, Leach, & Bucholz, 2008)? Decorating a classroom with some kind of warmth can help promote a sense of comfort and security
This is a true moral and self-esteem booster! b. Invite outside speakers and plan field trips to pique student interest - Guest speakers offer different perspectives on topics and are often much better equipped to talk about how things happen and work in the professional world for which the students are preparing (Wolfe, n
Teachers should apply the strategy of universal design for learning to make sure that activities, materials, and equipment are physically accessible and usable by all students. Teachers should also expand safety procedures to all students, including those who are identified with a disability, and when teaching, repeat printed directions orally (Sterling, 2009)
This creates tension between the ideal of nursing and the reality of what can be provided. Nursing managers will need to make strategic decisions regarding how nursing will be provided to communities who need unlimited services, while only limited services are available (Burton and Ormrod, n
Professional Development for Strategic Managers The nursing profession has seen a large amount of development over the last century or so. The nursing role has become a multi-faceted one, where a single nurse can play multiple roles or develop a single skill set in such a way as to specialize in a specific nursing direction (Mason, Isaacs & Colby, 2011, p
"Social workers are tasked with caring for the most vulnerable. They provide the human connection between individuals and families in need and the benefits and services designed to help them" (Frech 2013:1) When counseling a client in foster care, I am very careful to 'tune into' the client's needs
In this paper, we will construct content for professional development seminar where we will concentrate on the notion of traditional curriculum development and comprehend the view of the Traditionalist Educational philosophy, which can be categorized as Pernalism and Essentialism. Its basic viewpoint has its base in the notion of Idealism and Realism and its psychological roots are in Behaviorism (Bilbao et al
Educational Objectives: it ought to be figured out prior to the direction, attainable, and quantifiable. Instruction is basically the ability to place the strategy in activity (Jackson, 1992)
Curriculum development is a useful venture not a theoretical research. For traditionalists, curriculum is specified as exactly what will be instructed in institutions; the material; the topic (Kelly, 2009)
4) Teaching approaches: Interpret, inform, drill; lecture, conversation. Socratic approach and Homogeneous grouping 5) Content is previously decided by the higher authorities beyond the institution like the board of educators; for that reason, it would be simpler for governments, particularly central ones, to regulate curriculum material (Pinar et al
2). In order to accomplish this in a given school district, professional development plans for teachers could follow the approach used by the New York State school system which requires: 1) mentoring during the first year of classroom teaching with well-publicized mentor selection criteria, mentor preparation, defined mentoring activities, and time allocated for mentoring; and, 2) complete a specified number of professional development training hours each year to maintain the validity of their teaching certificates (individual school districts will be responsible for determining the content, delivery, and providers of professional development training) (Barney, Cordes, Darilek, Doolittle, McCombs & Naftel, 2004)
7). Although they may be leading the way, teachers are still faced with a number of challenges and obstacles in implementing standards-based curricula and instruction in the nation's schools, the foremost being a paucity of resources and a lack of specific training for the purpose (Bay & Reys, 1999)
"Although the teams are representative of the entire learning community -- administrators, teachers, parents, and community leaders -- it is the teachers who most often implement the suggested plans. As teachers recognize their influence, they emerge as leaders of the process" (emphasis added) (Kearney, p
In order to accomplish this in a given school district, professional development plans for teachers could follow the approach used by the New York State school system which requires: 1) mentoring during the first year of classroom teaching with well-publicized mentor selection criteria, mentor preparation, defined mentoring activities, and time allocated for mentoring; and, 2) complete a specified number of professional development training hours each year to maintain the validity of their teaching certificates (individual school districts will be responsible for determining the content, delivery, and providers of professional development training) (Barney, Cordes, Darilek, Doolittle, McCombs & Naftel, 2004). In contrast to the professional development plan requirements for teachers that are focused on improving the delivery of educational services within the classroom, administrators are faced with a number of other external considerations that may not ever be considered by the teaching staff (London, 1995)
Indeed, a primary consideration in all curriculum reform initiatives to date has been to ensure the inclusion of knowledge, understandings, processes, and skills that provide competency in a given field (Stotsky, 2000). With school curricula now being increasingly linked to standards-based examinations as a measure of academic achievement, an increasing number of teachers feel they must "teach to the test" and many are being directed by administrators to do so; as a result, general "curriculum development" has ceased to be a primary professional concern (Pinar, 2004)
Furthermore, administrators are assuming more and more responsibility for implementing standards-based curricula and instruction in the nation's public schools (Stotsky, 2000). In recent years, the phrase "standards-based" has been used to describe a wide range of educational materials ranging from individual units to collections of classroom activities, to components that are "added on" to existing materials (Reys, Trafton & Wasman, 2001)
6). Furthermore, administrators are assuming more and more responsibility for implementing standards-based curricula and instruction in the nation's public schools (Stotsky, 2000)