1
|
- Carla Piper, Ed. D.
- http://www.soundpiper.com
|
2
|
|
3
|
- Vision translated into Learning Experiences
- What do you believe is worth knowing?
- What do you know about the learners and their development?
|
4
|
- Essential knowledge changes throughout history and culture
- Dictated by social and political pressure
- Current California subjects considered “CORE”
- English-Language Arts*
- Mathematics*
- History-Social Science*
- Science*
- Visual and Performing Arts
- *Currently tested!
|
5
|
- Believed that free human beings should strive for excellence in:
- Olympic games for amateur competition
- Rejoiced in the fine arts
- Plato – philosopher wrote The Republic
- Established nursery schools
|
6
|
- “The exact sciences would first be studied for ten years to familiarise
the mind with relations that can only be apprehended by thought.”
- Arithmetic
- Plane and solid geometry
- Astronomy
- Harmonics
|
7
|
- New emphasis on the potential of humankind
- To understand universe
- To transform society
- Effort to make education more practical and scientific
- Move away from influence of religion to a more humanistic view of life
|
8
|
- Johann Pestalozzi (1746-1827)
- Believed all children have a right to education
- Believed education had potential to awaken the potential in each child –
and lead to social reform
- The aim is to educate the whole child
- Intellectual education is only part of a wider plan.
|
9
|
|
10
|
- “Objects of primary education”
- Purpose to foster human qualities:
- Morals
- Understanding of duties to neighbors and country
- Knowledge of rights
- Intelligence
- Faithfulness in social relations.
|
11
|
- Improve society through schooling
- Prepare citizens to live in a democratic society
- School is a democratic society in itself, preparing students for
community life
- Children develop full personal potential: self actualization
- Educate the whole child
- Physical
- Social
- Emotional
- Intellectual
|
12
|
|
13
|
- Public schools in U.S. established for moral and social reasons as well
as academic.
- “Surely we should demand more from our schools than to educate people to
be proficient in reading and mathematics.” Educational Leadership,
September, 2005
|
14
|
- Industrial Revolution invented way of thinking about productivity.
- Technical rationality
- Set standards
- Determine best practice for achieving goals
- Predict success for all
- High premium on effectiveness and efficiency
- Measurement mania and competition
- The speed of reaching the destination is considered a virtue.
- Consider the faster student the brighter student
|
15
|
- One of the most magnificent of human inventions is the Invention of
Education--no other species educates its young as do we.
- At this time of great change, we must remember the ancient value of
education and preserve it—
- Not just facts, data, information, but
- Knowledge, understanding, judgment, wisdom.
- We must use the ancient arts and crafts of education to prepare
youngsters for a world we can not anticipate or fully envision.
|
16
|
- Consequences of current reform efforts and emphasis on boosting test
scores.
- Narrowed the curriculum and “blinkered” our vision of what we used to
call “the whole child.”
- “To focus all our attention on measure academic performance is to blind
us to these youngster’s need to live a satisfying life.”
- Aim is not to simply focus on the narrowly cognitive, but to see how
students respond emotionally, imaginatively, and socially.
- The arts make it possible in vivid ways to eliminate a distinction
between cognition and emotion.
|
17
|
- “Children are not a
- can of baked beans…
Standardized in the cooking and canning process”
- Assembly line model
Products have little variability
Uniformity is a virtue
- Elliot Eisner
- 2005
|
18
|
- “When schools get obsessed with ensuring predicable results, they tend
to treat children in uniform and standardized ways.”
- Children differ:
- Temperament
- Aptitude
- Intellect
- Social competence
- Emotional vulnerability
- All children are alike in some ways and every child resembles certain
children more than others.
|
19
|
- The Study of Knowledge and Development
- Three Types of Knowledge
|
20
|
- Equilibrium - balance between the structure of the mind and the
environment
- "The principle goal of education is to create men who are capable
of doing new things, not simply of repeating what other generations have
done – men [women] who are creative, inventive and discoverers.“
|
21
|
- Assimilation – what makes sense in child’s environment
- Accommodation – new in context with known
- Adaptation – adjusts to the environment and learns the consequences of
specific actions
- Organization – integrates schemata and develop more complex logic
|
22
|
- Birth to two
- Objects exist outside of their visual field - object permanence
- Learn strictly through sensory experience within their environment - KINESTHETIC
|
23
|
- Ages 2 - 7
- Period of Language Development
- Egocentrism - only see self perceptions
- Categorize by single obvious feature
|
24
|
- Ages 7 – 12
- Develop ability to handle complex logic and make comparisons
- Hypothesize and reason ONLY about things they’ve experienced themselves
|
25
|
- Age 12 – Adult
- Abstract thinking ability
- Offer interpretations and draw conclusions
- Formulate hypotheses
|
26
|
|
27
|
- Advocate of preschool programs that meet the needs of the whole child
- Children need to acquire a set of fundamental competencies that shape
their minds for further learning:
- Cognitive
- Linguistic
- Social-emotional
- Lifelong process of development dependent on social interaction with
adults and peers
|
28
|
- Skills for preschoolers need explicit instruction:
- Oral language
- Deliberate memory
- Focused attention
- Self regulation
- Preschool thinking is reactive – immediate response to what children see
and feel
- Preschoolers ability to learn depends on:
- repetition or
- an experience that is personally meaningful.
|
29
|
- Children move from reactive thinking to the ability to think before they
act.
- Children are able to reflect and draw on past experience to engage in
thoughtful behaviors.
|
30
|
- Changes in cognitive skills are related to intellectual growth and age
- Child’s behavior not just result of external stimuli – but also internal
stimuli
- Social learning actually leads to cognitive development
- Individual differences in children should be recognized and addressed
|
31
|
|
32
|
- The ability to solve problems that one encounters in real life
- The ability to generate new problems to solve
- The ability to make something or offer service that is valued within
one’s culture
|
33
|
- Diverse preferred modes of learning for each individual
- Different ways of information processing
- Result of years of scientific brain research
- Stroke victims
- Accident victims
- Alzheimers patients
|
34
|
- Intelligence is not fixed at birth. It changes and grows through
life. It can be improved and expanded.
- Intelligence can be taught and improved by activating levels of
perception.
- Intelligence is a multiple phenomenon that occurs in many different
parts of the brain/mind/body system.
- A stronger, more dominant intelligence can be used to train (improve or
strengthen) a weaker intelligence.
- Most persons possess all intelligences – but in varying strengths (at
varying times)
|
35
|
- “The ways in which intelligences combine and blend are as varied as the
faces and personalities of individuals”
- Intelligence is changeable – not stagnant
- Genetics influences intelligence
- BUT providing a nurturing, positive, and stimulating learning
environment is very important!
|
36
|
- Verbal-Linguistic Intelligence – word player
- Logical-Mathematical Intelligence - questioner
- Bodily-Kinesthetic Intelligence - mover
- Visual-Spatial Intelligence - visualizer
- Musical-Rhythmic Intelligence – music lover
- Interpersonal Intelligence - socializer
- Intrapersonal Intelligence - individualizer
- Naturalist Intelligence – nature lover
|
37
|
- Stage 1: Awaken - trigger the intelligence
- Stage 2: Amplify - strengthen by practice
- Stage 3: Teach - learn and acquire specific knowledge
- Stage 4: Transfer the intelligence to real life - Knowing how to live in the real world
|
38
|
- Musical-Rhythmic Learner
- Shows sensitivity to rhythm, melody, and sound
- Notices non-verbal sounds in the environment
- Learns more easily if sung or tapped out.
- Musical intelligence develops very early
- Most closely aligned to the verbal/linguistic
|
39
|
- Auditory Cortex
- Visual Cortex
- Frontal Cortex
- Motor Cortex
|
40
|
- Central to the musical intelligence
- Pitch (or melody)
- Rhythm:
- Pitch is more important in certain cultures - "Oriental societies
that make use of tiny quarter-tone intervals"
- Other cultures (such as sub-Saharan Africa) emphasize rhythm where
"rhythmic ratios can reach a dizzying metrical complexity"
|
41
|
- The musical intelligence emerges earlier than any of the other
intelligences
- Positive early childhood experiences, particularly those that explore
the creative potential of music, are crucial to the development of the
musical intelligence.
- The role of the educator in fostering the development of the musical
intelligence is significant in early childhood
|
42
|
- In infancy, normal children sing, babble, produce undulating patterns,
and imitate tones sung by others.
- An important transition in their musical lives occurs in the middle of
the second year of life when them begin to emit tones that explore small
intervals from seconds to fourths.
- They begin to invent spontaneous songs and imitate short patterns from
familiar songs.
- By age three or four, the original tunes and exploratory sound play give
way to conformity as they begin to limit themselves to the songs of the
dominant culture.
- By school age, children know what a song should be according to the
cultural practice. They can produce a fairly accurate rendition of
common melodies.
|
43
|
- For most children in our culture, there is little further musical
development after the school years begin unless they exhibit unusual
musical talent or have exceptional opportunities.
- Musical repertoire may expand, skill in performance may improve, and
knowledge about music may increase, but creative development is minimal.
- Gardner states that this may be because "music occupies a
relatively low niche in our culture, musical illiteracy is
acceptable"
- Our society does not have high musical expectations for the average
individual, in contract to expectations for the mastery of verbal or
mathematical skills.
|
44
|
- Crystallizing experiences spark the musical intelligence, starting off
the development of talents and abilities. These experiences may
provide a turning point for the child.
- Paralyzing experiences shut down the musical intelligence, discouraging
the development of talents and abilities. A child's musical growth
is easily stunted when he/she is told to "stop that racket" as
he/she practices an instrument.
|
45
|
- "if we can explain music, we may find the key for all human
thought."
|
46
|
- Activities
- Beat and Metronome
- Tempo and Dynamics
- Syllables and Accents
- Vowels and Consonants
- Rapping and Rhyming
- The Elements of Music
- Rhythm Echoes
- Rhythm Relay
- Bell Songs
- Melody Question and Answer
- Singing and Solfege
- Timbre
- Music
- Rhythm Everywhere
- Feeling Funny
- Animal Parade
- Musicland March
- Mother Goose Rap
- Songs for Teaching Music
|
47
|
- Verbal Linguistic Learner
- Uses words effectively
- Has highly-developed auditory skills
- Enjoys reading, playing word games, and writing
- Has good memory for verse, lyrics, or trivia
- Preschool age great for repetition and memorization
|
48
|
- Short-term working memory - ability to hold on to a piece of information
temporarily in order to complete a task
- Information is transferred to long-term memory through the hippocampus
- Hypocampus integrates sensory information along with amygdala
- Hypocampus – long term memory
- Amygdala – affective responses
- Brain Stem – emotional reflex reactions
- Thalamus – the “you”
|
49
|
|
50
|
- Explicit – declarative
- Subjects' conscious recollection of things and facts.
- Subjects memorize a given set of items (a list of words, a group of
pictures, etc.) and then recall them verbally.
- Implicit – non-declarative
- Automatic recall without the conscious effort
- Procedural – unconscious, automatic sensorimotor
- Emotional Conditioning
|
51
|
|
52
|
- Activities
- Letter names and letter sounds
- Oral language
- Memorization
- Rhyme, rhythm, and repetition
- Nursery Rhymes
- Conversations and communication
- Musical phrases: questions and answers
- Story telling
- Concepts of print: musical notation
- Music
- ABCs
- Letter Names and Sounds
- Animal Farm Song
- Zoo Song
- Riding On My Horse
- Yes, Please
- Say Hi
- I Like You
- Do You Know What I Can Do?
- The Name of the Game
- What’s your Name?
- Mother Goose Rap
|
53
|
- Logical-Mathematical Learner
- Thinks conceptually and abstractly
- Is able to see and explore patterns and relationships
- Enjoys reasoning, calculating, playing logic games, solving puzzles.
- Likes brain teasers, logical puzzles, and strategy games.
|
54
|
- Activities
- Beat and metronome
- Flashcard rhythm echoes
- Rhythm pyramid
- Rhythm patterns
- Bell melody patterns
- Musical timeline
- High and low musical vibrations – Bell sizes
- Timbre and acoustics
- Concepts - shapes in musical notation
- Music
- Circles-Go-Round
- Rhythm Everywhere
- Count to 30
- We Can Count to 100
- Listen
- Songs for Teaching
- Songs for Teaching Numbers and Counting
|
55
|
- Bodily-Kinesthetic Learner
- Likes movement
- Communicates well through body language
- Enjoys physical activity
- Excels at hands-on learning
- Processes knowledge through bodily sensations – moving, touching,
manipulation, role plays, creative movement
|
56
|
- Activities
- Gross motor movement
- Fine motor movement
- Playing instruments
- Tempo – fast and slow
- Breathing and singing
- Music
- Animal Parade
- Getting Bigger Every Day
- Exercise Time
- Five Fingers
- Circle Dance
- Everybody Walk
- Balancing
- Ball Game
- Relaxing
- Songs for Teaching Action Songs
|
57
|
- Visual-Spatial Learner
- Thinks in terms of physical space
- Notices images and thinks in pictures
- Learns best through drawings, designs, and imagery
- Likes mazes, jigsaw puzzles, films, diagrams, maps, charts
|
58
|
- Activities
- Patterns
- Musical notation
- Highs and lows
- Colored bells
- Balance and symmetry
- Shapes
- Music
- I Like Sunny Days
- Circles Go Round
- Circle Dance
- Riding on my Horse
- Rhythm Everywhere
- Songs for Teaching
- Songs for Teaching Art Appreciation
|
59
|
- Naturalistic Learner
- Sensitivity to the world of nature
- Demonstrates ability to empathize with animals
- Enjoys working with plants, (gardening, farming and horticulture
- Has a natural sense of science and natural living energy forces (weather
and physics)
- Enjoys cooking and working with products of nature
- Sees patterns in nature
|
60
|
- Activities
- Musical Games
- Outdoor story time
- Campfire songs
- Music
- Rhythm Everywhere
- Listen
- I Like Sunny Days
- Relaxing
- Songs for Teaching – Click on Science
|
61
|
- Intrapersonal Learner
- Is in tune with their personal inner feelings, moods, and motivations
- Has an accurate picture of personal strengths and limitations
- Has capacity for self-discipline
- Learns best through independent study and introspection
|
62
|
- Activities
- Drawing and painting
- Pretending
- Dramatizing
- Reading
- Conversation
- Music
- I Like Sunny Days
- Do You Know What I Can Do?
- I’m Getting Bigger Everyday
- Smile
- I’m Riding on my Horse
- Sad, Mad, Glad
- Lullaby
- Songs for Teaching – Click on Character Education
|
63
|
- Interpersonal Learner
- Enjoys interacting with others
- Learns best through group activities
- Sensitivity to facial expressions, voice and gestures and has ability to
respond effectively to those cues
- Understands and cares about people
- Likes to socialize
|
64
|
|
65
|
- Activities
- Modeling conversation
- Rocking Stuffed Animal or Doll
- Group Motor Activities
- Dancing
- Music
- Yes, Please
- We’re the Same Inside
- I Like You
- What’s Your Name?
- The Name of the Game
- Lullaby
- Ball Game
- Circle Dance
- Sad, Mad, Glad
- Lullaby
- Songs for Teaching – Click on Character Education
|
66
|
- “If knowledge doubles every year or two, we certainly cannot multiply
the number of hours or teach twice as quickly. Some choice, some
decisions about what can be omitted, is essential.”
- The first dilemma:
- What should be taught?
- Howard Gardner – 2003
- From Multiple Intelligences after Twenty Years
- http://www.pz.harvard.edu/PIs/HG_MI_after_20_years.pdf
|
67
|
- What should be highlighted: facts, information? data? If so, which of
the countless facts that exist?
- Subject matters and disciplines--if so, which ones?
- Which science, which history?
- Should we nurture creativity, critical thinking?
- If there is to be an additional focus, should it be arts, technology, a
social focus, a moral focus?
|
68
|
- What is Special about Human Beings
- “Human beings have done many terrible things but countless members of
our species have done wonderful things as well: works of art, works of
music, discoveries of science and technology, heroic acts of courage and
sacrifice.
- Our youngsters must learn about these achievements, come to respect
them, have time to reflect about them (and what it took to achieve them)
and aspire some day to achieve anew in the same tradition…or perhaps
even to found a new tradition.”
|
69
|
- “While I have spent decades
- studying intelligences…..
- Words from a Wise American
- “Character is more important than intellect.”
|