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Integrating Curricula With Multiple Intelligences: Teams, Themes, and Threads de Robin J. Fogarty

Integrating Curricula With Multiple Intelligences: Teams, Themes, and Threads

Autor Robin J. Fogarty, Judy Stoehr
en Limba Engleză Paperback – apr 2008
Integrating Curricula With Multiple Intelligences combines Gardner's nine multiple intelligences (verbal, logical, musical, visual, bodily, interpersonal, intrapersonal, naturalist, and existentialist) with Fogarty's ten curriculum integration models (fragmented, connected, nested, sequenced, shared, webbed, threaded, integrated, immersed, and networked). The authors offer strategies for building teams and professional learning communities, exploring how to put power into themes, and ways to thread life skills through the subject matter content. This unique and practical book includes cooperative structures for interactive lessons, strategies for developing relevant integrated units, ideas for webbing themes to the intelligences, methods that infuse rigor into thematic units, and much more.
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Specificații

ISBN-13: 9781412955539
ISBN-10: 141295553X
Pagini: 232
Dimensiuni: 216 x 279 x 15 mm
Greutate: 0.64 kg
Ediția:Second Edition
Editura: SAGE Publications
Colecția Corwin
Locul publicării:Thousand Oaks, United States

Recenzii

"Teachers are held accountable for designing instruction and assessing standards-based outcomes. They are also asked to teach for retention, cooperative learning, and individual differences. This book provides a wealth of delightful, creative, and compelling strategies and lessons, with techniques for integrating these diverse objectives."
"Has great merit in providing connections and a strong learning environment for students. The authors provide excellent charts, templates, graphic organizers, and resources for educators to use and examine."
"In this concrete book with a multitude of examples, the authors offer specific suggestions for merging curriculum with recent multiple intelligences experience and research. The tone is upbeat and the style is practical and well organized, making it appealing to teachers."
"Well written, user-friendly, and has great examples that educators will relate to."
"Clear, concise, and with outstanding illustrative material. The book adds to the discussion on integrating curriculum with multiple intelligences."
"The authors are sensitive to the constraints that operate on teachers even as they are open to ways in which teachers can refashion their classes and curricula to reach more children in more effective ways. This book will help teachers to enliven and enrich their classrooms and to forge new connections across concepts and curricula."

Cuprins

Foreword by Howard Gardner
Acknowledgments
Introduction
The Why's and Wherefore's
A Look at the Book
1. Theories
Caine and Caine's Twelve Principles
From the Tower: Gardner's Theory of Multiple Intelligences
From the Field: Multiple Intelligences
From the Tower: Fogarty's Models of Curriculum Integration
From the Field: Curriculum Integration
Differentiated Instruction
Frames of Mind - Grid Talk
2. Teams
Teams Rap
List of Words (Bombardment)
Jagged Profile Activities
Jagged Profile Implications
Collaborative Teams in Professional Learning Communities
Forming Teams: Top Down or Bottom Up?
Beginning the Conversation: It's a Start!
Teaming Conference
Team Meetings
Guide on the Side: Facilitating the Team or PLC
3. Themes
Themes as Organizing Centers
Themes as Catalysts
Thematic Teaching Theorists
T-H-E-M-E-S
Basic Models
Introduction to Tandems - Themes
Elementary Lesson: "Miss Mary Mack"
Middle School Lesson: Africa - South of the Sahara
High School Lesson: Medieval Europe During the Black Death
Matrix Mixer
4. Threads
Reform for the Twenty-First Century
Problem Solving Becomes the Thread
Life Skills
Basic Models
Introduction to Tandems - Threaded
Elementary Lesson: Threaded Model: Prediction
Middle School Lesson: Threaded Model: Cause and Effect
High School Lesson: Threaded Model: Communication
Kids Incorporated and the Cemetery Study
Authors' Note
The Tri-Assessment Model
Rubric for Integrating Learning
Using the Tri-Assessment Model
Speech Fugue: Elementary
Appendix: Miscellaneous Tools
Bibliography
Index

Notă biografică

Robin Fogarty is President of RFA: A Robin Fogarty Company, a Chicago-based, minority-owned, educational publishing/consulting company. Robin received her doctorate in curriculum and human resource development from Loyola University of Chicago. A leading proponent of the thoughtful classroom, Robin has trained educators throughout the world in curriculum, instruction and assessment strategies.

She has taught at all levels, from kindergarten to college, served as an administrator, and consulted with state departments and ministries of education in the United States, Puerto Rico, Russia, Canada, Australia, New Zealand, Germany, Great Britain, Singapore, South Korea, the Netherlands, the Kingdom of Bahrain and Saudi Arabia.

Robin has published articles in Educational Leadership, Phi Delta Kappan, The Journal of Staff Development and The Middle School Lournal. She is the author of numerous publications, including Brain-Compatible Classrooms, Literacy Matters, Ten Things New Teachers Need, How to Integrate the Curricula, The Adult Learner, A Look at Transfer, Close the Achievement Gap, Twelve Brain Principles, Nine Best Practices, and From Staff Room to Classroom: Planning and Coaching Professional Learning, How to Teach Thinking Skills Within the Common Core: 7 Key Student Proficiencies of the New National Standards, Invite! Excite! Ignite! 13 Principles for Teaching, Learning and Leading K-12 classrooms

Robin received her Bachelor of Arts in Early Childhood Education at SUNY, Potsdam, NY, and her Masters in Instructional Strategies from National Louis University in Evanston, IL. She is known as the teachers¿ teacher and has mentored numerous colleagues in the art and science of working with the adult learner. She brings a wealth of knowledge and passion to all endeavors, has a wealth of knowledge in the field and conducts highly interactive PD sessions.

Descriere

The authors demonstrate how to develop higher-order thinking, mindful decision making, and productive problem-solving skills in all students and provide a six-step process for developing thematic learning units.