Course Syllabus and Assignments
Credit Hours: 2 Semester Credits Grade Type: Letter Grade
Course Readings: Multiple Intelligences in the Classroom by Thomas Armstrong
ASCD Publisher. 2000. Alexandria, VA: ASCD. 140 Pages.
This course will review and explore the areas of multiple intelligences as they apply to the classroom. Educators will be able to take the theories of MI and put them into practice in the elementary, middle school, and high school environments. Teachers will examine MI instructional strategies in classroom environments and management. Student assessment, special education, and other applications of MI theory will be presented. Graphic figures, resources, and examples of MI lessons and programs will be examined for teacher applications in school settings
1. Educators will review the basic theory of multiple intelligences by Howard Gardner and its relationship to learning theory as applied to students in classroom settings and school environments.
2. Teachers will read and learn about MI in curriculum development, classroom management and student assessments for classroom applications.
3. Students will examine the practical applications of multiple intelligences for the elementary, middle school, and high school levels.
4. Multiple Intelligence strategies will be explored for cognitive skill development, special education and other subject area applications.
5. Teachers will analyze existential intelligence and other examples of MI lessons in elective classes and vocational programs for career development.
Write several paragraphs summarizing the main ideas, knowledge and information that you thought was significant from each chapter in the book. Extended bullet points of main issues are also acceptable. See the corresponding rubric for guidelines.
|1. The Foundations of the Theory of Multiple Intelligences|
|2. MI and Personal Development||3.Describing Intelligences in Students|
|4.Teaching Students About MI Theory||5. MI and Curriculum Development|
|6.MI and Teaching Strategies||7. MI and the Classroom Environment|
|8. MI and Classroom Management||9. The MI School|
|10.MI and Assessment||11. MI and Special Education|
|12.MI and Cognitive Skills||13. Other Applications of MI Theory|
|14. MI and Existential Intelligence||A. Resources on MI|
|B.List of Figures||C. Examples of MI Lessons & Programs.|
After the chapter reviews, write a two-page paper linking key concepts from the book Multiple Intelligences in the Classroom by Thomas Armstrong Williams, to your specific classroom context. By focusing your essay on an area of interest that is relevant to your teaching or professional experience, you will enhance your capacity to apply new concept learned in this class. You may choose to specifically focus your paper on classroom-management strategies from the book that are a change from your typical teaching methodology or practice.
1. Book chapter Readings 2. Chapter reviews and reflections
3. Final-application essay or project activity. (APA or MA Writing Style format)
Email Assignments:info@TeacherRecertification.cominstructor Mr. C’de Baca, 727-258-7233
Mail Registration and Evaluation to: TLC, 11246 68th Ave. Seminole, FL 33772
|Book Readings||30%||90 – 100 = A|
|Reading Chapter Reviews/Reflections||35%||80 - 89 = B|
|Final Application Essay or Activity||35%||70 - 79 = C|
|Total||100%||0 - 69 = F|
|Letter Grade||%||Possible Points Points Earned|
|Re-Write Assignments||Based on Rubric Score|
Multiple Intelligences in the Classroom
Course Assignments and Rubric:
|Chapter Reviews/ Questions||Basic (50 pts.)||Proficient (60 pts.)||Advanced (70 pts.)|
|Read the book and write chapter reviews and reflections for each chapter.
Write several paragraphs about the ideas, knowledge, and information that you thought was significant from each chapter.
Consider reflecting on a paragraph or a concept that was enlightening and applicable to teaching.
Address or apply any state, district, or national academic standards.
Expanded bullet points of main issues are also acceptable.
Include your personal
experiences, ideas, and critical analysis.
|Writes a basic narrative of the chapters’ contents.
Includes major points expressed by the author.
Includes at least one citation or example.
|Writes a general narrative of the chapters’ contents with limited personal reflection.
Expresses major points of each chapter.
Writing includes any state, district, or national academic standards that apply.
Includes several citations or examples.
|Writes a complete narrative of the main points of each chapter.
Writes personal reflections that include the student’s experiences with these issues as they relate to their personal classroom experience.
Expresses major points of each chapter and provides in-depth elaboration.
Includes any state, district, or national academic standards that apply.
Includes critical analysis of the course’s positive and/or limiting content and offers solutions as they apply to instructional applications in classrooms and schools.
Academic Standards: Academic standards that apply to this course will vary from state to state. Visit your district or state educational websites for academic standards that may apply to specific courses or subject areas and apply them as needed.
Final-Application Essay Rubric Assignment
|Final-Application Essay||Basic (10 pts.)||Proficient (20 pts.)||Advanced (30 pts.)|
|Write an essay linking all the course content or assignments, and show how they can be applied to teaching students, schools, and personal development.||Writes an essay addressing how the course content can be applied to classroom instruction, student achievement, and the overall school environment.
|Writes an essay with one or two examples of how various course concepts can be developed and implemented in the classroom and school environments.
Writing addresses any state, district, or national academic standards.
Addresses instructional methods, teaching strategies and effective lessons as well as students’ affective needs and academic achievement.
|Writes a thorough essay with multiple examples of how various course concepts can be developed and implemented in classroom and schools.Includes student’s personal and experiential reflections and any state, district, or national academic standards that apply.
Writing has critical analysis of the course’s positive and/or limiting content and offers solutions as they apply to instructional applications in classrooms and schools.
Addresses instructional methods, teaching strategies and effective lessons as well as the affective needs of students along with academic achievement.
Optional Lesson/Unit Plan or Activity Rubric (replaces the essay)
|Activity Lesson/Unit Plans||Basic (10 pts.)||Proficient (20 pts.)||Advanced (30 pts.)|
|Write a unit plan with two or more lesson plans or activities that demonstrate the course concepts in a school classroom or instructional environment.Other activities include: staff development,
state academic standards, parent outreach, department or committee work, curriculum development, presentations, and school events.
|Creates a minimal activity and lesson plan that briefly demonstrates a simple application of a course concept or strategy that can be utilized in classrooms for instructional and/or evaluative applications.
|Creates a general activity and lesson plan or unit plan that demonstrates two or more course applications of the various topics or concepts.
Includes any state, district, or national academic standards that apply.
Contains a variety of teaching or learning styles and concrete or abstract practical applications of a concept from the course materials.
|Creates a detailed activity and lesson plan or unit plan that includes a variety of teaching and learning styles.
Contains concrete and abstract activities for practical classroom applications of several concepts from the course content.
Addresses any state, district, or national academic standards in the activity.
Creates a lesson plan or activity that helps students utilize course content to apply the knowledge or skills to school curriculum for their affective needs and improving academic achievement.
Feel free to email or call the instructor
Joseph C’de Baca with any questions.
To pay by check remit to:
Teacher’s Learning Center
11246 68th Ave.
Seminole, FL 33772