|
|
 |
edusearch articles |
|
|
|
|
| Developing higher order thinking skills. |
Article images
- click to enlarge - |
| Author : Unknown
|
|
| Created : 19 Feb 2002
|
| Last Revision : 10 Mar 2002
|
Developing
Higher OrderThinking Skills and Multiple Intelligences
Teaching is an art.
Effective teachers facilitate students� learning by providing highly engaging learning experiences which are both motivating and challenging to students. Effective teachers intuitively know that student attitudes and academic achievement are improved when learning experiences revolve around the interests, talents, and needs of students. By providing students with fun-filled meaningful activities, effective teachers are able to teach basic skills and learning strategies while nurturing students� higher order thinking skills and multiple intelligences.
The activities enclosed within, were developed by teachers for teachers to help teachers create learning environments that are not only educational, but exciting and fun. The easy to use task cards can be used in a variety of ways to motivate students and enhance their learning. Each task card contains a series of directions for students to follow to complete a learning task. In addition, on the back of each task card, you will find the intelligences, the HOT skills, and the modalities used by students to complete the specific task. Finally, a list of materials to use with each activity is provided so teachers can prepare a center in a minutes notice.
Howard Gardner of Harvard University defines intelligence as "the capacity to solve problems or to fashion products that are valued in one or more cultural settings" (Gardner, 1983). His pluralistic view of intelligence suggests that all people possess at least seven different intelligences which operate in varying degrees depending upon each person�s individual profile of intelligences. The seven intelligences identified by Gardner include linguistic intelligence, logical-mathematical intelligence, spatial intelligence, bodily-kinesthetic intelligence, musical intelligence, interpersonal intelligence, and intrapersonal intelligence. The general characteristics associated with each of these intelligences are described below.
Linguistic intelligence - refers to an individual�s capacity to use language effectively as a vehicle of expression and communication (Examples: poets & writers).
Logical-Mathematical intelligence - refers to an individual�s capacity to think logically, use numbers effectively, solve problems scientifically, and discern relationships and patterns between concepts and things (Example: mathematicians and scientists).
Spatial intelligence - refers to the capacity to think visually and orient oneself spatially. In addition, spatially intelligent people are able to graphically represent their visual and spatial ideas (Examples: artists, decorators, architects, surveyors, inventors, and guides).
Musical intelligence - refers to the capacity to appreciate a variety of musical forms in addition to using music as a vehicle of expression. Musically intelligent people are sensitive to rhythm, melody, and pitch (Examples: singers, musicians, and composers).
Bodily-Kinesthetic intelligence - refers to the capacity of using one�s own body skillfully as a means of expression or to work skillfully to create or manipulate objects (Examples: dancers, actors, athletes, sculptors, surgeons, mechanics, and craftspeople).
Interpersonal intelligence- refers to the capacity to appropriately and effectively respond to other people and understand their feelings (sales people, social directors, travel agents).
Intrapersonal intelligence - refers to the capacity to accurately know one�s self, including knowledge of one�s own strengths, motivations, goals, and feelings (Examples: entrepreneurs, therapists, etc.).
Teaching Suggestions
The 14 task cards included in this literature-based activity set can be used in a variety of ways. Teachers have found them to be helpful as a teaching tool to help younger students learn to read and follow written directions. These teachers tend to use the activity cards in a whole group setting. Other teachers prefer to use these activities in cooperative groups. Finally, many teachers place these task cards in their classroom learning centers for students to use during independent working times. How you choose to use these activity cards is up to you and the needs of your students. Broad Horizons has provided several teaching suggestions for you to try as you use your fun-filled task cards with your students.
Whole Group Instruction
One of the most effective ways of teaching young children how to read and follow written instructions is by providing them with exciting learning experiences where they are given instructions to follow. You may find it useful to laminate the task cards first so they can be written on during whole group instruction with a wipe erase marker as a way of teaching students key words. After laminating your cards, place the cards on your reading easel. Each morning when you gather your students together for shared reading, make these activity cards a part of the shared reading experience. Since the print is large, students can read the directions along with you. Have students circle or underline key words and phrases which direct them toward completing the task.
In addition to learning how to read and follow written directions, students can develop a better understanding of themselves as learners. While you have your students gathered for shared reading, take advantage of this opportunity to recognize the many talents of each of your students. Discuss with your students how these activities help them develop all of their intelligences.
Cooperative Groups
Many teachers use cooperative grouping in their classrooms. Cooperative grouping is an excellent and effective way to use your task cards. Simply select several task cards and divide your class into cooperative groups. Assign jobs to each member of each group. Provide each group with a task card. Students must work together to complete the assigned task. After students have completed their task, have each group share their assignment with the rest of the class.
Independent Learning Centers
Select several task cards and place them in your learning centers around the classroom. During independent working times, allow students to work in the centers to complete the tasks.
Tape Record Task Cards
Time is something many teachers are trying to find more of. So here is a time saving technique that will not only help you the teacher, it will provide your students with additional support in reading the task cards while in independent learning centers. Simply set up your tape recorder near the area where you conduct your whole group shared reading. As you introduce a task card and read it to your students, press record and record yourself reading the directions contained on the individual task card. Turn the tape recorder off after you have read the card. Continue with your shared reading acitivities. When students are given an opportunity to go to independent learning centers, be sure to place the newly recorded tape in the learning center for easy student access. Students who need the extra support and repeated exposure to the directions for the task can listen to the directions again before beginning their activity.
Checklist Method
Select one of the task cards. Make ample copies of the front of the task card for the group of students you are working with. Complete part of the task card together as a group. Have students check off this part of the task. Then assign the rest of the task card as independent work. Have students check off the directions as they complete them. This will help students focus on following step-by-step directions and develop organizational skills.
Transparencies
An overhead transparency can be made of the front of each task card. Read over the directions for a specific task. As you read, teach key words and phrases. Discuss what is meant by the words "think," "compare," "sort," "design," "construct," etc. Model how to carry out a task that requires these behaviors. Continuous exposure to these types of tasks which require students to activate their higher order thinking not only promotes strategic thinking, but encourages creativity and promotes motivation.
|
| Comments on this article:
| |
|
|
