Diverse Learners in the Mainstream: Ch. 6-8Presentation by John, Thomas (TJ) and Michael

Chapter 6: Drawing on Multiple Intelligences to Teach Special Populations• The Eight Intelligences: Bodily-kinesthetic, Spatial, Musical, Intrapersonal,

Interpersonal, Linguistic, Logical-mathematical, Naturalist• The Four Learning Domains Chart: Sensorimotor, cognitive, affective and

social. (Figure 6.2, pg. 129)

Chapter 7: Using Technology to Teach Diverse Populations• “Global Community”- requires students to use higher-order thinking

skills in solving complicated and multifaceted real-world problems. (pg. 140) I.e. The Ning, TJ’s radio show and online classes.

• Project-Based Learning (PBL)• “Digital Natives”- Teachers who use new technology tools in the

classroom have found that students are more interested in what they must learn when it is presented in the language they understand. (pg. 145)

• Technology Tools: Blogs, Twitter, Wiki, Skype, Podcasts, Google apps, Digital Story-telling, etc.

• “Connected”- Are we connected?

Chapter 8: Diversity in Early Childhood• Who are the children? What are their needs? Family

responsive programs• Developmentally Appropriate Practice: Play is Essential,

Learning is Active and Curriculum is Culturally Responsive

• Effective Classroom Practices: Cooperative Learning, Integrated Curriculum, Language Experience Approach, Children’s Literature, Classroom Environments, Learning Centers and Outdoor Learning Environment

Toy Story• Using your action figures, write, draw or

verbalize a short interaction that includes your content area.

How does this relate? • It uses multiple intelligences. By playing, students

will learn about each other’s interests and content areas plus they will interact and socialize with peers.