2010 JI Students - Nipissing University

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					2010 J/I Students

Attached are the answers to Group 8’s questions that I have received to date. I
did not check them over for accuracy. By now you should also have the answers
provided for each of these questions from your section (they would have been
emailed to you from the group).

Best of luck on your exam.


Group 8
Group 8
            1. What are the multiple intelligences? Describe each.
            2. What are diagnostic, summative and formative
               assessments?
            3. Why is consolidation in a lesson important?
            4. Describe any 3 strategies which would optimize classroom
               discussion (see the planner)
            5. What is a teacher’s Annual Report?
            6. See the end of this task sheet.

Group 8
            7. What are the multiple intelligences? Describe each.
               - verbal linguistic
               - logical mathematical
               - visual spatial
               - musical rhythmic
               - interpersonal social
               - interpersonal introspective
               - naturalist

Linguistic intelligence involves sensitivity to spoken and written language, the ability to learn
languages, and the capacity to use language to accomplish certain goals. This intelligence
includes the ability to effectively use language to express oneself rhetorically or poetically;
and language as a means to remember information. Writers, poets, lawyers and speakers
are among those that Howard Gardner sees as having high linguistic intelligence.

Logical-mathematical intelligence consists of the capacity to analyze problems logically,
carry out mathematical operations, and investigate issues scientifically. In Howard Gardner's
words, it entails the ability to detect patterns, reason deductively and think logically. This
intelligence is most often associated with scientific and mathematical thinking.

Musical intelligence involves skill in the performance, composition, and appreciation of
musical patterns. It encompasses the capacity to recognize and compose musical pitches,
tones, and rhythms. According to Howard Gardner musical intelligence runs in an almost
structural parallel to linguistic intelligence.

Bodily-kinesthetic intelligence entails the potential of using one's whole body or parts of the
body to solve problems. It is the ability to use mental abilities to coordinate bodily
movements. Howard Gardner sees mental and physical activity as related.
Spatial intelligence involves the potential to recognize and use the patterns of wide space
and more confined areas.

Interpersonal intelligence is concerned with the capacity to understand the intentions,
motivations and desires of other people. It allows people to work effectively with others.
Educators, salespeople, religious and political leaders and counsellors all need a well-
developed interpersonal intelligence.

Intrapersonal intelligence entails the capacity to understand oneself, to appreciate one's
feelings, fears and motivations. In Howard Gardner's view it involves having an effective
working model of ourselves, and to be able to use such information to regulate our lives



            8. What are diagnostic, summative and formative assessments?
               Diagnostic testing is a form of assessment to find out what the students
               already know before the lesson. Summative assessment is an evaluation, a
               culminating task at the end of a unit. It impacts the grade average of the
               student and is usually a larger chunk of information. It refers to the
               assessment of the learning and summarizes the development of learners at a
               particular time. After a period of work, e.g. a unit for two weeks, the learner
               sits for a test and then the teacher marks the test and assigns a score. The
               test aims to summarize learning up to that point.
               Formative assessment is checking the understanding of your students, this
               can take place in mini quizzes or a simple hands up or down for
               understanding the material.

            9. Why is consolidation in a lesson important?
               Consolidating at the end of the lesson is crucial to students so they can hear
               once again the main points, or what the teacher has wanted them to take
               from the lesson. At the end of the lesson this takes place so students once
               again can talk and ask questions about the overall expectations of the
               information they have just learned. Consolidation also helps the teacher to
               plan for the next lesson, if the students are responding well and learning lots
               of content the next lesson can be more heavier, or if they are having trouble
               with the current information, the way the information is presented might
               need to be modified.

            10. Describe any 3 strategies which would optimize classroom discussion?
            a. Develop a series of discussion questions to help frame the direction of the
                 group’s discussion
            b. Use questions that focus on higher level thinking as in: how and why, rather
                 than who, what, when and where.
            c. Jigsaw groups:
            d. Round Robin
            e. Word Wall

            11. What is a teacher’s Annual Report?
            Annual Teacher’s Report: The law requires the College to report on its activities
            annually to the legislature. The College uses this opportunity to produce an
            annual report that is distributed to MPPs, district school boards, federations,
            faculties of education and the media.
          A Commitment to Transparency, the 2007 annual report of the Ontario College
          of Teachers, highlights the work of the College in enhancing transparency and
          accountability in how we regulate the teaching profession in your interest. If you
          are a parent or member of the public, you can expect accountability from
          Ontario teachers.

          12. See the end of this task sheet.



Group 8

13. What are the multiple intelligences? Describe each.
                   Visual/spatial
     o Ability to think in pictures
     o To perceive the world accurately and recreate in the mind or on paper
     o Highly developed in artists, architects, designer and sculptures
                   Verbal Linguistic
     o              Sensitivity to the meaning order and words
                   Logical Mathematical
     o              ability in mathematics and other complex logical systems.
                   Bodily/Kinesthetic
     o     the ability to use one's body in a skilled way, for self-expression or
        toward a goal. Mimes, dancers, basketball players, and actors are
        among those who display bodily-kinesthetic intelligence.
                   Musical/Rhythmic
     o              the ability to understand and create music. Musicians,
        composers and dancers show a heightened musical intelligence.
                   Interpersonal
     o an ability to perceive and understand other individuals -- their moods,
        desires, and motivations. Political and religious leaders, skilled parents
        and teachers, and therapists use this intelligence.
                   Intrapersonal
     o              an understanding of one's own emotions. Some novelists
        and or counselors use their own experience to guide others.


14.                 What are diagnostic, summative and formative
   assessments?
Summative
–Conducted at the end of a unit or term
–Conducted to evaluate student knowledge

Formative
–Conducted throughout a unit or term
–Conducted to reflect on and assess student knowledge and program success

Diagnostic
–Conducted usually at the beginning of the year or a unit to get a baseline
–Should be conducted at the end to demonstrate / measure success
–Should be conducted in the middle to make sure what you are doing is working
–Usually focuses on basic skills or knowledge; never used for report cards

3. Why is consolidation in a lesson important?

 The consolidation in a lesson is important because it reinforces what was
  covered during the lesson and brings the lesson to an explicit conclusion. A
  final summary should be used to draw together everything that has been said
  during the lesson. Key points from the lesson should be emphasized,
  significant questions raised by the student can be highlighted, application of
  the lesson material to the student's job could be mentioned, and any
  challenges that the lesson offers to the students can be stated.

4. Describe any 3 strategies which would optimize classroom discussion (see the
   planner)
       Jigsaw
       The jigsaw technique can be a useful, well-structured template for
       carrying out effective in-class group work. The class is divided into
       several teams, with each team preparing separate but related
       assignments. When all team members are prepared, the class is re-
       divided into mixed groups, with one member from each team in each
       group. Each person in the group teaches the rest of the group what
       he/she knows, and the group then tackles an assignment together that
       pulls all of the pieces together to form the full picture (hence the name
       "jigsaw").

       Gallery Walk
       The gallery walk is a cooperative learning strategy in which the instructor
       devises several questions/problems and posts each question/problem at
       a different table or at a different place on the walls (hence the name
       "gallery"). Students form as many groups as there are questions, and each
       group moves from question to question (hence the name "walk"). After
       writing the group's response to the first question, the group rotates to the
       next position, adding to what is already there. At the last question, it is the
       group's responsibility to summarize and report to the class.

       Graffiti
       Graffiti is a collaborative learning strategy involving "students working
       together in groups to generate and record ideas on chart paper." (p.66)
       Students are divided into groups and assigned roles (you could use
       Numbered Head in which students sound off a number from 1 to n [n is
       the number of people in the groups] to assign roles). The teacher has
       placed chart paper around the room, each with a different topic drawn
       from the assigned reading. Each group is given a different coloured
       marker and travels in rotation from chart to chart on a signal from the
       teacher, writing responses to the chart topic and to any responses already
       on the charts. This strategy allows and encourages student to make a
       personal connection to the reading under study by responding to it and
         expressing their opinions about and understanding of it. It also allows
         them to engage in an exchange of ideas with other students which
         broadens their understanding.



5.        What is a teacher’s Annual Report?
         At the end of the year the teacher reflects on the year as a whole and
     different units taught, then summarizes the year in this report.
         Including teacher and student information
         Grade taught
         Including class size, individually student information
         Documents school board information
         signature of teacher.




Group 8
1. What are the multiple intelligences? Describe each.
The multiple intelligences are Verbal-Linguistic are learners who tend to learn best
by reading, taking notes, listening to lectures and discussions. Logical-Mathematical
are learners who have to do with logic, abstractions, reasoning ad numbers. Visual-
Spatial are learners who are goo at creating mental pictures. Bodily Kinaesthetic are
learners who learn better by involving movement and doing something physical
rather than hearing or reading about it. Musical-Rhythmic are learners who have
high level of musical-rhythmic and are sensitive to sound, tones and music.
Interpersonal-Social are learners who are extroverts and are sensitive to others, they
work best in-group or as a team. Intrapersonal-Introspective are learners who are
introverted, they are skilful at deciphering their own feelings and motivations and
have a deep understanding of their strengths and weaknesses. Neutralist are ones
who relate to nature and relay information to their natural surroundings.

            15. What are diagnostic, summative and formative assessments?
Diagnostic assessment: prior to instruction each students strengths/weaknesses,
knowledge and skills are tested. Lets you remediate and adjust the curriculum to
meet the student’s needs.
Summative Assessment: Test usually given at the end of the term/unit, the purpose
is to evaluate the student’s knowledge.
Formative Assessment: Tests are not formally graded. Used as an ongoing diagnostic
tool. Instruction should use it to modify his/her teaching practices to meet the needs
of the students.

           16. Why is consolidation in a lesson important?
Consolidation is important because it checks student understanding. Without this
check students knowledge and grasp of the subject matter cannot be confirmed and
therefore the ultimate success of the lesson cannot be measured.
            17. Describe any 3 strategies which would optimize classroom discussion
                (see the planner)
3 strategies: 1) time for discussion 2) Physical set-up of the classroom 3) Ensure
discussion with teacher-student, student-student in a respectful manner.

           18. What is a teacher’s Annual Report?
A report you have to write at the end of the year outlining your
strengths/weaknesses/next steps for the following year.

           19. See the end of this task sheet.




20. The Multiple Intelligences

        Linguistic intelligence ("word smart"):
        Logical-mathematical intelligence ("number/reasoning smart")
        Spatial intelligence ("picture smart")
        Bodily-Kinesthetic intelligence ("body smart")
        Musical intelligence ("music smart")
        Interpersonal intelligence ("people smart")
        Intrapersonal intelligence ("self smart")
        Naturalist intelligence ("nature smart")


Diagnostic Assessment – find out what the students know. Usually done at start
of unit.

Formative ASSESSment - whichgenerally takes place after a period of
instruction and requires making a judgment about the learning
that has occurred (e.g., by grading or scoring a test or paper

Summative Assessment - refers to the assessment of the learning
and summarizes the development of learners at a particular time.

3 strategies that optimize student discussion…

4. Placemat – class in groups, each group has chart
paper sectioned off so each student has their own
area to write. In the middle is a topic or topic
sentence. Now write then discuss

Graffiti – students rotate around room to stations
where they write anything that the topic
sentence/topic that they know

Debate – many ways to do this look it up.

Teacher’s Annual Report

The law requires the College to report on its activities annually
to the legislature. The College uses this opportunity to produce
an annual report that is distributed to MPPs, district school
boards, federations, faculties of education and the media.

Each annual report focuses on a theme that features a number
of College members and contains an update on all of the
College's activities during the past calendar year and
information and statistics on membership, appeals and the
disciplinary process.

				
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