Strategies
Multiple Intelligences/Differentiated Instruction
By engaging the students in the learning process, I will impact their ability to meet this unit's goals. I will use strategies based on two educational theories, experiential education in which students, "learn by doing" and Howard Gardner's theory of the Multiple Intelligences. According to Gardner, a professor and psychologist at Harvard University, each of us possesses eight different categories of our competencies, or intelligences: linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and naturalist. Though some of us might learn better through one arena than others (for example, a student who has high spatial intelligence might learn best through art), it is important for students to understand that we are all smart in different ways and that even though we might not be strong in a certain area, we can, in fact, develop our intelligences through practice and focused skill work. Put simply: we can be word smart (linguistic), number smart (logical-mathematical), visual/picture smart (spatial), body smart (bodily-kinesthetic), music smart (musical), socially/people smart (interpersonal), self smart (intrapersonal), and nature smart (naturalist).
Gardner developed this widely-used theory after realizing that there are "many kinds of minds;" the theory is an outcome of his belief that our western definition of what it means to be intelligent based on IQ tests is too constricting 15. Gardner's theory stems from a respect for diversity for the myriad learning styles and ways of assessing learners. Each intelligence area has qualified as a legitimate intelligence only after passing a series of tests, including those based on brain research. Areas of the brain that control one type of intelligence can be damaged, whereas those controlling another may remain unaffected. For example, a person who is unable to communicate verbally because of trauma to the part of the brain that controls language (linguistic intelligence), might still be able to dance (bodily-kinesthetic intelligence) or perform math tasks (logical-mathematical intelligence). Gardner states,
It is of the utmost importance that we recognize and nurture all of the varied human intelligences, and all of the combinations of intelligences. We are all so different largely because we all have different combinations of intelligences. If we recognize this, I think we will have at least a better chance of dealing appropriately with the many problems that we face in the world 16.
I believe, wholeheartedly, in creating a classroom environment in which all learners, regardless of their levels of literacy or the nature of their preferred learning style(s) can succeed. In doing so, I have discovered that implementing the Multiple Intelligences into the classroom is empowering for the students as they learn content area knowledge, particularly with units of study in social studies and the sciences, and helps in developing their self awareness and self esteem.
By the time they reach sixth grade, many students have already labeled themselves as learners according to their supposed "deficiencies" rather than recognizing their many aptitudes. For example, a student who struggles with decoding might say, "I stink at reading, I don't like to read!" After completing a number of learning contracts designed around the idea of each one of us possessing multiple, as opposed to one set of, intelligences, I have heard students say something along these lines: "Jose is a great reader, and I am a good at math." Students who might struggle with one academic area realize their talents in other arenas. Teaching students to think about their own learning styles fosters metacognition (one's ability to reflect about one's own thinking) and heightens self-worth.
An important point on which I would like to focus is the fact that we all possess each of the eight intelligences outlined by Gardner. Though some remain less developed than others (for example, I might not possess much musical intelligence), I am still capable of developing that area and that does not mean that I am not smart. The degree to which we are able to develop these intelligences also depends on a series of factors including, genetics, life history, personal culture, and historical background 17. I like to remind my students that we are all smart in different ways. I find this teaching strategy to be particularly effective when working with students who are second language learners and students with learning exceptionalities. Many students who are struggling to be literate in a new language become frustrated when they cannot form a complete sentence in English and often internalize this as weakness; it is imperative that they realize this is not a sign of their lack of intelligence. Rather, it is my job as their teacher to differentiate instruction, provide additional materials in their home language when applicable, and allow for them to experience a sense of success and academic growth. Integrating the theory of Multiple Intelligences into my curriculum allows me to do so.
Through a series of hands-on activities, I will introduce students to Howard Gardner's theory of the Multiple Intelligences and help them examine their own areas of intelligence. I have designed a Multiple Intelligences Survey to assist the students in defining their personal areas of strength in addition to areas in need of further development. In addition, I created a Nutrition Multiple Intelligences Contract with activities representing each of the eight distinct areas of intelligences. Students will be empowered to choose their own projects from that list.
Additionally, throughout the course of the unit, I will instruct and assess the students using a variety of modalities, for example, through writing, listening, drawing, viewing, creating games, reading, speaking, acting, and sketching. I will thereby honor the multitude of capacities my students possess. Since many of the students also respond well to moving images, I will use a series of videos from the Discovery Education United Streaming website (See Activities).
Teaching with a Real-World Application
I have learned, throughout the past six years as I have worked with this student population, that the majority of my students "learn by doing." I am a volunteer coach of an after school fitness program for girls in grades three through six (Girls on the Run). My colleagues and I teach the students important life skills, such as communicating, eating healthy, and exercising, while preparing them for a 5 kilometer race. We have noticed a marked increase in their self esteem as a result of this hands-on experience. Because all students can benefit from such an experience, I have designed this curriculum around their learning needs and a greater societal need to focus on the importance of making healthy lifestyle choices. By writing a curriculum unit that is relevant and meaningful to their development, it is my hope that they will extend their knowledge beyond the classroom and apply this information to their lives both in and outside of the classroom.
Experiential Education
As previously mentioned students "learn by doing." I, therefore, want them to experience their education through a series of hands on activities. In this curriculum unit, after teaching them about the benefits of physical activity (as we learn about how our bodies burn calories and how food fuels our body with energy), I will extend the opportunity for them to experience the effects of exercise. Each day we will walk the track in the schoolyard together. Students will record how much they walked, in terms of distance and in minutes. Then, they will record how they felt after exercising. They will also be responsible for compiling a list of various healthy physical activities they can do at home or during recess. Many of the students already jump-rope, play basketball, and play soccer, in addition to others who ride their bikes to the park and skate in their mobile home parks.
Literacy-based Learning: Read Alouds, Shared Reading, Interactive Writing, and Oral Language Development
Another strategy that I regularly employ in the classroom is the integration of content areas; in other words, no subject matter is taught in isolation. This unit's theme is rooted in science but will be implemented with a literacy and math focus as well. When working with second language learners, I find it especially useful to incorporate the five language arts (reading, writing, speaking, listening, and viewing) and real-world math problems into all areas of study. Language and math skills are, therefore, reinforced throughout the day in all units of study. Language acquisition is also enhanced through the study of science and its related vocabulary. Additionally, the objectives of this unit are centered upon New Mexico state learning standards in Science, Math, Language Arts, and Physical Education as outlined in the Appendix.
As part of my emphasis on literacy throughout the school day, I will employ a series of useful literacy teaching techniques in this unit such as, read aloud, shared reading, and interactive writing. I will read aloud excerpts from a series of age-appropriate nonfiction texts (see student resources) and recipes; this technique is a powerful way for the students to develop fluency skills in their second language as they listen to the teacher read a text out loud to them. Shared reading, a strategy used to heighten comprehension and increase fluency and decoding skills, will be employed when I work with the Multiple Intelligences survey, the comparison of the two food pyramids, the Nutrition Multiple Intelligences Contract, and at various other times throughout the lesson. The students and I will choral read (read aloud simultaneously) a text together and will both have copies of the same text. They are therefore able to see and hear the text concurrently unlike during read aloud when the teacher is the only one with the text and the students are active listeners. Finally, I will use interactive writing, a process in which the students and the teacher work together to write a text by literally sharing the pen, to write a model recipe with the class.
Vocabulary Development: Chants
Because almost all of my students are ELL, I regularly employ strategies to increase their knowledge of content area vocabulary in English. As part of this unit, I will use chants to reinforce the words and concepts we are studying. (See Appendix). This form of instruction, which is adapted from Marcia Brechtel's work, is effective for a number of reasons: it provides repetition, it is enjoyable, it is a comfortable and safe avenue through which to explore new vocabulary words as students read aloud the text together, and it is kinesthetic. While reciting our "Nutrients" chant, the students and I will gather in the corner of the room where I will have a copy of the chant printed on large poster paper. First, I will read a line aloud in order to model proper pronunciation and inflection, and then they will repeat it as a class. Many voices reading aloud together provides a sense of security for those who are learning content area words in a new language. In addition, I will ask students to create appropriate hand gestures for key words within the text. For example, I might request that the students devise a movement for the word "digesting" and they will repeat that gesture as we chant the line. The "Nutrients" chant will be revisited at various points throughout the unit both during whole class and independent activities in order to reinforce key ideas and vocabulary.
Measuring and Assessing Achievement through Surveys and Data Folders
I will administer both pre- and post-surveys to the students about what they are eating, how they feel, and how much they exercise. Though it will be difficult to measure, I will also keep data folders on each student to mark any changes in his/her academic achievement throughout the unit. Despite the fact that improvements in academic performance may not be solely attributable to a heightened focus on food choice and exercise, helping students realize that there is a connection between eating, exercising, and achievement is a success in its own right.
Teaching Critical Thinking Skills and Scientific Inquiry
After introducing students to the idea that food choice is important for our physical and mental growth, we will compare and contrast the two aforementioned versions of a food pyramid. We will use both outlines in an effort to define parameters for our eating. We will use the principles of scientific inquiry to highlight similarities and differences in both graphics and to understand that information can be interpreted and displayed in different forums and that the viewer must discern between fact and possible myths/uncertainties.
Activities
Overview
I used the theory of the Multiple Intelligences to design a learning contract for the students to complete as part of this unit. There are at least two activities in all of the sub- categories of intelligence. First, I will introduce the idea of the Multiple Intelligences. I will give each child a hand-out explaining the origin of this theory and we will share-read the materials using an overhead projector. Then, I will show a poster I created that highlights each of the eight intelligences with an accompanying picture. For example, for the bodily-kinesthetic intelligence, I drew sporting equipment and a body in motion. I deem it important to present this concept prior to asking students to the complete the aforementioned Multiple Intelligences Survey for many reasons. Students will be familiar with the language of this theory, which can at first be a difficult concept for sixth graders to grasp. Secondly, students are then able to associate pictures and simpler meanings with each intelligence area after our discussion and viewing the poster. Third, because a number of the students receive special education services and most are ELL, I want them to understand that they all are intelligent in different ways and each student can succeed at his/her own academic level. After this introduction, they will complete the survey. They will, then, choose projects from the contract based both on their personal interests and the results from the survey. The number of projects chosen will vary based on time constraints and on a student's abilities. This particular group of projects lends itself to differentiated instruction, as it is easy for a teacher to adjust the number of projects a student has to complete and the depth with which the work should be completed.
Throughout the curriculum unit, all students will participate in a series of activities, including creating and maintaining a food journal and recording how their body feels after each meal or snack and throughout the day. They will also keep an exercise log and record how their body feels after each time they exercise throughout the day, and walk/jog the track with our class on a daily basis. In addition, in an effort to strengthen the home-school connection, they will be working with their parents, or an adult family member, to write a family recipe in both English and Spanish that represents healthy food choices. We will type these recipes in the computer lab, bind them together into a bilingual book, and share them with all families. As a celebratory event, we will enjoy a "pot-luck" meal together at the end of our unit of study prepared from recipes written by students and their families. What follows is an outline of three specific activities used in this curriculum unit.
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