- Learn how the Tribes process supports brain compatible learning and reaching students of multiple intelligences
Welcome to class #3.
Throughout each class and the course, you will experience the Tribes TLC® (Tribes) process as you learn it, apply it, and reflect on it. Assignments are designed to answer ‘why, what, and how’ the Tribes process applies to you, your students, your classroom, your school, and your life.
Building a learning community always begins with an opportunity to share personally, as well as objectively.
Class #3 Assignments
1) Community Inclusion
Please complete this sentence and post on the class #3 forum: When I really want to learn something, here’s how I do it….
This is a ‘community circle’ topic, so please make your statements brief – no explanation or examples necessary.
It is always good practice to review the agreements before any strategy, but especially a ‘community circle’.
Attentive Listening means not commenting, interrupting, or asking questions while each person makes his/her statement.
Mutual Respect is present in accepting and valuing what has been shared.
No Put Downs might apply here as in ‘no self put downs’…don’t say (write) that you can’t or don’t or aren’t…
The Right to Pass gives each of us pause to choose the level of sharing as well as the right to not share, yet still be a part of the community and learn about others.
When all statements have posted, please choose one of the following reflection questions and post your answer:
- Why is this a good question to ask your students? What implications might it have for a teacher?
- What similarities did you notice? What answer was conspicuously absent, yet teachers ‘do it all the time’!?
2) Read pages 60 – 62 (94 – 97, DG, 167-170 EA). Write a brief example of a time when you experienced a perceived or real threat and the effect of stress. No forum post required here…
3) To enhance your understanding of the brain-Tribes connection, visit http://brainrules.net/brain-rules-video and watch any or all of the ‘brain rules’. Comment on the implications for students, especially those that you might not consider, in the course of a day in the classroom.
4) Download the M.I. Inventory and take and score it.
MI_Inventory.pdf (76.1 KiB, 258 hits)
5) Elaborating on Multiple Intelligences, the following videos are optional: the first is Howard Gardner speaking about Multiple Intelligence theory. http://www.youtube.com/watch?v=iYgO8jZTFuQ
Kung Fu Punctuation is a fun little example of kinesthetic intelligence! This video was submitted by a former BOC student.
And you can’t go wrong with Sir Ken Robinson! http://www.youtube.com/watch?v=iG9CE55wbtY
Do refer to your book for more about Multiple Intelligences and applying them in your teaching and learning experiences: p. 58, 148-150 (p. 168-171 DG, 171-173 and 259-265 EA)
6) Compose a reflection that comments on how the Tribes process (inclusion – influence – community – agreements – reflection) relates, supports, and/or activates brain compatible learning and multiple intelligences…and how your own multiple intelligence strengths affect how you teach…in 100 words or less.
Example: The Tribes process makes a purposeful effort to remove threat by creating a safe and caring classroom; the agreements are instrumental in that. Tribes strategies are opportunities to ‘move and talk’ as well as use multipl-ly intelligent opportunities for students to demonstrate what they know. “I like my Neighbor” encourages kinesthetic, interpersonal, and, depending on the questions asked – verbal and logical intelligences as well. I realize that I do teach through my strengths of visual and verbal intelligences; I might make more of an effort to reach my kinesthetic and musical/rhythmic students.
Do not feel the need to include all of the elements of the Tribes process listed above. For example, you might only choose the agreement “Right to Pass’ and comment on how that ….
7) Read pages 100 – 108 (131 – 136, DG, 223-224 and 234-236 EA): Building Tribes
8) You will be experiencing inclusion in a tribe in the online class this week. Using powerpoint (or any similar application – since you will be sharing it on your computer – a new feature in the BB classroom!), compose 1 – 5 slides that tell ‘your life’ – those parts of it you wish to share! You can make a photo collage, a list of jobs you have had, favorite books that tell your ‘book life’, music that has influenced you or sealed your memories…be creative (but be brief – no more than 5 slides!) You must have these done by our class meeting time; your class time will be sharing, not composing. If you want to make a ‘trailer’ video, you must send it to me before class, so I can load it. Videos will not play well on the application sharing option you will be using in the classroom.
During the online class, you will have 4 minutes to share whatever you create, so plan on that time frame.
9) Journal #4 – (After the online experience…) What are my feelings about the ‘tribe’? How could a ‘tribe’ help students? (Remember, this is a personal, not shared, thought)
Class #3 forum page assignment checklist and QUICK LINKS TO FORUM
|Post ‘When I really want to learn something…’ statement|
|Respond to reflection question on ‘learning’.|
|Respond to Brain Rules video.|
|Take the Multiple Intelligence inventory.|
|Write a response (100 words or less) reflecting on the relationship of the Tribes process and Brain Compatible Learning and Multiple Intelligences.|
|1 – 5 PowerPoint slides that depict the life events you wish to share with your new tribe (this you will ‘post’ online during our online class for this week)|