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Multiple Intelligent Theory

Multiple Intelligent Theory Multiple Intelligent Theory, or MIT, was created by Howard Gardner from Harvard University.   Within this theory, Gardner has seven distinct intelligences that are part of the way students learn.   While there are different intelligences , everyone has a little of each (Grainger, 1999).     The purpose of this assignment is to explore Multiple Intelligent Theory and how it applies to a lesson plan that we design and teach.   The lesson plan that I created is based off the artist Wayne Thiebaud, whose work is great for teaching the elements and principles of art.   I reviewed a video from the NCU library’s site to critique.   Lesson: Wayne Thiebaud Created by Katie Law Subject: Intro to Art Grade level: 6-7 Duration: 3-4, 65-minute class periods Standards: ·          Anchor Standard 1: Generate and conceptualize artistic ideas and work. o    Enduring Understanding: Creativity and innovative thinking are essential life skills that can b
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Apply Teaching Theories and Models

Teacher Theories and Models Every teacher teaches in different ways.   While we may use several of the same methodologies within our schools, we fine tune them to fit our subject area and style of teaching.   How I run my art classroom differs from how a math teacher would run their classroom.   As teachers, we need to define and formulate what our teaching methods are and how we will use them within the classroom to best benefit the students.   The purpose of this assignment is to define a theory-based teaching method for my own teaching.   I will also evaluate a video of how teaching methods are used within the classroom and how effective the methods are for the students. Theory-Based Teaching Method         Looking at my own theory-based teaching method I have found that it has changed through the years. I have moved more into an inquiry and discovery approach. While this approach may lean more towards subject areas of science, it is now being used within several differ
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Observing for Reflection

Observing for Reflection Reflective practice is the ability to self-evaluate and critique what you have taught within the classroom.   Being able to master reflective practice takes time and an ability to be honest with one’s self and others (Johns, 2017).    The purpose of this journal blog is to look at a recorded lesson.   While viewing this lesson, I will be critiquing the lesson and applying the observation guide based on John’s Model for Structured Reflection (MSR) 17 th Ed. 2017.   This reflection guide breaks down different elements of reflective practice and helps the reflector complete a structured reflective practice.   In addition, the purpose of this assignment is to evaluate how the lesson was taught and complete the model.   I chose to review a lesson called Revealing Character .   This lesson incorporated a language arts and fine arts curriculum.   Reflective Practice Reflective practice is a skill that needs to be developed and continually worked on.  
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Asking the Hard Questions: Survey of Reflective Practice

Survey of Reflective Practice Being able to self-assess is an important skill to have as an educator.   The idea of reflective practice is a theory I have heard of within my twelve years of teaching. However, the idea of reflecting-in action and reflecting-on action were two areas that stood out from the reading (Tannebaum, Hall, & Deaton, 2013).   The idea of reflecting-in and reflecting-on would really apply well to the visual art classes that I teach and having students make the connection to their work.   Taking what students have created and really reflecting on it not only helps them improve as artists but will help me as a teacher.   The purpose of this journal blog is to review my personal assessment of reflective practice and discuss the indicators I will be focusing on, as well as looking at the goals I want to achieve within the indicators. Personal Assessment After completing the Survey of Reflective Practice: A Tool for Assessing Development as a Reflective
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