Monday, October 14, 2013

Multiple Intelligences PLC

Process from P.L.C. 2010
What is Canadian Character? a Student's Social Identity?

March 2010

Students tend to ‘tune- out’ or ‘turn - off ‘ when confronted to conform or ‘ get in line’
The pressure placed on students to conform usually revolves around issues of:
• discipline
• having a synthesizing ability of mind
• to be creative
• to be ethical
• to be respectful
In this regard,... what are the social aspects of feeling safe?
Students can define their own sense of social space.
What are personal safety rules that create and form character?

How do we currently exploit communication hardware / software devices as young Canadian users of this growing area of technology? As educators we should be asking are their new applications that will support the individuals sense of community global and psychosocial sense of character?

How can we strengthen our sense of advantage?
We can tie in social communication software based on the ethical issues at hand.

Our classrooms can achieve a sense of balance through social function, a way of integrating the ability to learn amongst each other,... specifically, eliminating the social issues that exist among the special ed’ and ESL’ student body,..

We have a semblance of respect and tolerance that are periphal as it were and our school society (that society that exists within the walls of the society) has a great opportunity to exploit the idea of new communication models that would be more inclusive of the peripheral student identities.

Can we develop better communication tools?
How are we a ‘Can - Do’ society?
How do practice global perspective? How can we make ‘global perspectives’ a verb / activity that can be developed as major area of Canadian identity?

What is a common identity that all have respect for?
How do students share identity in a multiracial classroom?
What can be an attractive ‘POWER’ or Magnet’ for a common’ Canadian identity?
FREEDOM is an advantage.
Mass Tolerance is a foundation to growth.
What roles do you wish to play in society,... in regards to your own sense of power?

To do : Re- Survey / Questionnaire.
Out of this admission of identity we can surmise definitions of Canadian Intelligence.

Future points of departure:
How would students design a ‘safety kit’ of discovery that would enable them to explore other cultures around the world? What media would they incorporate in this personal safety kit of social discovery.

Multiple Intelligences

   An approach to literacy by defining what is ‘A Canadian Advantage’ We now know that over 50% of Northview Students are EARLY LANGUAGE Learners. Consider the following in regards to identifying a ‘Multiple Intelligence’ by asking ELL students what it means to be Canadian.

•    Content based language instruction will increase English literacy in the classroom
•    Developing academic vocabulary skills based on a subject specific focus. 
•    By employing differentiated learning. 
•    Students experience individuation through their own language, family & culture. 
•    This could lead to either alienation or integration according to how the individual views their role as a Canadian.
•    We have learned that students commonly experience :
•    How can we activate a student’s sense of confidence and perceive a Canadian Advantage? 
•    Establish discovery at home re    - the environment of language used in the home
      - how the individual and family seeks translation
      - how the individual and family seeks interpretation
•    Teachers may equip students with subject specific vocabulary.
•    Teachers may establish dual language activities in the classroom.
•    Teachers may practice more reading out loud activities in the form of hand out materials.

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