* What does that mean!?
*everyday bag of tricks
The "everyday bag of tricks" is something that every teacher has in place - even if that's not what they call it. Every teacher has a number of skills, instructional tactics, and activities that they know very well and incorporate in their classroom to help the day run more smoothly. These are things like TPS, student silencers (i.e.: "To infinity...and beyond", a hand raised to indicate the need for silence, etc) and general activities to help when that special lesson goes by faster than anticipated. This bag of tricks is different for every teacher - and sometimes for every class.
*intRapersonal (strategy)
To begin, intrapersonal is basically the opposite of interpersonal. Rather than relying on the social aspect of life and communication with others, people with intrapersonal intelligence will be able to reflect on their own thoughts and actions to come to conclusions. The reason TPS has been cited as an intrapersonal strategy comes from the "Think" part of Think Pair Share. Students will be given time to think of their answers or opinions before they have to share; for students classified as having Intrapersonal Intelligence under Howard Gardner's Multiple Intelligences this is a key step in their process. According to Gardner people with Intrapersonal Intelligence have a deeper understanding of themselves and this becomes key in influencing their choices in life. For the student in a classroom, being given time to use their knowledge of themselves and think of an answer opinion that stems from that ensures that they can not only get their message across but that it truly stems from their self-knowledge and understanding.
*Multiple Intelligences by Howard Gardner
One of the key things that teachers are taught in Teacher's College and asked to remember when in the classroom is Howard Gardner's Multiple Intelligences. A very brief summary of Gardner's Multiple Intelligences is this that there are 8 "Intelligences" - ways that people learn and are different in their learning. Here is a brief highlight of each one:
- Linguistic intelligence or "Word Smart". These people generally use language to accomplish certain goals; they tend to use spoken and written language efficiently to express themselves and learn. Examples: writers, poets, lawyer and public speakers.
- Logical-mathematical intelligence or "Logic Smart". These people analyze problems logically, mathematically and/or scientifically.
- Naturalist or "Nature Smart". These people feel at ease in the outdoors and are able to use what they know and understand about the workings of nature to understand problems at hand.
- Spatial intelligence or "Picture Smart". These people use pattern recognition to understand the 'bigger picture or idea' and bring it down to the level of learning they are currently working on.
- Bodily-kinesthetic intelligence or "Body Smart". These people their whole body to learn. In the classroom we might see students who have a need to be moving around as they learn. In using their bodies and moving they are activating their brains and learning the skills in front of them.
- Musical intelligence or "Music Smart". These people have a capacity to recognize and compose musical pitches, tones, and rhythms. They tend to express themselves musically; in the classroom we might see students who use music to express final projects and assignments.
- Interpersonal intelligence or "People Smart". These people work efficiently with others and socialize well. They are able to understand social interactions and learn best when communicating with others. Examples: educators, salespeople, religious/political leaders and counselors.
- Intrapersonal intelligence or "Self Smart". These people are in touch with themselves and are able to reflect on themselves and their thoughts. They use their self knowledge to guide decisions made in their life and studies.
- Linguistic intelligence or "Word Smart". These people generally use language to accomplish certain goals; they tend to use spoken and written language efficiently to express themselves and learn. Examples: writers, poets, lawyer and public speakers.
- Logical-mathematical intelligence or "Logic Smart". These people analyze problems logically, mathematically and/or scientifically.
- Naturalist or "Nature Smart". These people feel at ease in the outdoors and are able to use what they know and understand about the workings of nature to understand problems at hand.
- Spatial intelligence or "Picture Smart". These people use pattern recognition to understand the 'bigger picture or idea' and bring it down to the level of learning they are currently working on.
- Bodily-kinesthetic intelligence or "Body Smart". These people their whole body to learn. In the classroom we might see students who have a need to be moving around as they learn. In using their bodies and moving they are activating their brains and learning the skills in front of them.
- Musical intelligence or "Music Smart". These people have a capacity to recognize and compose musical pitches, tones, and rhythms. They tend to express themselves musically; in the classroom we might see students who use music to express final projects and assignments.
- Interpersonal intelligence or "People Smart". These people work efficiently with others and socialize well. They are able to understand social interactions and learn best when communicating with others. Examples: educators, salespeople, religious/political leaders and counselors.
- Intrapersonal intelligence or "Self Smart". These people are in touch with themselves and are able to reflect on themselves and their thoughts. They use their self knowledge to guide decisions made in their life and studies.
*Covert to overt
"Covert" signifies a student's wish to stay within their own comfort zone; in this case most students will have thoughts and opinions but will not want to share them with the entire class - they wish to remain hidden from 'public' view. Think of this as the stage in a game of peek-a-boo where a child is covering their eyes and face completely.
As students begin to discuss their thoughts with a partner they begin to feel free to share their thoughts, this is when they begin shifting towards overt. Students are no longer remaining hidden from 'public' view, they are sharing their thoughts out loud to someone. Think of this as the stage in a game of peek-a-boo where a child has begun to peek through their fingers at you.
"Overt" signifies a student's transition from a wish to remain within their own comfort zone to a feeling comfortable in public view. By speaking to a partner and having their thoughts share they are no longer hidden from 'public' view, however they were able to slowly transition through those stages so that they feel safe. Think of this as the stage in a game of peek-a-boo where a child is now smiling brightly, has uncovered their face and announce "I See You!"
As students begin to discuss their thoughts with a partner they begin to feel free to share their thoughts, this is when they begin shifting towards overt. Students are no longer remaining hidden from 'public' view, they are sharing their thoughts out loud to someone. Think of this as the stage in a game of peek-a-boo where a child has begun to peek through their fingers at you.
"Overt" signifies a student's transition from a wish to remain within their own comfort zone to a feeling comfortable in public view. By speaking to a partner and having their thoughts share they are no longer hidden from 'public' view, however they were able to slowly transition through those stages so that they feel safe. Think of this as the stage in a game of peek-a-boo where a child is now smiling brightly, has uncovered their face and announce "I See You!"
*Numbered/lettered heads
Numbered Heads Together is a classroom strategy. The following information was taken from:
http://www.eazhull.org.uk/nlc/numbered_heads.htm; please see the website for more information.
PURPOSE
Processing information, communication, developing thinking, review of material, checking prior knowledge.
RELEVANT SKILLS
Sharing information, listening, asking questions, summarising others’ ideas, talking quietly.
STEPS
http://www.eazhull.org.uk/nlc/numbered_heads.htm; please see the website for more information.
PURPOSE
Processing information, communication, developing thinking, review of material, checking prior knowledge.
RELEVANT SKILLS
Sharing information, listening, asking questions, summarising others’ ideas, talking quietly.
STEPS
- Number off the students in each group, up to four. If one group is smaller than the others have no. 3 answer for no. 4 as well. The teacher can give numbers or students can give numbers themselves.
- Teacher asks the students a question or sets a problem to solve. It must be stressed that everyone in the group must be able to participate and answer the question.
- Ensure enough ‘wait time is given for the group to do the task.