DE LA RESTITUTION AUX COMPETENCES. Niveaux d`évaluation.

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List or organize facts.
Use deductive reasoning.
Make Venn diagrams.
Solve logic problems.
Analyze data.
Compute or calculate.
Hypothesize.
Solve story problems.
Conduct an experiment.
Translate into a
mathematical formula.
Make syllogisms to
demonstrate.
Make up analogies to
explain.
See cause and effect.
Play strategy games.
Classify.
Order and sequence
events.
Work using specific
processes (writing
process, response
process, production
process).
Create a family tree.
Create statistics.
Construct a time line.
Predict the ending to a
text.
Mental calculations.
Work using the computer.
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Create a dance or movement sequence in association with
a narrative.
Make a board or floor game.
Make manipulatives
Build a model.
Perform a skit or play (role playing, miming).
Perform a simulation.
Put together a puzzle.
Do a scavenger hunt.
Perform a pantomime.
Plan and attend a field trip.
Bring hands-on materials to demonstrate and comment.
Organize class meals. Meals from different cultures.
Plan outdoor activities and trips.
Conceive costumes and decorations.
Write letters, poems, stories, descriptions.
Lead oral discussions.
Create audiotapes.
Give an oral presentation.
Write or give a news report.
Conduct an interview.
Present a radio drama.
Create a slogan.
Write your own story problems.
Use storytelling to explain.
Conduct a debate on a theme or subject
worked in class.
Brainstorm.
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Play word games.
Create questions and pop-quizzes on a topic.
Present an activity in front of a group.
Create problems and have others solve
them.
! Practice word pronunciation.
! Tell stories.
! Activities that include dialogues (a play, a
skit).
Listen to texts (radio, TV., internet, songs, video,
phone conversation, intercom messages,
interviews, etc.).
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Linguistique
Musicale
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LogicoMathématique
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Corporelle Kinesthésique
Tips, Ideas and
Activities in English
as a Second
Language
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Interpersonnelle
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(Based on MI Theory)
Intrapersonnelle
Spatiale
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Naturaliste
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Create charts, posters,
graphs, diagrams, board
games, etc.
Make a videotape or film,
and comment.
Create pie charts, bar
graphs, etc.
Make a photo album and
comment.
Create a collage and
comment.
Make a poster or mobile and
comment.
Design a mind map.
Make a map.
Use colour and shape.
Create and then describe a
piece of art (art projects).
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Invent a board or card
game.
Illustrate, draw, paint,
sketch, or sculpt.
Create a slide show and
comment.
Associate T.V. programs
with topics worked on in
class.
Practice visualisation
exercises (close your eyes
and imagine…)
Create a web page.
Classify objects though
colours, shapes and sizes.
Create a class rally using
maps and plans.
Put together a puzzle.
Film and video editing.
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Create observation notebooks.
Describe changes in the local or global environment.
Care for pets, wildlife, gardens, or parks commented in a journal.
Use binoculars, telescopes, microscopes, or magnifiers and explain what is seen.
Sort things into categories (same-different).
Practice relaxation techniques (pause for a few minutes, visualisation, breathing,…)
Take care of a class plant or animal and comment.
Create a project on animals and wildlife.
Draw or photograph natural objects.
Conceive an indoor living space and discuss.
Conduct scientific research, for example, a class survey.
Find information from various sources.
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Write a curriculum song.
* Compose a melody.
Change the words to a
song.
* Provide musical
accompaniment.
Create a musical collage or
game.
Find song titles that explain
content.
Create a musical game.
Identify music that helps
you study.
Use musical vocabulary as
metaphors.
Sing a rap or song that
explains…
Work on an assignment
cooperatively.
Teach someone else.
Learn from someone outside
of school .
Consider diverse points of
view.
Establish group rules.
Act in a play or simulation.
Conduct an interview .
Establish « phone buddies »
for homework.
Give feedback to someone
else on their work.
Intentionally use social skills
to learn about values.
Participate in a service
project.
* Invent an instrument
and use it to
demonstrate.
Create a jingle.
Come up with a song or
rhymes for grammar
rules.
Link music to feelings.
Attend a concert.
Play a musical
instrument.
* All the discussions
related
to
these
activities are made in
English in the context of
the English class.
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Practice giving and
receiving feedback on
work done or being
done.
Use technology.
Peer evaluation of
presentations, work and
assignments.
Create a club or
organisation (class
newspaper, chess club).
Going to a conference.
Discuss values, class
and school rules and
society at large.
Lead discussions
(moderator).
Teacher for a day.
Keep a journal or diary.
Set short- and long-term goals.
Explain why and how this topic is important in real life.
Describe your feelings about this topic.
Evaluate your own work (self-evaluate).
Describe your personal strengths that help you with this work.
Carry out an independent project.
Describe one of your personal values.
Reflect about study habits and practices.
Formulate and express a personal opinion.
Anticipate and evaluate the consequences to various actions.
Personify a character through writing or acting for a period, a
day or a week.
Practice concentration activities.
Synthèse et adaptation effectuées par Hugues Plante, conseiller pédagogique et Nancy Lemire, enseignante, Commission scolaire des Affluents, 2005, à partir de sources diverses : travaux de Nicole Roy, Commission scolaire de la Rivière du Nord, de Walker Mc Kenzie et de Laura Candler.
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BIBLIOGRAPHIE
ARMSTRONG THOMAS, Les intelligences multiples dans la classe, La
Chenelière/McGraw-Hill, Montréal 1999.
BRUETSCH ANNE, Multiple Intelligences Lesson Plan Book, Zephir Press, USA,
1998.
CAMPBELL BRUCE, Les intelligences
Chenelière/McGraw-Hill, Montréal 1999.
multiples
:
Guide
pratique.
La
CAMPBELL LINDA, CAMPBELL BRUCE et DICKINSON DEE. Teaching and
Learning through Multiple Intelligences, Edition Allyn and Bacon, Needham
Heights, Massachusetts, 1996 (2 e édition en 2000).
CAMPBELL LINDA, et CAMPBELL BRUCE, Multiple Intelligences and student
achievement : sucess stories from six schools, ASCD, Alexandria, Virginia, USA,
1999.
GARDNER HOWARD, Les formes de l'intelligence, Éditions Odile Jacob, Paris,
1997.
GARDNER HOWARD, Intelligence Reframed : multiple intelligences for the 21st
Century, Basic Books, New York, 1999.
GARDNER, HOWARD, Les intelligences multiples, Pour changer l'école : la prise
en compte des différentes formes d'intelligence, Les Éditions Retz, 1996.
(Réédité en 2008)
HOERR, THOMAS R, Intégrer les intelligences multiples dans votre classe, La
Chenelière/McGraw-Hill, Montréal 2002.
HOURST BRUNO, A l’école des intelligences multiples, Hachette éducation,
Paris, 2006.
KAGAN SPENCER et KAGAN MIGUEL, Multiple Intelligences : The Complete MI
Book, Kagan Cooperative Learning, San Clemente, CA, 1998.
LAZEAR DAVID, Multiple Intelligence Approaches to Assesment : Solving the
assesment conundrum, Zephyr Press, Tucson, Arizona, 1999.
LAZEAR DAVID, traduit par SIROIS G., Du simple au complexe : appliquer la
taxonomie de Bloom et les intelligences multiples aux processus de pensée,
Chenelière Education, Montréal, 2008.
MAC GRATH et NOBLE TONI, Huit façons d’enseigner, d’apprendre et
d’évaluer, Chenelière Education, Montréal, 2008.
Mindy Kornhaber, Edward Fierros, et Shirley Veenema, Multiple Intelligences:
Best Ideas from Research and Practice, Pearson, 2003.
WEBOGRAPHIE
http://www.mieuxapprendre.com
http://www.thomasarmstrong.com
http://www.emtech.net/mi.htm
http://www.csaffluents.qc.ca/im/
http://www.pedagoform-formation-professionnelle.com/article-lesintelligences-multiples-87466731.html
http://eduscol.education.fr/cid52893/zoom-sur-les-intelligences-multiples.html
https://sites.google.com/site/ideesash/difficulte-scolaire/intelligencesmultiples
Quelques écoles développant les intelligences multiples :
New City School : www.nexcityschool.org
Key Learning Community : www.616.ips.k12.in.us
Mountlake Terrace High School : www.edmonds.webnet.edu/mths
Projet SUMIT : http.//www.pz.harvard.edu/Reasearch/SUMIT.htm