The document presents the MI Domain Wheel which outlines three domains - the Introspective, Visual, and Existential domains. Each domain focuses on a different type of intelligence and includes examples of activities and technologies that engage that intelligence. The wheel is intended to help visualize the fluid relationships between different multiple intelligences.
Streamlining Python Development: A Guide to a Modern Project Setup
MI Domain Wheel Explained
1. MI Domain Wheel
1
Introspective Domain
Visual, Intrapersonal, Existential
2. Wheel of MI Domains
Visualize the fluid relationship among the
different intelligences.
3. Visual - Uniquely emotional
componet to visualizing a piece
of art before creating it.
Existential - It is necessary to
Introspective
make that a leap of faith in
order to contribute to the Domain
collective human experience.
Intrapersonal - everything is
reinforced and mastered by the “Affective”
emotional connection the
learner has with the material
they are learning.
5. Visual
Allows students to picture
ideas and solutions to
problems in their minds before
trying to verbalize them or put
them into practice.
6. Visual
Allows students to picture
ideas and solutions to
problems in their minds before
trying to verbalize them or put
them into practice.
7. Visual
Allows students to picture
ideas and solutions to
problems in their minds before
trying to verbalize them or put
them into practice.
Include
8. Visual
Allows students to picture
ideas and solutions to
problems in their minds before
trying to verbalize them or put
them into practice.
Include
Charts, graphs, maps, tables,
illustrations, art, puzzles,
costumes
13. Visual
Non-Digital Technologies
Picture books, art supplies,
white boards, overhead
projectors, TVs, DVDs,
cameras, video cameras
Digital Technologies
Monitors, digital cameras,
camcorders, scanners.
15. Intrapersonal
It is the part of us that expects
learning to be meaningful.
The more we find pertinence
in what we study, the more
inclined we are to take
ownership for our learning and
the better we will retain what
we have learned.
16. Intrapersonal
It is the part of us that expects
learning to be meaningful.
The more we find pertinence
in what we study, the more
inclined we are to take
ownership for our learning and
the better we will retain what
we have learned.
17. Intrapersonal
It is the part of us that expects
learning to be meaningful.
The more we find pertinence
in what we study, the more
inclined we are to take
ownership for our learning and
the better we will retain what
we have learned.
Include:
18. Intrapersonal
It is the part of us that expects
learning to be meaningful.
The more we find pertinence
in what we study, the more
inclined we are to take
ownership for our learning and
the better we will retain what
we have learned.
Include:
feelings, values, attitudes -
“Why do I need to learn this?”
Learning must be meaningful.
25. Existential
The intelligence of
understanding processes
within a larger, existential
context. Students have the
ability to summarize and
synthesize ideas from many
disciplines and sources.
26. Existential
The intelligence of
understanding processes
within a larger, existential
context. Students have the
ability to summarize and
synthesize ideas from many
disciplines and sources.
27. Existential
The intelligence of
understanding processes
within a larger, existential
context. Students have the
ability to summarize and
synthesize ideas from many
disciplines and sources.
Include:
28. Existential
The intelligence of
understanding processes
within a larger, existential
context. Students have the
ability to summarize and
synthesize ideas from many
disciplines and sources.
Include:
aesthetics, philosophy,
religion, see place in big
picture - classroom, world,
universe
35. Bloom’s Taxonomy
EDUC 522
Learning in the 21st Century: Multiple
Intelligence and Instructional Technology
36. The mind is not a vessel to be filled,
but a fire to be ignited.
-Plutarch
37. What is Higher Order
Thinking?
A guide to Productive Pedagogies: Classroom reflection manual states that:
Higher-order thinking by students involves the transformation of information and ideas. This
transformation occurs when students combine facts and ideas and synthesize,
generalize, explain, hypothesize or arrive at some conclusion or interpretation.
Manipulating information and ideas through these processes allows students to solve
problems, gain understanding and discover new meaning. When students engage in the
construction of knowledge, an element of uncertainty is introduced into the instructional
process and the outcomes are not always predictable; in other words, the teacher is not
certain what the students will produce. In helping students become producers of
knowledge, the teacher’s main instructional task is to create activities or environments
that allow them opportunities to engage in higher-order thinking.
(Department of Education, Queensland, 2002, p. 1)
41. Bloom’s Taxonomy Revisited
• Taxonomy of Cognitive Objectives
• 1950s - developed by Benjamin Bloom
• Means of expressing qualitatively different kinds of thinking
42. Bloom’s Taxonomy Revisited
• Taxonomy of Cognitive Objectives
• 1950s - developed by Benjamin Bloom
• Means of expressing qualitatively different kinds of thinking
• Adapted for classroom use as a planning tool
43. Bloom’s Taxonomy Revisited
• Taxonomy of Cognitive Objectives
• 1950s - developed by Benjamin Bloom
• Means of expressing qualitatively different kinds of thinking
• Adapted for classroom use as a planning tool
• Continues to be one of the most universally applied models
44. Bloom’s Taxonomy Revisited
• Taxonomy of Cognitive Objectives
• 1950s - developed by Benjamin Bloom
• Means of expressing qualitatively different kinds of thinking
• Adapted for classroom use as a planning tool
• Continues to be one of the most universally applied models
• Provides a way to organize thinking skills into six levels, from the most basic to the
higher order levels of thinking
45. Bloom’s Taxonomy Revisited
• Taxonomy of Cognitive Objectives
• 1950s - developed by Benjamin Bloom
• Means of expressing qualitatively different kinds of thinking
• Adapted for classroom use as a planning tool
• Continues to be one of the most universally applied models
• Provides a way to organize thinking skills into six levels, from the most basic to the
higher order levels of thinking
• 1990s - Lorin Anderson (former student of Bloom) revisited the taxonomy
46. Bloom’s Taxonomy Revisited
• Taxonomy of Cognitive Objectives
• 1950s - developed by Benjamin Bloom
• Means of expressing qualitatively different kinds of thinking
• Adapted for classroom use as a planning tool
• Continues to be one of the most universally applied models
• Provides a way to organize thinking skills into six levels, from the most basic to the
higher order levels of thinking
• 1990s - Lorin Anderson (former student of Bloom) revisited the taxonomy
• As a result, a number of changes were made
47. Bloom’s Taxonomy Revisited
• Taxonomy of Cognitive Objectives
• 1950s - developed by Benjamin Bloom
• Means of expressing qualitatively different kinds of thinking
• Adapted for classroom use as a planning tool
• Continues to be one of the most universally applied models
• Provides a way to organize thinking skills into six levels, from the most basic to the
higher order levels of thinking
• 1990s - Lorin Anderson (former student of Bloom) revisited the taxonomy
• As a result, a number of changes were made
(Pohl, 2000, Learning to Think, Thinking to Learn, pp. 7-8)
48. Original Terms New Terms
(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)
49. Original Terms New Terms
Evaluation Creating
(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)
50. Original Terms New Terms
Evaluation Creating
Synthesis Evaluating
(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)
51. Original Terms New Terms
Evaluation Creating
Synthesis Evaluating
(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)
52. Original Terms New Terms
Evaluation Creating
Synthesis Evaluating
(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)
53. Original Terms New Terms
Evaluation Creating
Synthesis Evaluating
Analysis Analyzing
(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)
54. Original Terms New Terms
Evaluation Creating
Synthesis Evaluating
Analysis Analyzing
Application Applying
(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)
55. Original Terms New Terms
Evaluation Creating
Synthesis Evaluating
Analysis Analyzing
Application Applying
Comprehension Understanding
(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)
56. Original Terms New Terms
Evaluation Creating
Synthesis Evaluating
Analysis Analyzing
Application Applying
Comprehension Understanding
Knowledge
(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)
57. Original Terms New Terms
Evaluation Creating
Synthesis Evaluating
Analysis Analyzing
Application Applying
Comprehension Understanding
Knowledge Remembering
(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)
58. Change in Terms
• The names of six major categories were
changed from noun to verb forms.
• As the taxonomy reflects different forms
of thinking and thinking is an active
process verbs were more accurate.
• The subcategories of the six major
categories were also replaced by verbs
• Some subcategories were reorganized.
• The knowledge category was renamed.
Knowledge is a product of thinking and
was inappropriate to describe a
category of thinking and was replaced
with the word remembering instead.
• Comprehension became understanding
and synthesis was renamed creating in
order to better reflect the nature of the
thinking described by each category.
(http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html (accessed
July 2003) ; Pohl, 2000, p. 8)
59. BLOOM’S REVISED TAXONOMY
Higher-order thinking
Creating
Generating new ideas, products, or ways of viewing things
Designing, constructing, planning, producing, inventing.
Evaluating
Justifying a decision or course of action
Checking, hypothesizing, critiquing, experimenting, judging
Analyzing
Breaking information into parts to explore understandings and relationships
Comparing, organizing, deconstructing, interrogating, finding
Applying
Using information in another familiar situation
Implementing, carrying out, using, executing
Understanding
Explaining ideas or concepts
Interpreting, summarizing, paraphrasing, classifying, explaining
Remembering
Recalling information
Recognizing, listing, describing, retrieving, naming, finding
60. Remembering
The learner is able to
recall, restate and
remember learned
information.
Recognizing
Listing
Describing
Identifying
Retrieving
Naming
Locating
Finding
Can you recall
information?
61. Remembering Activities
List Listen
Memorize Group
Relate Choose
Show
Recite
Locate
Distinguish Review
Give example Quote
Reproduce Record
Quote Match
Repeat Select
Label Underline
Recall
Know Cite
Group Sort
Read
Write
Outline
62. Products Include
Quiz Label
Definition List
Fact Workbook
Worksheet Reproduction
Test Vocabulary
64. Potential Activities and
Products
1. Make a story map showing the main
events of the story.
2. Make a time line of your typical day.
3. Make a concept map of the topic.
4. Write a list of keywords you know
about….
5. What characters were in the story?
6. Make a chart showing…
7. Make an acrostic poem about…
8. Recite a poem you have learnt.