Video
From multiple intelligences to personalised education In 2011 Howard Gardner
was awarded the Príncipe de Asturias prize for his theory on multiple
intelligences and while he was in Spain, Eduard Punset interview him for his TV
programme Redes. This is an interesting video to learn about Gardner’s theory
and how important it can be for us, teachers, to personalise education.
Objectives: - To learn about the theory of multiple intelligences and its
relation to education, especially as a way to cater for different abilities in
the classroom.
Activities to develop the multiple intelligences:
VISUAL/SPATIAL - learning visually and organizing ideas spatially. Seeing concepts in action in order to understand them. The ability to "see" things in one's mind in planning to create a product or solve a problem.
VERBAL/LINGUISTIC - learning through the spoken and written word. This intelligence was always valued in the traditional classroom and in traditional assessments of intelligence and achievement.
MATHEMATICAL/LOGICAL - learning through reasoning and problem solving. Also highly valued in the traditional classroom, where students were asked to adapt to logically sequenced delivery of instruction.
BODILY/KINESTHETIC - learning through interaction with one's environment. This intelligence is not the domain of "overly active" learners. It promotes understanding through concrete experience.MUSICAL/RHYTHMIC - learning through patterns, rhythms and music. This includes not only auditory learning, but the identification of patterns through all the senses.
INTRAPERSONAL - learning through feelings, values and attitudes. This is a decidedly affective component of learning through which students place value on what they learn and take ownership for their learning.
INTERPERSONAL - learning through interaction with others. Not the domain of children who are simply "talkative" or "overly social." This intelligence promotes collaboration and working cooperatively with others.
NATURALIST - learning through classification, categories and hierarchies. The naturalist intelligence picks up on subtle differences in meaning. It is not simply the study of nature; it can be used in all areas of study..
EXISTENTIAL - learning by seeing the "big picture": "Why are we here?" "What is my role in the world?" "What is my place in my family, school and community?" This intelligence seeks connections to real world understandings and applications of new learning.
Linguistic
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From Input to Intake
How do we learn?
We learn by observing, by living together and by exchanging cultural experiences. Understanding information, debating with others and inquiring when something has not been understood, all form a part of our natural learning process. In order to achieve the higher order thinking processes (HOT), we need to learn how to analyse a concept and apply it to meaningful situations. Even if children can 'Create' through innate intuition, for developing cognitive strategies at school it is useful to follow learning sequecies and guided paths.
It is useful to identify and remember a concept, to better understand it.
It is useful to understand a concept before applying it.
It is useful to apply a concept before we analyze it.
It is useful to analyze a concept before evaluating it.
We have remembered, understood, applied, analyzed, evaluated a concept and CREATED new ideas or products using it, we become experts.
Examples
- Electric Circuits
In the following lesson about electric circuits, you can see that the first step to learning a new concept is by recalling and understanding. Students must read the information and try to make sense of it.
Electric Circuits (Remembering and Understanding)
In order for our students to achieve higher order thinking processes (HOT), we need to ask questions and set up activities in which they are asked to apply their newly learnt knowledge.
Electric Circuits (Applying and Analyzing)
In the highest part of the pyramid, you can see that creating is the ultimate goal in order to complete the critical thinking process and insure that our students can use the information that they have learnt in order to successfully create new and meaningful information. The following project requires collaborative problem solving in order to set up the circuit as seen in the example.
Electric Circuits (Evaluating and Creating)
Electric Circuits (Remembering and Understanding)
In order for our students to achieve higher order thinking processes (HOT), we need to ask questions and set up activities in which they are asked to apply their newly learnt knowledge.
Electric Circuits (Applying and Analyzing)
In the highest part of the pyramid, you can see that creating is the ultimate goal in order to complete the critical thinking process and insure that our students can use the information that they have learnt in order to successfully create new and meaningful information. The following project requires collaborative problem solving in order to set up the circuit as seen in the example.
Electric Circuits (Evaluating and Creating)
- Legends and Traditional Stories - A Tale of Two Giants
If we relate the following questions to Bloom's Taxonomy, we can observe that EXPLICIT, IMPLICIT AND REFLECTIVE/EVALUATIVE QUESTIONS are essential in order for students to reach critical thinking processes.
A Tale of Two Giants
A Tale of Two Giants
Working Together: Project Work
We must learn how to work together in order to optimize and enhance our learning opportunities. Whether the learner is involved in real-life hands-on experiences or simulated controlled scenarios, the importance of working together can not be overstated. Collaboration within a constructivist teaching environment provides ample learning opportunities for all members of group.
Examples of activities dealing with project work
The Romans
Your plan in Helsinki
Be a Market Analyzer!
Assessment and Reflection: Rubrics, Checklists...
What is a rubric?A rubric is a scoring grid that seeks to evaluate a student's performance based on the sum of a full range of criteria rather than a single numerical score. When used in the correct way, students are able to control their own progress by working towards the full scores of the criteria found in the grid. In this way, traditional marking scores out of 10 or 100% are avoided and students never receive a direct 'failing' mark. Instead, they are able to see not only where they need to progress but also what is expected of them in order to receive higher marks on the grid...
Examples of activities dealing with project work
- The Romans
The Romans
- Planet Earth
Your plan in Helsinki
- Relationships
Be a Market Analyzer!
Assessment and Reflection: Rubrics, Checklists...
What is a rubric?A rubric is a scoring grid that seeks to evaluate a student's performance based on the sum of a full range of criteria rather than a single numerical score. When used in the correct way, students are able to control their own progress by working towards the full scores of the criteria found in the grid. In this way, traditional marking scores out of 10 or 100% are avoided and students never receive a direct 'failing' mark. Instead, they are able to see not only where they need to progress but also what is expected of them in order to receive higher marks on the grid...
Example. Sustainability: Rubric
What is a Checklist?
Students should always know how well they have learnt a topic – what they know well, and what they could improve on. A checklist is an efficient tool for measuring what the student knows and what the student can do in relation to the outcomes. Its benefit is greatly dependent on students’ direct involvement in the assessment and understanding of the feedback provided.
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