We share evidence-based K-12 learning strategies that empower you to improve education.
I personally suffer from Bipolar Disorder and PTSD. I had a rough time getting thru classroom sitting and non-interpersonal learning my entire life. I excell in hands on, I am artistic, musical, bilingual, mecanical, logical, and learn at incredible pace hands on. If given the oppertunity to reform the education system I would reestablish the (Master and Apprentice) Learning techniques at the earlist developement in the child that they were able to identify with their established strengths in particular areas of comprehension and analysis of individuall strengths and weaknesses. Give the student the keys to their own destiny at the appropriate time in development and it will allow the apprentice to choose their area of further study and promote a desire for the true american dream. Unleash us from the bonds of commercialized slavery to a global elete, we learn the things that we are forced! Let us learn what we want, let us be what we want , and you will truly have a free nation! A free society! There are to many working jobs they do not want and too many not working jobs that could be! If you surpress a nation from flourishing it can not rise to its full potential, however you can control it. Free your mind!
With different cultures in one classroom, the teacher should reflect on teaching everyone about the one subject that concerns everyone as a whole, because after all, we are suppose to be one nation of people under one God, regardless of the nationality.
KNOW THAT THE TEACHER CAN TEACH THE MULIT INTELIGENCE FOR EVERY STUDENT BECASE SHE MIGHT NOT KNOW WHERE AND THE ABOUTS ARE.
How can we honestly require our students to support their assertions with evidence when we foist upon them the idea of Multiple Intelligences which has no supporting evidence. I agree it has a lot of emotional appeal, and it's easy to think of examples that on the surface seem consistent with MI. But the facts are (a) if you listen to Gardner carefully (or even call his office) you never hear him cite evidence for MI, and (b) there are no articles with sufficiently conclusive findings that support MI in good educational policy or research journals or conferences.
How long will we continue putting time and effort into these fads at the expense of valid ways to help our students?
As a college teacher committed to critical pedagogy, I try to address all intelligences in the classroom but I think it is critical as the teacher to be self reflexive about which ones you tend towards and develop the others. I think this way about learning styles also. This is a great challenge and yet I think it is the true creativity of teaching. Now as I have graduate students in my classroom telling me of the disconnects they experience with students who won't learn the way the book is written, I remind them about the first rule of communication = audience analysis. If we consider our audience first, then adapt, we will go further!
Absolutely. Although at first the thought may be a bit daunting, it can be done. The students are made aware of their learning styles in the beginning of the year, and we discuss and update their perceptions as the year progresses. Allowing guided choice in the classroom gives the student an opportunity to make choices that will reflect his or her learning style. I make sure that my lessons meet all the intelligences, by using a simple checklist to determine whether I am too "heavy" in one area. Unfortunately, the linguistic and mathematical intelligences usually are the most dominant, but...I do persist in trying my best.
I am a middle school teacher and I find with all grades that students love to get together in groups and do projects that includes lots of interaction. I do pick the students because I have found that if the students pick them they generally pick their friends.
All multiple intelligences can be used by you and the students without a problem if you make it a natural occurrence in your classroom. My students will comment and ask when are we going to do another project.
Each group enjoys showing what they can do without restraints.
Can multiple intelligences be cultivated in one classroom? Of course, if a teacher has an atmosphere conducive to people interacting with each other in real situations, that is, everyone isn't doing the same thing at the same time. Whether elementary, middle, or high school, individual strengths can come to light for every student. Besides teaching just skills and sequences of important academic events, students should be engaging with each other in projects which naturally allows differentiation, which is conducive to multiple intelligences. In project or multi-peer situations, kids; selves can come forth - the teacher need not be so concerned about grading papers, but instead about observing the dynamics of the group as well as the growth of an individual. That's where teacher guidance comes in, an extra force to the combined social capital thriving in any classroom. But...aim for higher test scores, and drill, drill, drill and you will find on the slightest trace of those kids who happen to prefer that style of interaction. The others will likely appear below level because they never get a chance to shine, to show how they are smart.
Terry Smith - Eugene Field School - Hannibal, MO - Pepperdine EdTech Doctoral Candidate.
I wrote and article about this subject called "Connecting Depth and Balance in Class" in ISTE's Leading and Learning with Technology last summer in vol. 36 no. 1, begins on p. 18. It has a lot of graphics so I could not put it here. In a nutshell, effective use of educational technology enables educators to meet the multiple intelligences and learning style needs of students in ways never dreamed of when these concepts were first developed.
I just finished my online course on Multiple Intelligences in the Classroom through PBS Teacherline. For my final project I designed a Picasso Carnival in my art room for students to explore Picasso's work with their multiple intelligences. I wrote up the lesson for the Teaching Palette,