Mi gr2 wk2v3


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  • Verbal-Linguistic Intelligence  -- well-developed verbal skills and sensitivity to the sounds, meanings and rhythms of words Mathematical-Logical Intelligence  -- ability to think conceptually and abstractly, and capacity to discern logical or numerical patterns Musical Intelligence  -- ability to produce and appreciate rhythm, pitch and timber Visual-Spatial Intelligence  -- capacity to think in images and pictures, to visualize accurately and abstractly Bodily-Kinesthetic Intelligence  -- ability to control one's body movements and to handle objects skillfully Interpersonal Intelligence  -- capacity to detect and respond appropriately to the moods, motivations and desires of others.   Intrapersonal Intelligence  -- capacity to be self-aware and in tune with inner feelings, values, beliefs and thinking processes Naturalist Intelligence  -- ability to recognize and categorize plants, animals and other objects in nature Existential Intelligence  -- sensitivity and capacity to tackle deep questions about human existence, such as the meaning of life, why do we die, and how did we get here.
  • Traditional Intelligence can be measured by short-answer tests: Stanford-Binet Intelligence Quotient Wechsler Intelligence Scale for Children (WISCIV) Woodcock Johnson test of Cognitive Ability Scholastic Aptitude Test People are born with a fixed amount of intelligence. Intelligence level does not change over a lifetime. Intelligence consists of ability in logic and language. Teachers teach a topic or subject. +++++++++++++++++++++++++++++++++++++++++++++ Multiple Intelligence Theory Assessment of an individual's multiple intelligences can foster learning and problem-solving styles. Short answer tests are not used because they do not measure disciplinary mastery or deep understanding. They only measure rote memorization skills and one's ability to do well on short answer tests. Some states have developed tests that value process over the final answer, such as PAM (Performance Assessment in Math) and PAL (Performance Assessment in Language) Human beings have all of the intelligences, but each person has a unique combination, or profile. We can all improve each of the intelligences, though some people will improve more readily in one intelligence area than in others. M.I. pedagogy implies that teachers teach and assess differently based on individual intellectual strengths and weaknesses. Teachers structure learning activities around an issue or question and connect subjects. Teachers develop strategies that allow for students to demonstrate multiple ways of understanding and value their uniqueness.
  • According to Gardner, All human beings possess all nine intelligences in varying amounts. Each person has a different intellectual composition. We can improve education by addressing the multiple intelligences of our students. These intelligences are located in different areas of the brain and can either work independently or together. These intelligences may define the human species.
  • Critics of the theory say that: It's not new . Critics of multiple intelligence theory maintain that Gardner's work isn't groundbreaking -- that what he calls "intelligences" are primary abilities that educators and cognitive psychologists have always acknowledged. It isn't well defined . Some critics wonder if the number of "intelligences" will continue to increase. These opposing theorists believe that notions such as bodily-kinesthetic or musical ability represent individual aptitude or talent rather than intelligence. Critics also believe that M.I. theory lacks the rigor and precision of a real science. Gardner claims that it would be impossible to guarantee a definitive list of intelligences. It's culturally embedded . M.I. theory states that one's culture plays an important role in determining the strengths and weaknesses of one's intelligences. Critics counter that intelligence is revealed when an individual must confront an unfamiliar task in an unfamiliar environment. It defeats National Standards . Widespread adoption of multiple intelligence pedagogy would make it difficult to compare and classify students' skills and abilities across classrooms. It is impractical . Educators faced with overcrowded classrooms and lack of resources see multiple intelligence theory as utopian.
  • Mi gr2 wk2v3

    1. 1. Impact of instructional theories on Student Critical, Creative thinking, and Classroom Environment <ul><li>Nature of Schools, ED 5210 </li></ul><ul><li>Group Assignment Week 2 </li></ul><ul><li>July 12, 2010 </li></ul>
    2. 2. <ul><li>Constructivism </li></ul><ul><ul><li>Created by Jean Piaget and John Dewey </li></ul></ul><ul><ul><li>A theory that states people construct their own understanding and knowledge learn through their experiences and reflections. </li></ul></ul><ul><ul><li>Knowledge is not transmitted from one person to another, but is constructed by each individual. </li></ul></ul><ul><ul><li>Students learn by linking new information to previous knowledge.  </li></ul></ul><ul><ul><li>Learning is through exploration and discovery  </li></ul></ul>
    3. 3. What is Constructivism?
    4. 4. <ul><li>Key Principles by Jean Piaget for Teaching </li></ul><ul><li>Learning is an active process </li></ul><ul><ul><li>Direct experience, making errors, and looking for solutions are very important in the learning process. </li></ul></ul><ul><ul><li>When information is introduced as an aid to problem solving, it functions as a tool instead of arbitrary information. </li></ul></ul><ul><ul><li>Assimilation is when a person takes an experience and incorporates that into an already existing framework within themselves. </li></ul></ul><ul><ul><li>Accommodation is re-framing a person's mental representation of the world to fit new experiences </li></ul></ul>
    5. 5. <ul><li>Applications for Learning in the Classroom </li></ul><ul><ul><li>Instruction must correspond with the experiences that make the student want to learn </li></ul></ul><ul><ul><li>Instruction must be structured so it can be easily understood by the students </li></ul></ul><ul><ul><li>Instruction should be designed so that the student can build new ideas and concepts from old ones </li></ul></ul><ul><ul><li>Use experiments and real world problem solving techniques </li></ul></ul><ul><ul><li>Less emphasis on isolated skill exercises and more on learning with meaningful activities (i.e. operating a class bank or writing a class newspaper). </li></ul></ul>
    6. 6. Gardner’s Multiple Intelligences <ul><ul><li>Verbal-Linguistic  </li></ul></ul><ul><ul><li>Mathematical-Logical </li></ul></ul><ul><ul><li>Musical </li></ul></ul><ul><ul><li>Visual-Spatial </li></ul></ul><ul><ul><li>Bodily-Kinesthetic </li></ul></ul><ul><ul><li>Interpersonal </li></ul></ul><ul><ul><li>Intrapersonal </li></ul></ul><ul><ul><li>Naturalist </li></ul></ul><ul><ul><li>Existential </li></ul></ul>
    7. 8. Traditional <ul><ul><li>Intelligence can be measured by short-answer tests. </li></ul></ul><ul><ul><li>People are born with a fixed amount of intelligence. </li></ul></ul><ul><ul><li>Intelligence level does not change over a lifetime. </li></ul></ul><ul><ul><li>Intelligence consists of ability in logic and language. </li></ul></ul><ul><ul><li>In practice, teachers teach the same material to everyone. </li></ul></ul><ul><ul><li>Teachers teach a topic or subject. </li></ul></ul><ul><ul><li>Assessment by tests that value process over the final answer. </li></ul></ul><ul><ul><li>Each person has a combination all of the intelligences. </li></ul></ul><ul><ul><li>We can all improve each of the intelligences. </li></ul></ul><ul><ul><li>MI’s reflect different ways of interacting with the world. </li></ul></ul><ul><ul><li>Teach and assess individual intellectual strengths and weaknesses. </li></ul></ul><ul><ul><li>Structure learning around an issue or question and connect subjects </li></ul></ul>M I
    8. 9. <ul><ul><li>All humans - all nine </li></ul></ul><ul><ul><li>Each person - different composition </li></ul></ul><ul><ul><li>Education – address MI of students </li></ul></ul><ul><ul><li>MI - different areas of the brain </li></ul></ul><ul><ul><li>MI - work independently or together </li></ul></ul><ul><ul><li>Define the human species </li></ul></ul>Multiple Intelligences
    9. 10. Critics of MI <ul><ul><li>It's not new . </li></ul></ul><ul><ul><li>It isn't well defined . </li></ul></ul><ul><ul><li>It's culturally embedded . </li></ul></ul><ul><ul><li>It defeats National Standards . </li></ul></ul><ul><ul><li>It is impractical . </li></ul></ul>
    10. 11.     Constructivism & Critical Thinking <ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>&quot;It is the supreme art of the teacher to awaken joy in creative expression and knowledge.&quot; - Albert Einstein </li></ul>
    11. 12. Critical Thinking <ul><li>Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action (Criticalthinking.org ). </li></ul><ul><li>  </li></ul><ul><ul><li>The constructivist approach focuses on students building their own understanding of new ideas. </li></ul></ul><ul><ul><ul><li>In order to construct this knowledge students must think critically.  </li></ul></ul></ul><ul><ul><ul><li>The key model oriented with critical thinking is Bloom's Taxonomy.   </li></ul></ul></ul>
    12. 13. Bloom's Taxonomy <ul><li>A hiercheal model of the cognitive process </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>http://www.nwlink.com/~donclark/hrd/bloom.html </li></ul><ul><li>  </li></ul><ul><li>  </li></ul>
    13. 14. Bloom's Levels <ul><li>1. Knowledge or Remembering: Students are able to recall information </li></ul><ul><li>2. Comprehension or Understanding:  Students understand the  information.  </li></ul><ul><li>3. Application: Students use information learned within another situation.   </li></ul><ul><li>4. Analysis: Students are able to sort through and oranize information.  </li></ul><ul><li>5. Evaluating: Students are able         </li></ul><ul><li>to assess and make judgements </li></ul><ul><li>about infomation learned. </li></ul><ul><li>6. Creating: Students are able to  </li></ul><ul><li>bring all the information </li></ul><ul><li>together in order to create </li></ul><ul><li>meaning.   </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>http://www.nwlink.com/~donclark/hrd/bloom.html </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul><ul><li>  </li></ul>
    14. 15. Bloom's Taxonomy in the Classroom <ul><ul><li>Can be used in any lesson </li></ul></ul><ul><ul><ul><li>Ex. Science teachers in Miami use a technique that aligns with Bloom's ( http://www.miamisci.org ) </li></ul></ul></ul><ul><ul><ul><ul><li>Engage </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Explore </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Explain </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Evaluate </li></ul></ul></ul></ul><ul><ul><li>Extends student's thinking skills </li></ul></ul><ul><ul><li>Fosters creating new meaning </li></ul></ul>
    15. 16. Constructivism & Creative Classroom Environment <ul><ul><li>Creative Classrooms have a positive effect on students learning.   </li></ul></ul><ul><ul><li>In connection with constructivism students must be engaged in the learning process in order to progress through the levels of Bloom's.   </li></ul></ul><ul><ul><li>Use Multiple Intelligence to support the learning environment.   </li></ul></ul><ul><li>  </li></ul><ul><li>  </li></ul>
    16. 17. In the Classroom... <ul><ul><li>Teaching Strategies: </li></ul></ul><ul><ul><ul><li>Collaborative Learning </li></ul></ul></ul><ul><ul><ul><li>Project base Learning </li></ul></ul></ul><ul><ul><ul><li>Cooperative Learning </li></ul></ul></ul><ul><ul><ul><li>Differentiated Instruction </li></ul></ul></ul><ul><ul><ul><li>Discovery Based Learning </li></ul></ul></ul><ul><li>  </li></ul><ul><ul><li>Use of Technology </li></ul></ul><ul><ul><li>High Student Engagement (Active Learning) </li></ul></ul>
    17. 18. Differentiation <ul><li>What is it? </li></ul><ul><li>  </li></ul><ul><li>Treating students with different strengths and different needs differently. </li></ul><ul><ul><li>Recognizing students' differences. </li></ul></ul><ul><ul><li>Providing respectful, appropriately challenging tasks. </li></ul></ul><ul><ul><li>Offering multilevel input and requests for output using flexible grouping. </li></ul></ul><ul><ul><li>  Carrying out ongoing assessment and adjustment. </li></ul></ul>
    18. 19. How can we differentiate?   1. Language- both input and expected output. Adapt and adjust oral language w Check comprehension and adjust teaching: paying attention to what is learned , not only what is taught.   2. Content offered to students language and literacy levels, cognitive challenge... -Pre-assessment -Tasks based on needs -Student choice -Alternate resources        
    19. 20. 3. Process of using content (including levels of scaffolding) Cooperative Learning Provides practice and negotiation of meaning through purposeful language and communication w Students learn from one another, and from teaching one another w Starter strategies: – Think-Pair-Share – Numbered Heads Together – Line-Up – Carrousel  
    20. 21. 4. Products expected from students Managing, using, and assessing skills that have been taught and learned – E.g., learners highlight skills they are responsible for on an editing checklist.   Think-Pair-Share This structure can be used for a wide variety of activities 1. Pose a challenge or question 2. Give learners time to think (or jot notes) about it 3. Pair students and have them share their responses to the question 4. Have pairs join a second pair. Each person shares his/her partner’s ideas with the group. 5. Alternatively, select a few students to share their ideas with the full group.
    21. 22. Video of differentiation
    22. 23. References Gardner, Howard. Frames of Mind: The Theory of Multiple Intelligences. NY: BasicBooks, 1983. Gardner, Howard. Intelligence Reframed: Multiple Intelligence for the 21st Century. NY: Basic Books, 1999. Thirteen Ed Online. (2004). Workshop: Tapping into multiple intelligences. In Concept to classroom. Retrieved from http://www.thirteen.org/edonline/concept2class/mi/index.html Thirteen Ed Online (2004).  Constructivism as a Paradigm for Teaching and Learning.  Retrieved from http://www.thirteen.org/edonline/concept2class/constructivism/index.html Constructivist Theories (2008).  Retrieved from  http://starfsfolk.khi.is/solrunb/construc.htm Critical Thinking Definition (2009).  Retrieved from http://www.criticalthinking.org/aboutct/define_critical_thinking.cfm Bloom's Taxonomy Retrieved from http://www.nwlink.com/~donclark/hrd/bloom.html