Multiple Intelligence in Scottish Schools
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Multiple Intelligences in the Twenty-First Century: A Survey of Scottish Schools
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Multiple Intelligence in Scottish Schools
- 1. The Contribution of MI in Scottish Education Paola Giannetakis
- 2. Outline A personal historical account of schooling in Scotland over the past hundred years. Recent curriculum reforms within the Scottish school system. An account of a survey of Scottish schools undertaken in 2007. Some pointers to future developments around MI in Scotland.
- 3. Outline A personal historical account of schooling in Scotland over the past hundred years. Recent curriculum reforms within the Scottish school system. An account of a survey of Scottish schools undertaken in 2007. Some pointers to future developments around MI in Scotland.
- 5. Three Generations of Scottish Education: A Personal Journey Senior Secondary School A traditional Academic Curriculum Classic, Modern Languages, Sciences,History, Geography, Art, Music and Physical Education. Junior Secondary School Similar range of subjects to the former advanced divisions. Modern Languages, for example, didn’t appear. Secondary School became compulsory in Scotland after W.W.II and the selection was the norm.
- 6. Scottish Education in the Early Twenty-First Century A Curriculum for Excellence Teaching for effective Learning
- 7. Multiple Intelligences in the Twenty-First Century: A Survey of Scottish Schools •There are around 3000 ( three hundred secondary, and the rest primary, additional support needs, and nursery.) schools within the publicly funded system in Scotland. •They are administered within 32 local authorities.
- 8. In 2007, A Survey was undertaken to explore how Scottish educators understand and implement MI 81% 5% 7% 7% Result of the Survey Teachers, classrom assistans, or school managers teaching suppor roles librarian, technicans Didn't indicated their roles •790 Completed questionaires Of the respondents; •643 were teachers. •36 indicated that they are teaching support roles. •56 Non teaching support roles • 55 didn’t indicate their roles.
- 9. Multiple Intelligence: A New Idea? It is understood from the survey that there is a perception, widely held in Scotland, that MI and certain other ideas, such as “philosophy for children”, “instrumental enrichment” and “teaching for understanding” are of relatively recent origin. Some Scottish teachers, conservative by nature, still see them as “new-fangled” and “progressive.”
- 10. Perceived Benefits of MI
- 11. Additional Support Needs In Scotland until very recently, young people deemed unable to benefit from a mainstream education attended a special shool. In the 1970s and into the 1980s, these schools were organized by classification of speacial needs: Moderate learning difficulties, emotional and behavioral difficulties,.. Terminology was crude, and even one of the most enlightened educational documents contained the sentence, “Backwardness can not be cured”. The “dull and backwar” were seen to be a distinct subcategory of pupils until 1970s. In 1980, therminology had changed, and Special educational needs replaced various subcategories. More recently, the term has become additional support needs
- 12. Additional Support Needs Ladywell School is in Glassgow. This is an additional support needs school. Staff within the School have reflected on their practice, have considere MI, and trying the apple the principles to learning and teaching.
- 13. Ladywell’s curriculum Musical Intelligence “background music plays an important role in learning and pupils are encouraged to reflect on the effects of different kinds of music. Verbal linguistic intelligence is developed throug person to person interactions. Visual –spatial intelligence is developed their through their dedicated Art Curriculum
- 14. The Future? MI has had only a limited impact on the practice of the Scottish school system as a whole. Developments have been piecemeal, patchy, and lagely due to enthusiastic individuals. The way is open now for ideas such as MI to find their rightful place in an education process that aims to produce successful learners, confident individuals , effective contributors, and responsible citizens.
Editor's Notes
- This chapter focuses on the growth of more inclusive models of education in Scotland over the past hundred years through the lenses of family history and national policy. The chapter describes policy changes that have reduced the role of intelligences testing and traditional conceptions of intelligence on access to secondary school, even as streaming, or tracking, within schools can still be problematic.
- This chapter focuses on the growth of more inclusive models of education in Scotland over the past hundred years through the lenses of family history and national policy. The chapter describes policy changes that have reduced the role of intelligences testing and traditional conceptions of intelligence on access to secondary school, even as streaming, or tracking, within schools can still be problematic.
- Secondary schooling became a universal and compulsory in Scotland After World War II, but the selection was the norm. The criteria were a mix standardized tests of curriculum content and IQ testing. There were two king of secondary school at that time: Senior and Junior Secondary Schools. Traditional Academic Curriculum was followed by Senior Secondary School. Modern Languages, history, geography, sciences, art, music, and physical education were taught in classes. Junior Secondary Schools offered a similar range of subjects to the former advanced divisions. Modern Languages, for example, didn’t appear in the junior secondary curriculm.
- In 2004, a ministerial review group on the curriculum produced A Curriculum for Excellence. This report provided a framework for the curriculum from ages three to eighteen, setting out aims, purposes, values, and principles. The review group based its recommadations on Scottish publications such as Teaching for effective learning, which had revied the literature on intelligence, thinking, creativity, and teaching for understanding. It took one of its starting points Howard Gardner’s theory of MI. Now, the suggestion that the question, “How smart are you?” is no longer relevant, that the only legitimate question is, “How are you smart?“ For the first time in a generation, Scottish education’s school curriculum was being influenced directly by big ideas such as MI.
- There are around 3000 schools within the publicly funded system in Scotland. They are administered within 32 local authorities. The system, in theory, nationally governed but locally administered. In reality, the local authorities have a strategic function and can implement their own policy initiative, for example, to achieve national priorities in education. Within authorities, schools have some freedom to adopt pefagogical initiatives to enable them to improve the quality of learning among their students. Thus, until now, ideas such as MI were more likely to be adopted at a local authority or school level than nationally.
- In 2007, A Survey was undertaken to explore how Scottish educators understand and implement MI. It is recieved 790 complated questionnaires. Of the respondents, 643 were teachers, classroom assistant or school managers, and 36 indicated that they had teaching support roles such as behavior and learning support. A further 56 respondents indicated that they had nonteaching support roles, for example, librarians and 55 didn’t indicate what their role was.
- It is understood from the survey that there is a perception, widely held in Scotland, that MI and certain other ideas, such as “philosophy for children”, “instrumental enrichment” and “teaching for understanding” are of relatively recent origin. Some Scottish teachers, conservative by nature, still see them as “new-fangled” and “progressive.”
- The idea that some children simply do not respond to the heavily linguistic and logical approaches to academic learning but may be successful learners if others of their intelligences were engaged is a veiw commonly held by teachers in Scotland. Teachers see the concept of MI as something that gives them insigt in their education. The fixed mind-set exists in teachers as well as learners, but once MI is understood, It opens up possibilities for teachers to mediate learning for the child.
- The school was under no external pressure to engage with MI; it was a progessional response to the phenomenon of young people with additional support needs, whose educational potentional might easily be percieved as being limited by their ASN label.