Phillip final proj seminar presentation synchronous activity

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This is the Powerpoint presentation that will accompany the Seminar.

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Phillip final proj seminar presentation synchronous activity

  1. 1. Howard Gardner’s: Theory of Multiple Intelligences ED333: Unit 5 Seminar Instructor: Phillip Collazo
  2. 2. Our Seminar Tonight Will… <ul><li>Highlight major concepts from Smith (2008) </li></ul><ul><li>Pose some ‘Food for Thought’ questions </li></ul><ul><li>Assign groups to each student </li></ul><ul><li>Discuss Unit 5: Group Project Guidelines and Expectations </li></ul><ul><li>Answer any outstanding questions concerning the Group Project </li></ul>
  3. 3. Food-for-Thought Question (Follow-up to Learning Activity) <ul><li>You have just purchased a new desk. Your furniture comes in a box, containing about a million pieces that need to be assembled. The instructions are formatted as follows: </li></ul><ul><li>A written (textual) list of step-by-step instructions </li></ul><ul><li>Pictures (w/o text) illustrating the instructions </li></ul><ul><li>A DVD demonstrating the construction (beginning to end) </li></ul><ul><li>A phone-call in which steps for construction are described </li></ul><ul><li>A Guided in-person demonstration (w/o talking) </li></ul><ul><li>Which set of instructions would be the most helpful to you? Why? </li></ul>
  4. 4. Highlights from the Smith (2008) article… <ul><li>Gardner challenged Piaget’s Theory of Cognitive Development , as well as the accepted belief that “intelligence is a single entity” (p. 2). </li></ul><ul><li>Gardner viewed intelligence as “the capacity to solve or fashion problems valued in one or more cultural settings” (p. 3). </li></ul><ul><li>In general, intelligence must include “the ability to resolve genuine problems or difficulties” (p. 4). </li></ul>
  5. 5. Highlights from Smith (2008) continued… <ul><li>Initially, Gardner (1983) identified a list of 7 intelligences: Linguistic, Logical, Musical, Kinesthetic, Spatial, Interpersonal, and Intrapersonal (p. 4). </li></ul><ul><li>The list was updated (1999) to include Naturalist and Spiritual Intelligences (p. 6). </li></ul><ul><li>Gardner proposed that “people have a unique blend of intelligences” (p. 5). </li></ul><ul><li>This theory “helps us to understand the conditions within which education takes place” (p. 5). </li></ul>
  6. 6. Gardner’s Categories of Intelligences This list omits one of Gardner’s categories. Can you identify which one is missing?
  7. 7. Highlights from Smith (2008) continued… <ul><li>Critics of the theory (including Gardner himself) caution that an element of subjective judgement makes identifying and measuring the individual intelligences difficult (p. 9). </li></ul><ul><li>Gardner insisted that “students must have extended opportunities to work on a topic” (p. 6). </li></ul><ul><li>Gardner proposed that “seven kinds of intelligence would allow seven ways to teach, rather than one” (p. 5). </li></ul>
  8. 8. The Unit 5: Group Project (A printable “Group Project Guideline” can be retrieved from Docsharing) ) ) <ul><li>Your group’s objective for this project is to develop a school-aged multi-sensory learning activity incorporating Gardner’s categories of intelligences. </li></ul><ul><li>Each group will have four students. </li></ul><ul><li>Each student will be responsible for using one of Gardner’s categories to plan their part of the lesson. </li></ul><ul><li>As a group, you will decide the subject, age-group, and specific lesson you wish to teach. </li></ul>
  9. 9. The Unit 5: Group Project (cont.) <ul><li>Each group will be assigned a page in our Class Wiki to use to develop your ideas, select your topic, and plan individual categories. </li></ul><ul><li>Remember to participate in your group discussion early and often, as this project involves multiple steps. </li></ul><ul><li>In addition to developing category specific lessons, members will be assigned the following roles within the group: </li></ul><ul><li>Leader : Establishes time table, steers group’s discussion. </li></ul><ul><li>Motivator : Encourages regular participation, coordinates topics. </li></ul><ul><li>Reporter 1 & 2 : Formats final responses into one cohesive group project. </li></ul><ul><li>All group members are responsible for writing their own part of the lesson, as well as participating in each part of the development process! </li></ul>
  10. 10. The Unit 5: Group Project (cont.) <ul><li>Individual Lesson Plans should follow the standard format including: Objective, Procedure, Materials, and Assessment. </li></ul><ul><li>Lesson plans should include both traditional and technological elements. </li></ul><ul><li>You can visit http://surfaquarium.com/MI/intelligences.htm for ideas concerning activities and games focused on MI. </li></ul><ul><li>For a description of MI categories, videos, and supplemental materials for teachers visit http://www.thirteen.org/edonline/concept2class/mi/demonstration.html </li></ul>
  11. 11. The Unit 5: Group Project (cont.) <ul><li>Remember to support your proposed lessons! </li></ul><ul><li>Activities should be practical, and CREATIVE! </li></ul><ul><li>In the Class Wiki (under Unit 5), you will find a page for each group. Group Leaders, divide the page to create a section for discussion, drafting and then final project. </li></ul><ul><li>Complete projects are due no later than midnight on day 7. </li></ul><ul><li>Feel free to email me with any additional questions or concerns. </li></ul>

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