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Week 13 professional learning project
- 2. RATIONAL We all know that everyone learns differently and there are many barriers to learning. Gardner’s theory of multiple intelligences encompasses the fact that people learn differently and considers what that means for individuals and their educators. I would like for us to take the assessment to determine which type of learner each of us are and discuss how this new information might enhance our teaching and the learning of our students.
- 3. HOWARD GARDNER’S THEORY OF MULTIPLE INTELLIGENCES
- 4. WHAT IS DIFFERENTIATED INSTRUCTION? • “Differentiated instruction means changing the pace, level, or kind of instruction you provide in response to individual learners’ needs, styles, or interests” (Heacox, 2012, p. 5).
- 5. “If we had only one intelligence- it would either mean that if we were smart, we are smart in everything, and if we are not smart, we’d be poor in everything.” – Dr. Howard Gardner https://howardgardnerindiatour.wordpress.com/2012/01/ 19/an-introduction-to-multiple-intelligences/ What is your learning style?
- 6. Once we understand the theory of multiple intelligences we will see the importance of providing instruction and assessments in a manner that will allow our students to draw on their individual strengths for learning. THE EIGHT IDENTIFIED INTELLEGENCES Fogarty, R., & Pete, B. M. (2011). Supporting differentiated instruction: A professional learning communities approach. Bloomington, IN: Solution Tree Press.
- 7. Verbal and Linguistic intelligence People who possess this learning style learn best through reading, writing, listening, and speaking. Verbal students absorb information by engaging with reading materials and by discussing and debating ideas. Typical Roles • Writer • Lawyer • Journalist • Copy-Writers • Teachers • Preacher • Politician • Poets • Editors • TV and Radio Presenters
- 8. Visual and Spatial Intelligence • Interpretation and creation of visual images • Pictorial imagination and expression • Understands relationship between images and meanings, and between space and effect Typical Roles • Artists • Designers • Cartoonists • Story-boarders • Architects • Photographers • Sculptors • Visionaries • Inventors • Engineers • Cosmetics/beauty consultants https://www.google.com/search?q=who+are+visual+and+linguistic+people&rlz=1C1CAFA_enUS655US655&biw=1366&bih=623&s ource=lnms&tbm=isch&sa=X&ved=0ahUKEwjakOCNs5HMAhUBRiYKHT9gBPAQ_AUIBigB#tbm=isch&q=frank+lloyd+wright+falling+ water Frank Lloyd Wright Architect Walt Disney
- 9. Logical-Mathematical Intelligence • Mathematical logical thinking • Detecting patterns • Scientific reasoning and deduction • Analyze problems • Perform mathematical calculations • Understands relationship between cause and effect towards a tangible outcome or result Typical Roles • Scientists • Engineers • Computer experts • Accountants • Statisticians • Researchers • Analysts • Bankers bookmakers • Insurance brokers • Negotiators • Deal-makers • Trouble-shooters • Directors
- 10. Musical Intelligence • Musical ability • Awareness • Appreciation and use of sound • Recognition of tonal and rhythmic patterns • Understands relationship between sound and feeling • Typical Roles • Musicians • Singers • Composers • DJ's • Music producers • Piano tuners • Acoustic engineers • Entertainers • Party-planners • Environment and noise advisors • Voice coaches
- 11. Bodily-Kinesthetic • Body movement control • Manual dexterity • Physical agility and balance • Eye and body coordination Typical Roles • Dancers • Demonstrators • Actors • Athletes • Divers • Sports-people • Soldiers • Fire-fighters • Acupuncturists • Healers • Adventurers
- 12. Interpersonal • Perception of other people's feelings • Ability to relate to others • Interpretation of behavior and communications • Understands the relationships between people and their situations, including other people Typical Roles • Therapists • HR professionals • Mediators • Leaders • Counsellors • Politicians • Educators • Sales-people • Clergy • Psychologists • Teachers • Doctors, • Coaches and mentors • (there is clear association between this type of intelligence and what is now termed 'Emotional Intelligence' or EQ)
- 13. Intrapersonal • Self-awareness • Personal cognizance • Personal objectivity • The capability to understand oneself, one's relationship to others and the world, and one's own need for, and reaction to change • arguably anyone (see note below) who is self-aware and involved in the process of changing personal thoughts, beliefs and behavior in relation to their situation, other people, their purpose and aims - in this respect there is a similarity to Maslow's Self-Actualization level, and again there is clear association between this type of intelligence and what is now termed 'Emotional Intelligence' or EQ Anne Frank
- 14. Naturalistic Intelligence • Interested in Conservation and Recycling • Enjoys Gardening • Likes Animals • Likes to Be Outside • Interested in the Weather Typical Roles • Zookeepers • Veterinarians • Gardeners • Marine Biologists • Animal Trainers • Farmers • Conservationists
- 15. Example of Multiple Intelligences Survey
- 18. FEEDBACK AND SELF-REFLECTION This assignment gave me the opportunity to share what I have learned about differentiating in today’s classrooms. Once my colleagues viewed the slideshow and took the multiple intelligence survey, they were more open minded. We all understand that we vary in learning strengths and weaknesses. However, the conversation that followed my presentation encourage valuable conversation. We discussed the importance of how we should present our content, provide choices for processing the content, and modes for assessing what they have learned. They realized after taking the survey that they would rather learn content in a manner that best suits their individual strengths and interests. This encouraged us to devote some time during a future PLC to create our own learning survey for our kindergarten students based on their various barriers to learning. Our students are changing because society and communities are changing culturally, ethnically, and economically. Because our students are affected by these changes It makes perfect sense that we change how we expect our students to learn. It is easy to stick to the same old methods for presenting instruction and assessments. However imagine how we could transform our teaching and student learning if we each practice a growth mind-set rather than a fixed way to thinking and doing. Learning should include the interests of the students. This will promote greater understanding of the content. Students will be more engaged and able to retain what they have learn when they are provided multimodal options for processing content. Thus, the end product will be more meaningful for students and increasing test scores would simply become the result of productive teaching and learning.
- 19. Resources Gardner, H. (1999). Intelligence reframed: multiple intelligences for the 21st century. Retrieved from: http://www.businessballs.com/howardgardnermultipleintelligences.htm Heacox, D. (2012). Differentiating instruction in the regular classroom: How to reach and teach all learners. Minneapolis, MN: Free Spirit Publishing. https://howardgardnerindiatour.wordpress.com/2012/01/19/an-introduction-to multipleintelligences/ Kelly, M. 2014. Naturalist intelligence definition: Retrieved from: http://712educators.about.com/od/multipleint/p/naturalist-Intelligence.htm
- 20. RESOURCES CONTINUED KOWALD, T. O., (2013). UNDERSTANDING YOUR STUDENT’S LEARNING STYLE: THE THEORY OF MULTIPLE INTELLIGENCES. RETRIEVED FROM: HTTP://WWW.CONNECTIONSACADEMY.COM/BLOG/POSTS/2013-01- 18/UNDERSTANDING-YOUR-STUDENT-S-LEARNING-STYLE-THE-THEORY-OF-MULTIPLE- INTELLIGENCES.ASPX HTTP://MELBROEK353.WEEKLY.COM/CULTURALARTIFACTS.HTM TOMLINSON, C. A., & IMBEAU, M. B. 2010. LEADING AND MANAGING A DIFFERENTIATED CLASSROOM. ALEXANDRIA, VA: ASCD.