In this section, we have provided you with the following tools to help you acquire professional development credit for this workshop. If you are interested, we suggest that you print these items and discuss them with your administrator.
Multiple Intelligences Rubric
This rubric is for your administrator to use to assess your completion of the assignment in the Implementation section of this workshop.
1. Project Activities
The project includes rich and engaging activities that target a range of Multiple Intelligences and subject matter.
The project activities target some of the nine Multiple Intelligences and integrate more than one subject area.
The project activities do not focus on the Multiple Intelligences and do not integrate different subject matter.
2. Teaching Methods
The teacher uses multiple methods and techniques of teaching to introduce the topic to the students.
The teacher uses fewer than two different teaching methods and techniques to present the topic to the students.
The teacher uses the direct lecture method to introduce the topic to the students.
3. Student-Centered Learning
The project activities allow students to define, critically explore and pursue their own learning goals.
The project activities are still determined by the teacher, but the students have more opportunities to collaborate with the teacher on their learning.
The project activities are teacher-centered so the students have a minimal role in selecting their own learning goals.
4. Experiential Learning
The project includes real-world activities that allow students to experiment with different concepts in an interactive environment.
The project includes some activities in which the students take an active role and begin to interact in activities with real-world application.
The project only includes activities that are tied to the textbook so that the students are not engaged in interactive real-world experiences.
5. Problem Solving
The project includes many open-ended problem-solving activities that inspire students to create complex solutions.
The project includes a few activities in which students ask questions and brainstorm possible solutions to their questions and inquiries.
The project activities do not provide extensive opportunities for students to engage in critical discussions or problem solving.
6. Student Collaboration
The project includes several cooperative learning activities that allow students to work together collaboratively.
The project provides a few opportunities for students to work together collaboratively.
The project activities focus on individual learning so the students rarely collaborate with each other in groups.
7. Authentic Assessment
The project assessment methods provide multiple options for students to demonstrate what they know and to creatively and meaningfully present their understanding of knowledge to others.
The project assessment methods allow few options for students to demonstrate what they know and to creatively and meaningfully present their understanding of knowledge to others.
The project assesses students through teacher-designed tests that determine the student's degree of academic proficiency in discrete, isolated skills and tasks.
8. Resource Materials
The interactive project activities utilize relevant, hands-on and authentic resource materials.
The project activities utilize few relevant, hands-on and authentic resource materials.
The textbooks and teacher lectures are the primary resources and materials in the project.
List of Assessment Criteria
This suggested list of criteria can be used as a guide for an administrator when determining the level of integration of the workshop topic into the overall school curriculum over a greater period of time. This list can also be used as a guide for teacher self-assessment.
The degree of comprehension of the nine Multiple Intelligences.
The degree to which Multiple Intelligences is used to connect subject matter.
The degree to which visual arts, dance, and music are incorporated into the main academic areas such as science, social studies, math, and language arts.
The degree to which classroom lessons and activities incorporate Multiple Intelligences.
The degree of authentic learning in these classroom activities.
The degree of student activity in these classroom activities.
The degree to which "broader concepts" are taught in the curriculum.
The degree to which students are assessed using authentic methods, such as portfolios.
The degree to which the students reflect on their Multiple Intelligences.
The degree to which outside resources are brought into the classroom.
The degree to which the students demonstrate their understandings of the Multiple Intelligences.
The degree to which assessment is driven by Multiple Intelligences.
The degree to which writing is based on a process-based assessment.
The degree to which the Multiple Intelligences curriculum is congruent with the academic standards.