How will we explore multiple intelligences theory in the classroom?|
How do I apply multiple intelligences (M.I.) theory in my classroom?
What are some simple ways to get started?
What are some of the challenges I may face?
How do I assess students' progress?
How does curriculum align with state and national standards?
How does technology complement the M.I. approach?
How do I work with my school, the parents, and the community?
How do I assess
When applying M.I. theory, the primary purpose of assessment
is to further understanding. Whether assessment results in a letter
or number grade, or a narrative report, is not as important as
the role it plays in student growth.
There are many possible means of assessment. A good place to start
with the development of meaningful assessment tools for your class
is by developing rubrics. Take a look at the lesson plan examples
we presented in the "Demonstration"
section of this workshop.
The student must know in advance how his or her demonstration
of understanding will be assessed. Involving the student in choosing
the criteria that will appear on the rubric is key. Student participation
may range from participating in a class review of criteria chosen
by you to drawing up their own individual rubric.
A key point is that both student and teacher must understand the
criteria for assessment. If the criteria established to evaluate
a paper doesn't contain a standard for assessing spelling correctness,
poor spelling should not have an impact on the assessment.
If the criteria are well chosen, they should serve as the basis
for constant coaching throughout the learning process.
As you refine your use of rubrics, you will see how they can be
replicated and modified to suit different studies and different
of student projects can be simplified considerably by providing
students with a detailed list of the types of information that
the assignment should address at the minimum level of completion.
For example, in an assignment about cell biology, students may
be asked to address three major processes (from a list of many)
to illustrate in a presentation.
milestones or target dates to help students plan their long-term
assignments. In order to help students stay on-track on elaborate,
time-consuming projects, ask them to submit outlines or "rough
sketches" before they actually write out or develop detailed
aspects of a project. For students who lack strong "intrapersonal
intelligence," it can be very helpful to show them how to
"back up" their schedule from the due date.
students break up tasks into manageable "bites," you
can keep them from feeling overwhelmed.
Assessment is the subject of one of our upcoming workshops, "Assessment, Student Evaluation, and Restructuring Curriculum." In it, you will learn about assessment methods for various strategies,
communities, and goals.
Workshop: Constructivism as a Paradigm for Teaching and Learning
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