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 does M.I.
curriculum align with state and national standards?
The application of multiple intelligence theory both enhances
current curriculum and is congruent with major initiatives in
the area of standards.
M.I. theory builds good teaching and learning into an existing
curriculum. It expands the number of ways that students can represent
their understanding and knowledge of the topic being studied.
The effect of activating M.I. is to improve the understanding
and self-esteem of more and more students. Engaging students through
musical experiences in writing assignments should make more students
successful in writing. Exploring how a painter expressed a feeling
similar to that in the music and writing assignment, should draw
still more students into the circle of success.
Students who experience a multiple intelligence oriented education
will not struggle on standardized intelligence tests or norm-referenced
state mastery tests. They will likely do better.
Multiple intelligence practice and standards:
New standards relate to the concept of "performance-based assessment."
Many schools have adopted standards in which students are asked
to demonstrate their knowledge in a variety of ways, including
essays, oral presentations and/or a portfolio of student work.
Published standards in various disciplines advocate concepts
of M.I. theory. The National Council of Teachers of Mathematics'
Curriculum and Evaluation Standards for School Mathematics (1989)
"Students should have numerous, varied learning experiences
that illuminate the cultural, historical, and scientific evolution
of mathematics. These experiences should be designed to evoke
students' appreciation of mathematics' role in the development
of contemporary society and to promote their understanding of
relationships among the fields of mathematics and the disciplines
it serves: the humanities and the physical, social, and life sciences."
The National Science Education Standards document advises:
"Work together as colleagues within and across disciplines
and grade levels. Individual and collective planning is a cornerstone
of science teaching; it is a vehicle for professional support
and growth. In the vision of science education described in the
Standards, many planning decisions are made by groups of teachers
at grade and building levels to construct coherent and articulated
programs within and across grades. Schools must provide teachers
with time and access to their colleagues and others who can serve
as resources if collaborative planning is to occur."
To explore these issues further, take a look at our Assessment, Evaluation and Curriculum Redesign and Teaching to Academic Standards workshops.
Workshop: Constructivism as a Paradigm for Teaching and Learning
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