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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) states:

"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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