Constructivism as a Paradigm for Teaching and Learning

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 technology complement the M.I. approach?

Computer technology helps research.

The Internet can provide a wealth of resources that allow students to experience information presented in a myriad of formats: slide shows, interactive animation, simulation, sounds, charts, video, and text.

To give an example of the wealth of material computer technology offers, consider the Library of Congress' American Memories collection. There are over fifty extensive multimedia collections available for study and use by students. They range from sheet music to historical photographs, and from pioneer diaries to examinations of athletes' achievements.

The ability of the World Wide Web to allow teachers as well as students to link related material representative of different intelligences helps facilitate multiple intelligence research.

A student could collect links on a topic such as clouds. Each link could lead to information about clouds from a different M.I. perspective. See a similar example from one of our M.I. experts in the "Expert View" button below.

Computer technology provides a medium for M.I. expression

In a school with available computer technology, a single student can

research a thesis, and catalogue and organize his or her information using the internet connected computer in the library media center.
scan drawings, take digital photographs in art class.
write an essay or story on a computer in the writing lab.
compose a tune in music.
combine them all and add animation in a computer lab.
give a speech and multimedia presentation in social studies.

Broad curricular themes like photosynthesis, the Civil War, or Beat poetry all lend themselves to a project like this.

Cassette recorders can allow students to provide "soundscapes" or musical accompaniment to a writing class or a visual demonstration.

Students can use camcorders to videotape themselves reading their work.

Digital or 35 mm cameras may also be available for photojournalism. Developed pictures can be delivered on CD-ROM for use in computer projects.

When your school has a Web site you and your students could use it as a medium for presenting demonstrations. You could invite people to view your work on the Web and provide a discussion board and email links for feedback. There are a number of schools that do this. Go to the M.I. Resource section for examples.

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