User:Scbass

From KNILT

Return to: ETAP 623 Spring 2018 Section 6476 | Multiple Intelligences in the Classroom

About Me2018.jpeg

About Me

I graduated from St. Bonaventure University in December 2017 with triple certification (elementary, early childhood, and special education). This is my first semester in the Curriculum Development and Instructional Technology program at University at Albany.

My Topic and Purpose

This mini-course will focus on incorporating Howard Gardner's Multiple Intelligence's throughout the classroom. Learners will learn about the multiple intelligences and how they can be used across subject areas. They will also be given ideas to use in each subject area.

Learning Outcomes

  • Learners will list five reasons why we may use multiple intelligences in our lessons and throughout our classrooms.
  • Learners will incorporate one or more intelligences into a lesson created in an area that they teach.

Needs Assessment

Problem

Every student learns differently, therefore we have to teach them in a way they will be able to understand. "Gardner's (1983, 1993) theory of multiple intelligences suggests an entirely new way of thinking about intelligence. Instead of a general g factor, or unidimensional theory of intelligence, Gardner proposed seven different domains of intelligence, each of which operates more or less independently. That is, a person can be high or low in any intelligence, regardless of his or her level on the other six domains" (Mettetal, page 115). Since this article, there has been an addition of at least one more domain. These domains help draw upon how students learn best.

According to Gardner in his article, "Reflections on Multiple Intelligences: Myths and Messages", there is no right way to conduct a multiple intelligences education, but there are some applications of it that have been misconceived. One of these applications include, attempting to teaching all concepts or subjects using all intelligences. He states, "There is no point in assuming that every topic can be effectively approached in at least seven ways" (Gardner, page 206)

What is to be Learned

Learners will become informed about how to use Howard Gardner's Multiple Intelligences in the classroom and their lessons, and how to help students determine their own intelligences. One lesson that I plan on developing for this unit is a lesson that will focus on how to determine the intelligences that each of their students possess.

The Learners

In general, this course will be used for educators and other professionals in the education field seeking knowledge about how to use multiple intelligences throughout their lessons and classroom. Not only will learners become more knowledgeable about how to use multiple intelligences themselves, but they should also be able to use what is learned in this course and apply it to the classroom(s) they are working in.

Exploring the Problem and Solution

Participants will continuously explore the effects of student learning when multiple intelligences are not used throughout lessons, as well as the reasoning behind the importance of using multiple intelligences in the classroom. Through activities and other various assignments, participants will be able to recognize their students intelligences and incorporate them into lessons and their classroom.

Goals

The main goal for this mini-course is for participants to gain a better understanding of what multiple intelligences are and how to implement them in their own classrooms. By the end of this course participants should feel sure of themselves and be able to use multiple intelligences that were gone over in this mini-course and use them in real life situations to help students learn and grow as life long thinkers.

Analysis of the Learner and Context

To succeed in this course, participants will need to have experience as a classroom teacher and ideally background knowledge on Howard Gardner's Multiple Intelligences. To access the course, students will need a device that can access the internet and is capable of playing video with sound. The course is completely asynchronous, and students can complete all assignments at their own timing.

Performance-Based Objectives

At the conclusion of this course, learners will be able to:

  • Describe the purpose of using intelligences within the classroom and lessons.
  • Identify ways to use each multiple intelligence, in a domain they are familiar with.
  • Develop a lesson, within their domain, that uses one or more intelligences.


Task Analysis

Part 1: Goals:

Terminal Goal: Learners will be able to develop a lesson using one or more intelligences.

Enabling Goals: Learners will describe the purpose of using intelligences. Learners will identify ways to use multiple intelligences throughout lessons.



Part 2: KASI

Knowledge:

-Strong grasp on multiple intelligences -What types of activities correlate with each intelligence. -How to decide what intelligence to use.

Attitudes:

-Believe that every student learns differently. -Choose to develop classroom activities that touch on students' abilities and interests.

Skills:

-Identify activities that correlate with the different intelligences.

Interpersonal Skills:

-Effective at asking questions when unsure of material.


Curriculum Map

Curriculum Map

References and Resources

Gardner, H. (1995). Reflections on Multiple Intelligences: Myths and Messages. The Phi Delta Kappan, 77(3), 200-209. Retrieved from http://www.jstor.org.libproxy.albany.edu/stable/20405529

Mettetal, G., Jordan, C., & Harper, S. (1997). Attitudes toward a Multiple Intelligences Curriculum. The Journal of Educational Research, 91(2), 115-122. Retrieved from http://www.jstor.org.libproxy.albany.edu/stable/27542138