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Learning Styles/Multiple Intelligences
Transcript of Learning Styles/Multiple Intelligences
More Opportunities for Creativity
Learning Styles and Multiple Intelligences
-opener quiz to find out multiple intelligences
-define learning styles
-discuss "Diverse Learning Styles"
-address multiple intelligences
-discuss "Orchestrating Multiple Intelligences"
-uncover the connection to AMLE This We Believe
-discuss "Integrating Learning Styles & Multiple Intelligences"
Please complete and score this quiz.
What multiple intelligences style were you?
Do you think this is accurate?
How may this dictate the way you learn?
Keep this information in mind as we go through the presentation!
Integrating Learning Styles and Multiple Intelligences
"Without multiple intelligence theory, style is rather abstract, and it generally undervalues context. without learning styles, multiple intelligence theory proves unable to describe different processes of thought and feeling" (Silver, Strong, & Perini, 1997, p. 25)
limitations of learning styles
- does not recognize variation across content areas
-less sensitive than they should be in regards to context
limitations of multiple intelligences
-does not deal with the process of learning
-cognitive science rather than affective science
Integration of both theories
1. describe intelligences with learning styles
2. list vocations related to these combinations
3. form a classroom display that links these
Be sure to...
-keep a record of what does/does not work
-focus on one intelligence at a time
-build on student interests
"Many highly talented, brilliant, creative people think they're not because the thing they were good at, at school, wasn't valued or was actually stigmatized and I think that we can't afford to go on that way."
After watching the video, have your beliefs changed?
THINK! PAIR! SHARE!
AMLE This We Believe
TED Talk: Sir Ken Robinson Says Schools Kill Creativity
Orchestrating Multiple Intelligences
-define multiple intelligences theory
-list the types of multiple intelligences
-describe learning styles theory
-identify the types of learning styles
-illustrate the importance of both theories
-connect these concepts to the This We Believe statement
-construct an understanding of how to incorporate both theories into a classroom
- Young adolescents should be the basis for all decisions in the classroom.
Four types of Learning Styles
The Mastery Style Learner:
The Understanding style learner:
The Self-Expressive style learner:
The Interpersonal style learner:
takes all information in
thinks through information sequentially
value learning that is clear and practical
focuses on ideas/abstractions
learns through questioning and reasoning
values learning that is logical and contains evidence
searches for images implied in learning
feelings and emotions help them construct new ideas/products
values learning that is original, surprising, and delightful
focuses on what is concrete and tangible
likes to learn socially
values learning that can be used to help others
Diverse Learning Styles: A Classroom's Greatest Asset
“If we really want to have a truly inclusive model where all children are respected and appreciated for their unique and positive contributions to the classroom then we, the classroom teachers, need to create environments in our classrooms where all learning styles are embraced so that all children experience themselves and are experienced by others as successful, and even exceptional in their own ways”
The MOST important factor in success of a classroom
Each child should be respected, appreciated and supported
Ways to create this:
end the day with fun, non-competitive group games
Give students the opportunity to stand out in areas other than core academics
ex: art, sports, music, dance, theater, crafts, humor, technology
Renovate Basic Curricular Areas
Bring more dimensions and/or new definitions into core academics
ex: stop labeling students as "strong" or "weak" readers
instead, let students show us what TYPE of reader they are
Do you think schools kill creativity?
-Everyone can learn and should be held to high expectations.
-Supply students with skills and information that allows them to take control of their lives.
-Provide ALL students with relevant and challenging learning opportunities.
(Silver, Strong, & Perini, 1997)
-(Bohrer, 1995, p. 50)
Linguistic: the ability to understand and use spoken and written communication; Ideal job: poet
Logical-mathematical: the ability to understand and use logic, numbers and operations; Ideal job: computer programmer
Musical: the ability to understand and use concepts like harmony, melody, pitch and rhythm; Ideal job: composer
Spatial: the ability to familiarize and manipulate three-dimensional space; Ideal job: architect
Bodily-kinesthetic: the ability to coordinate physical movement; Ideal job: athlete
Naturalistic: the ability to distinguish and categorize objects in nature; Ideal job: zoologist
Interpersonal: the ability to understand and interact well with other people; Ideal job: politician; salesperson
Intrapersonal: the ability to understand and use your own thoughts, feelings and interests; Ideal job: autobiographer; entrepreneur
Existential: the ability to contemplate or question abstract ideas (infinite or infinitesimal); Ideal job: cosmologist; philosopher
After learning about each multiple intelligence, do you feel as though your quiz results were correct? Why?
One "IQ" measure is insufficient to evaluate, label, and plan education programs for all students.
Provide Rich Experiences
“If we give all students the same material, each student will have a different experience according to his or her background, strengths, and challenges. Thus, to promote learning across student intelligence profiles, teachers need to offer students rich experiences—activities in which they can engage with the material personally rather than just absorb it in an abstract, decontextualized way. (p.25)”
An Effective Ensemble
“Multiple intelligences theory encourages collaboration across students. Students with compatible profiles (exhibiting the same patterns of strengths and weaknesses) can work together to solidify and build on strengths. Students with complementary profiles (in which one students weak areas are another student's strengths) can work together to compensate for one another. (p. 24-25)”
Building Active Learners
“The multiple intelligences approach does not require a teacher to design a lesson in nine different ways so that all students can access the material. Rather, it involves creating rich experiences in which students with different intelligence profiles can interact with the materials and ideas using their particular combinations of strengths and weaknesses.(p.27)”
Bohrer, K.(1995). Diverse learning styles: A classroom's greatest asset. Middle School Journal, 27(1), 50-53.
Moran, S., Kornhaber, M., & Gardner, H. (2006). Orchestrating multiple intelligences. Educational Leadership, 21-27.
Silver, H., Strong, R. & Perini, M. (1997). Integrating learning styles and multiple intelligences. Education Leadership, 22-27.
Do schools kill creativity?
Lets get up and find out!
(Moran, S., Kornhaber, M., & Gardner, H, 2006)
(Silver, H., Strong, R. & Perini, M.,1997)
By the end of today you will be able to:
(Moran, S., Kornhaber, M., & Gardner, H, 2006)