Taking something from my years in school, and about today in everyday life
is something many may know about but then not, so I am doing a story about it.
Multiple intelligences! Still I am useful as a Genie in a bottle!
I remember those test when I was a kid, oh god! But from those test here I am today!
It's like in the Gnostic, even in it's meaning "having knowledge."
https://en.wikipedia.org/wiki/Gnosticism
"Yeshua said, A person old in days will not hesitate to ask a little child
seven days old about the place of life, and the person will live.
For many of the first will be last and become a single one."
http://www.gnosis.org/naghamm/gosthom-meyer.html
And that is a good point to teach more at a early age.
Also I would stop the point of teaching kids to be in the now!
To me I see it as teaching your kids to move only
one inch at a time making the kids have slow growth.
There is no multiple in moving one inch at a time in the now.
Being in the now disables your thinking and to get more kids to push
into the multiple intelligence test you need to be in the multiple!
These days I would say it's noted as "Deeper learning."
I never limited my education. In college I took many classes on all ends.
In that I use one part that I had learned on another part I learned.
As in the time I was listening to audiobooks at the same time on two
college courses I was talking that semester. Two headphones, one
on each ear. Two at the same time... Sort of at the same time.
I would pause back and forth. I didn't have time to do both so I did two
at the same time... Half ass is better than no ass at all!
I was working to get like a "C" on both test instead of a "F" on one.
I needed to know both fairly!
Working at Walmart once I did that again. Because of the productivity
harassment (micromanagement) I worked two aisles every 15 minutes,
back and forth to get things done because of all the mess there!
In elementary I hated the math class to the point I threw my math book
out the window. And put it behind the chalkboard once.
But down the road I used math to find the displacement of my cars engine,
finding out the car makers lie about it!
***Piston Displacement is found by formulating
the volume of a cylinder as a
geometric shape which is pi/4 which equals 0.7853982
This number is then multiplied by the square
diameter of the bore & multiplied by
the stroke times the cylinders. Like:
(pi/4) 0.7853982 X
(Bore squared ) 3.50 X 4 =14.00 X (Stroke)
3.78 X (Cylinders) 4 =166.25 ci /
2724.34 cc For a 1990 Nissan 240sx!
That was my deeper learning and to point learning is really for later
not now. The stuff learned now is more used for later. But you have to learn it!
~~~~~How Do We Define and Measure “Deeper Learning”?
Simply defined, “deeper learning” is the "process of learning for
transfer,"
meaning it allows a student to take what’s learned in one
situation and apply it
to another, explained James Pellegrino, one of
the authors of the report.
"You can use knowledge in ways that make it
useful in new situations,"
he said in a recent webinar. “You have procedural knowledge of how, why,
and when to apply it to answer questions and solve problems.”
To deconstruct the definition of deeper learning further, the
researchers came
up with what they call three domains of competence:
cognitive,
intrapersonal
and
interpersonal.
Cognitive refers to reasoning and problem solving;
intrapersonal refers to self-management, self-directedness, and conscientiousness;
and
interpersonal refers to expressing ideas and communicating and
working
with others. "The kinds of tasks we need to assess take kids more time
to enact and more time to score."
https://ww2.kqed.org/mindshift/2012/09/13/how-do-we-define-and-measure-deeper-learning
~~~~~Multiple intelligences
Howard Gardner of Harvard has identified
seven distinct intelligences.
This theory has emerged from recent
cognitive research and "documents the
extent to which students
possess different kinds of minds and therefore learn,
remember,
perform, and understand in different ways," according to
Gardner (1991). According to this
theory, "we are all able to know the world
through language,
logical-mathematical analysis, spatial representation, musical
thinking,
the use of the body to solve problems or to make things,
an understanding of other
individuals, and an understanding of
ourselves. Where individuals differ is in the
strength of these
intelligences - the so-called profile of intelligences -and in
the ways
in which such intelligences are invoked and combined
to carry out different tasks,
solve diverse problems, and progress
in various domains."
Gardner says that these differences "challenge
an educational system that assumes that
everyone can learn the
same materials in the same way and that a uniform, universal
measure suffices to test student learning. Indeed, as currently
constituted, our educational
system is heavily biased toward
linguistic modes of instruction and assessment and,
to a somewhat
lesser degree, toward logical-quantitative modes as well."
Gardner argues that "a contrasting set of assumptions is
more likely to be educationally
effective. Students learn in
ways that are identifiably distinctive.
The broad spectrum of
students - and perhaps the society as a whole would be better
served if disciplines could be presented in a numbers of ways
and learning could be
assessed through a variety of means."
The learning styles are as follows:
Visual-Spatial
- think in terms of physical space, as do architects and sailors.
Very aware of their environments. They like to draw, do jigsaw
puzzles, read maps,
daydream. They can be taught through drawings,
verbal and physical imagery.
Tools include models, graphics,
charts, photographs, drawings, 3-D modeling,
video, videoconferencing,
television, multimedia, texts with pictures/charts/graphs.
Bodily-kinesthetic
- use the body effectively, like a dancer or a surgeon.
Keen
sense of body awareness. They like movement, making things, touching.
They communicate well through body language and be taught through
physical activity,
hands-on learning, acting out, role playing.
Tools include equipment and real objects.
Musical
- show sensitivity to rhythm and sound. They love music, but
they are also
sensitive to sounds in their environments. They
may study better with music in the
background. They can be taught
by turning lessons into lyrics, speaking rhythmically,
tapping
out time. Tools include musical instruments, music, radio, stereo,
CD-ROM, multimedia.
Interpersonal
- understanding, interacting with others. These students learn
through
interaction. They have many friends, empathy for others,
street smarts.
They can be taught through group activities, seminars,
dialogues.
Tools include the telephone, audio conferencing, time
and attention from the instructor,
video conferencing, writing,
computer conferencing, E-mail.
Intrapersonal
- understanding one's own interests, goals. These learners tend
to shy
away from others. They're in tune with their inner feelings;
they have wisdom, intuition
and motivation, as well as a strong
will, confidence and opinions.
They can be taught through independent study and introspection.
Tools include books, creative materials,
diaries, privacy and time.
They are the most independent of the
learners.
Linguistic
- using words effectively. These learners have highly developed
auditory
skills and often think in words. They like reading,
playing word games, making up
poetry or stories. They can be
taught by encouraging them to say and see words,
read books together. Tools include computers, games, multimedia, books,
tape recorders, and lecture.
Logical -Mathematical - reasoning, calculating. Think conceptually,
abstractly
and are able to see and explore patterns and relationships.
They like to experiment,
solve puzzles, ask cosmic questions.
They can be taught through logic games,
investigations, mysteries. They need to learn and form concepts before they can
deal with
details. At first, it may seem impossible to teach
to all learning styles.
However, as we move into using a mix
of media or multimedia, it becomes easier.
As we understand learning
styles, it becomes apparent why multimedia appeals to
learners
and why a mix of media is more effective. It satisfies the many
types of
learning preferences that one person may embody or that
a class embodies.
A review of the literature shows that a variety
of decisions must be made when
choosing media that is appropriate
to learning style.
Visuals:
Visual media help students acquire concrete concepts, such as
object
identification, spatial relationship, or motor skills
where words alone are inefficient.
Printed words: There is disagreement about audio's superiority
to print for affective
objectives; several models do not recommend
verbal sound if it is not part of the
task to be learned.
Sound:
A distinction is drawn between verbal sound and non-verbal sound
such
as music. Sound media are necessary to present a stimulus
for recall or sound
recognition. Audio narration is recommended
for poor readers.
Motion:
Models force decisions among still, limited movement, and full
movement visuals. Motion is used to depict human performance
so that learners
can copy the movement. Several models assert
that motion may be unnecessary and
provides decision aid questions
based upon objectives. Visual media which portray
motion are
best to show psychomotor or cognitive domain expectations by
showing the skill as a model against which students can measure
their performance.
Color:
Decisions on color display are required if an object's color
is relevant to
what is being learned.
Realia:
Realia are tangible, real objects which are not models and are
useful to
teach motor and cognitive skills involving unfamiliar
objects. Realia are appropriate
for use with individuals or groups
and may be situation based. Realia may be used
to present information
realistically but it may be equally important that the presentation
corresponds with the way learner's represent information internally.
Instructional Setting: Design should cover whether the materials are
to be used
in a home or instructional setting and consider the
size what is to be learned.
Print instruction should be delivered
in an individualized mode which allows the learner
to set the
learning pace. The ability to provide corrective feedback for
individual
learners is important but any medium can provide corrective
feedback by stating
the correct answer to allow comparison of
the two answers.
Learner Characteristics: Most models consider learner characteristics
as
media may be differentially effective for different learners.
Although research has
had limited success in identifying the
media most suitable for types of learners several
models are
based on this method.
Reading ability: Pictures facilitate learning for poor readers
who benefit more
from speaking than from writing because they
understand spoken words; self-directed
good readers can control the pace; and print allows easier review.
Categories of Learning Outcomes: Categories ranged from three to eleven and
most
include some or all of Gagne's (1977) learning categories; intellectual
skills,
verbal information, motor skills, attitudes, and cognitive
strategies.
Several models suggest a procedure which categorizes
learning outcomes,
plans instructional events to teach objectives,
identifies the type of stimuli to present
events, and media capable
of presenting the stimuli.
Events of Instruction: The external events which support internal learning
processes are called events of instruction. The events of instruction
are planned
before selecting the media to present it.
Performance:
Many models discuss eliciting performance where the student
practices
the task which sets the stage for reinforcement. Several models
indicate
that the elicited performance should be categorized
by type; overt, covert, motor,
verbal, constructed, and select.
Media should be selected which is best able to
elicit these responses
and the response frequency. One model advocates a behavioral
approach so that media is chosen to elicit responses for practice.
To provide feedback about the student's response, an interactive medium might be
chosen, but any medium can provide feedback.
Learner characteristics such as error proneness and anxiety should
influence media
selection. Testing which traditionally is accomplished
through print, may be handled
by electronic media. Media are
better able to assess learners' visual skills than
are print
media and can be used to assess learner performance in
realistic
situations.
-
1.
Howard Gardner
In 1983 he published a book
Frames of Mind outlining seven
“intelligences” that all humans
have to some degree.
His work was based on human
psychology, and never intended as
an educational system.
Yet it has become so widely
published, taught and used, it is
part of our educational pedagogy
today.
Multiple Intelligences
-
2.
Verbal Linguistic Intelligence
• Linguistic
Students use words
effectively. These learners
have highly developed
auditory skills and often
think in words. They like
reading, playing word
games, making up poetry
or stories. They can be
taught by encouraging
them to say and see words,
and read books together.
Tools include computers,
games, multimedia, books,
tape recorders, and lecture. http://iblogideas.blogspot.com/2008_10_01_archive.html
Linguistic
-
3.
Logical & Mathematical Intelligence
• Logical –Mathematical
Students use reasoning and
calculating. They are able to
think conceptually and
abstractly, and are able to
see and explore patterns
and relationships. They like
to experiment, solve puzzles,
ask cosmic questions. They
can be taught through logic
games, investigations,
mysteries. They need to
learn and form concepts
before they can deal with
details.
http://www.new-oceans.co.uk/new/education/multi7.htm
Logical
Mathematical
-
4.
Musical Intelligence
Musical
Students show sensitivity to
rhythm and sound. They love
music, but they are also sensitive
to sounds in their environments.
They may study better with
music in the background. They
can be taught by turning lessons
into lyrics, speaking rhythmically,
tapping out time. Tools include
musical instruments, music,
radio, stereo, CD-ROM, and
multimedia.
http://www.indg.gov.in/primary-education/best-
practices/multiple-intelligences-theory-which-one-your-
learning-style/view?set_language=hi
Musical
-
5.
Bodily-Kinesthetic Intelligence
• Bodily-kinesthetic
Students use the body
effectively, like a dancer
or a surgeon. Keen sense
of body awareness. They
like movement, making
things and touching.
They communicate well
through body language
and are best taught
through physical activity,
hands-on learning,
acting out, role playing.
Tools include equipment
and real objects.
http://expectumf.umf.maine.edu/mihome.html
Bodily
Kinesthetic
-
6.
Visual Spatial Intelligence
Visual-Spatial
Students think in terms of
physical space, as do architects
And sailors. Very aware oftheir
environments. They like to
draw, do jigsaw puzzles, read
maps, daydream. They can
be taught through drawings,
verbal and physical imagery.
Tools include models,
graphics, charts, photographs,
drawings, 3-D modeling,
video, videoconferencing,
television, multimedia, texts
with pictures/charts/graphs.
http://www.nwlink.com/~donclark/hrd/history/mi.html
Visual
Spatial
-
7.
Interpersonal Intelligence
• Interpersonal
Students understand and learn
by interacting with others.
They have many friends,
empathy for others and street
smarts. They can be taught
through group activities,
seminars and dialogues. Their
tools include the telephone,
audio conferencing, time and
attention from the instructor,
video conferencing, writing,
computer conferencing, E-
mail.
http://www.nwlink.com/~donclark/hrd/history/mi.html
Interpersonal
-
8.
Intrapersonal
Students understand their own
interests, goals. These learners
tend to shy away from others.
They're in tune with their inner
feelings; they have wisdom,
intuition and motivation, as well
as a strong will, confidence and
opinions. They can be taught
through independent study and
introspection. Tools include
books, creative materials, diaries,
privacy and time. They are the
most independent of the
learners. http://serendip.brynmawr.edu/biology/b103/f01/web2/wise.html
Intrapersonal Intelligence
Intrapersonal
-
9.
http://integral-
options.blogspot.com/2007_02_25_archive.html
• Naturalist
Students feel a deep
connection to the Earth,
it’s systems, and the
natural world. Ability to
discriminate among
living things and may
enjoy botany,
agricultural studies, and
environmentalist
studies.
Naturalist Intelligence
Naturalist
-
10.
Existentialist Intelligence
• Existentialist
Student searches
for the larger
TRUTH, loves to
pose and ponder
questions about
life, death and
ultimate realities. http://pageofstepho.blogspot.com/2007/03/howard-gardner- hee-got-right-idea.html Existentialist
