I can not remember how I learned to tell time. So, when I was asked by a Wisconsin school district to develop ways to teach the Multiple Intelligences for the LST grader, I initially blocked. Mind back to my own teaching experience as an expert in learning disabilities. Student workbook I said at the time they had to draw in large and small hands in the picture at. Bo-ring! If we want to get some more experience, special education office has a cardboard clock face. Students should get the "handson" experience by pushing a small hand around the clock this is false. Not very inspiring.
Fortunately, I have a new model of leaming - the theory of multiple intelligences - to help me in my search. Developed a little over 10 years ago by Howard Gardner, a professor of education at Harvard University, the theory of multiple intelligences has consistently surprised me with its ability to function as a template to build strategies for student success.
Intelligence, briefly described, are:
Linguistics: intelligence words.
Logical-mathematical: number of intelligence and reasoning.
Spatial: intelligence photos and pictures.
Music: intelligence of tone, rhythm, and timbre.
Kinesthetic-Physical: intelligence throughout the body and hands.
Interpersonal: intelligence of social interaction
Intrapersonal: intelligence self-knowledge
At times, I almost think Gardner as an archaeologist who has been searching for the Rosetta stone leaming. One can use this model to teach anything, the voice of "schwa" to the rain forest and back. Leaming style master code model is simple: to whatever you want to teach, link your instructional goals for words, numbers or logic, pictures, music, body, social interaction, and / or personal experience. If you can make an activity that combines intelligence with a unique way, so much better!
Story Time
When I walked into class in Wisconsin to teach "time," I'm not small pieces of cardboard or face the clock in my bag. Instead, I began by telling them a story about the Land Without Time and how confusing it was for people there (they lost the promise). King and Queen sent a group of adventurers in search time as rumored that the land is outside the universe time. After the exciting adventure, the group finally arrived. They know they will come because there are hours and watch any! They met with the King and Queen of Time and was told to contact the families who lived on a hill on the outskirts of Times City; an Irish family named (quite accurately) that o'clocks! They had 12 children. The youngest was named A, then at age two, and so on down the line. And twice a day, each child will rise to the highest point on the ground and cried a little poem. This is what one o'clock
poetry sounds like:
My name is One O'Clock
I told the
Listen while I sing
My little chime on time!
Bong!
Well, the villain was happy when they hear and see. They assured the family o'clock to come to the Land Without Time and set their houses on the highest point of the government. Now everyone in the state have a point of reference, for all they have to do is find and listen to one of the children's singing sounds a little timely. "
After hearing this story, students were given one at a time and stood in front of a handless clock face of plywood, five feet high and acting out roles from one o'clocks. At this point I mentioned that every child had a large hand o'clock and a small hand. So with my help, each child takes a different time with his or her return to the hour and "hands" pointing to the appropriate numbers while they sang their special poem. Once we all gathered around the circle, I told them that the Land of Time (as is now called) celebrated the arrival o'clocks' with a special "dance at" every year. Twelve students sat in a circle in each hold a number from 1 to 12, while the students into a circle and create a day by hand and / or feet. Everyone is dancing around the clock to the tune of Bill Haley "Rock Around the Clock." Then students go to their desk to write the story of the story depicted by the face-hour show different times. After they finished, they return to the circle and share their pictures and words.
All this takes about an hour and a half. During this time, students use throughout their body, voice, their music, their logic (score) minds, their artistic self, the spirit of cooperation, and their own language and personal intelligence to make the pictures tell the time. The possibility to extend this short study into the wider curriculum is positive Mindboggling. Students can wear a drama story (interpersonal / kinesthetic-bodily), find specific pieces of their own time (kinesthetic-bodily / spatial), making the songs their own time or raps (musical / linguistic), making personal journals specific time in days they (intrapersonal / linguistic), and explore other ways to tell time or cross-cultural history. This kind of approach to the curriculum began to create a sheet with a face-hour work overheard as educational malpractice?
A Blueprint for the Future
Of course, some educators may think that this philosophy of learning to work well with young people, but that when students reach middle or high school age, they need to put this appendage, and began serious study. Unfortunately, the narrow perception of learning to help contribute to adolescent alienation. Children are not left them behind after their Multiple Intelligences reach puberty. If so, intelligence became more intense (especially the kinesthetic-bodily and personal intelligences).
As a result, students need to learn algebra, ancient history, government, chemistry, literature, and more through Multiple Intelligences. In algebra, students need to talk about the unknown ("X's") in their own lives. In chemistry, they should learn the laws of Boyle by sucking fresh air into their mouths (the gas in the room) and then look up the pressure when they put the conditioning to one side, where they occupy a smaller volume (Boyle's law : Volume inversely proportional to the pressure). They should play the role of literature. They have interviews, surveys, building, mendramatisir, rap, work, computing, problem solving, sketching, and studying in a thousand other ways. Why? Because this is the last activity in the real world. If we can move the world and see the many ways in which different cultures show their ability, we may see thousands of different intelligences. The theory of multiple intelligences to make things a little easier for us. By chunking a broad range of human capabilities to the seven basic intelligences, we now have a map to make sense of the many ways in which children learn, and a blueprint for success in school and in life.
As an Education Planning, Ask the Right Questions!
Certain questions helped me see the possibility of involving the intelligence as much as possible:
Linguistic: How can I use the word spoken or written?
Logical-Mathematical: How can I take a number, math, logic, classifications, or critical thinking?
Spatial: How can I use visual aids, visualization, color, art, metaphor, or visual organizers?
Music: How can I take music or voice environment, or set of key points in the rhythm or melody?
Kinesthetic-Physical: How can I involve the whole body, or hand-experience?
Interpersonal: How can I engage students in peer or cross-age of sharing, learning co-operative or a large group simulation?
Intrapersonal: How can I evoke personal feelings or memories, or give students choices?
You will not always find ways to include all intelligence in your curriculum plan. But if this model will help you achieve in one or two intelligences that you may not have tapped, it has served purpose very well indeed!
Fortunately, I have a new model of leaming - the theory of multiple intelligences - to help me in my search. Developed a little over 10 years ago by Howard Gardner, a professor of education at Harvard University, the theory of multiple intelligences has consistently surprised me with its ability to function as a template to build strategies for student success.
Intelligence, briefly described, are:
Linguistics: intelligence words.
Logical-mathematical: number of intelligence and reasoning.
Spatial: intelligence photos and pictures.
Music: intelligence of tone, rhythm, and timbre.
Kinesthetic-Physical: intelligence throughout the body and hands.
Interpersonal: intelligence of social interaction
Intrapersonal: intelligence self-knowledge
At times, I almost think Gardner as an archaeologist who has been searching for the Rosetta stone leaming. One can use this model to teach anything, the voice of "schwa" to the rain forest and back. Leaming style master code model is simple: to whatever you want to teach, link your instructional goals for words, numbers or logic, pictures, music, body, social interaction, and / or personal experience. If you can make an activity that combines intelligence with a unique way, so much better!
Story Time
When I walked into class in Wisconsin to teach "time," I'm not small pieces of cardboard or face the clock in my bag. Instead, I began by telling them a story about the Land Without Time and how confusing it was for people there (they lost the promise). King and Queen sent a group of adventurers in search time as rumored that the land is outside the universe time. After the exciting adventure, the group finally arrived. They know they will come because there are hours and watch any! They met with the King and Queen of Time and was told to contact the families who lived on a hill on the outskirts of Times City; an Irish family named (quite accurately) that o'clocks! They had 12 children. The youngest was named A, then at age two, and so on down the line. And twice a day, each child will rise to the highest point on the ground and cried a little poem. This is what one o'clock
poetry sounds like:
My name is One O'Clock
I told the
Listen while I sing
My little chime on time!
Bong!
Well, the villain was happy when they hear and see. They assured the family o'clock to come to the Land Without Time and set their houses on the highest point of the government. Now everyone in the state have a point of reference, for all they have to do is find and listen to one of the children's singing sounds a little timely. "
After hearing this story, students were given one at a time and stood in front of a handless clock face of plywood, five feet high and acting out roles from one o'clocks. At this point I mentioned that every child had a large hand o'clock and a small hand. So with my help, each child takes a different time with his or her return to the hour and "hands" pointing to the appropriate numbers while they sang their special poem. Once we all gathered around the circle, I told them that the Land of Time (as is now called) celebrated the arrival o'clocks' with a special "dance at" every year. Twelve students sat in a circle in each hold a number from 1 to 12, while the students into a circle and create a day by hand and / or feet. Everyone is dancing around the clock to the tune of Bill Haley "Rock Around the Clock." Then students go to their desk to write the story of the story depicted by the face-hour show different times. After they finished, they return to the circle and share their pictures and words.
All this takes about an hour and a half. During this time, students use throughout their body, voice, their music, their logic (score) minds, their artistic self, the spirit of cooperation, and their own language and personal intelligence to make the pictures tell the time. The possibility to extend this short study into the wider curriculum is positive Mindboggling. Students can wear a drama story (interpersonal / kinesthetic-bodily), find specific pieces of their own time (kinesthetic-bodily / spatial), making the songs their own time or raps (musical / linguistic), making personal journals specific time in days they (intrapersonal / linguistic), and explore other ways to tell time or cross-cultural history. This kind of approach to the curriculum began to create a sheet with a face-hour work overheard as educational malpractice?
A Blueprint for the Future
Of course, some educators may think that this philosophy of learning to work well with young people, but that when students reach middle or high school age, they need to put this appendage, and began serious study. Unfortunately, the narrow perception of learning to help contribute to adolescent alienation. Children are not left them behind after their Multiple Intelligences reach puberty. If so, intelligence became more intense (especially the kinesthetic-bodily and personal intelligences).
As a result, students need to learn algebra, ancient history, government, chemistry, literature, and more through Multiple Intelligences. In algebra, students need to talk about the unknown ("X's") in their own lives. In chemistry, they should learn the laws of Boyle by sucking fresh air into their mouths (the gas in the room) and then look up the pressure when they put the conditioning to one side, where they occupy a smaller volume (Boyle's law : Volume inversely proportional to the pressure). They should play the role of literature. They have interviews, surveys, building, mendramatisir, rap, work, computing, problem solving, sketching, and studying in a thousand other ways. Why? Because this is the last activity in the real world. If we can move the world and see the many ways in which different cultures show their ability, we may see thousands of different intelligences. The theory of multiple intelligences to make things a little easier for us. By chunking a broad range of human capabilities to the seven basic intelligences, we now have a map to make sense of the many ways in which children learn, and a blueprint for success in school and in life.
As an Education Planning, Ask the Right Questions!
Certain questions helped me see the possibility of involving the intelligence as much as possible:
Linguistic: How can I use the word spoken or written?
Logical-Mathematical: How can I take a number, math, logic, classifications, or critical thinking?
Spatial: How can I use visual aids, visualization, color, art, metaphor, or visual organizers?
Music: How can I take music or voice environment, or set of key points in the rhythm or melody?
Kinesthetic-Physical: How can I involve the whole body, or hand-experience?
Interpersonal: How can I engage students in peer or cross-age of sharing, learning co-operative or a large group simulation?
Intrapersonal: How can I evoke personal feelings or memories, or give students choices?
You will not always find ways to include all intelligence in your curriculum plan. But if this model will help you achieve in one or two intelligences that you may not have tapped, it has served purpose very well indeed!
