Transcript Multiple Learning Styles, Single Learning System

Multiple Learning Styles,
Single Learning System
Presented by Dr. Sara Rofofsky Marcus
Electronic Resources and Web Services Librarian
Kurt R. Schmeller Library
Queensborough Community College
[email protected]
Overview
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Who is Gardner
What are Gardner’s Multiple Intelligences
Where can we do this? (in Sakai)
When can we do this?
Why should we do this?
How should we do this?
Who is Gardner?
• Howard Gardner is a Professor of
Education at Harvard University. He has
conducted substantial research on the
development of human cognitive
capacities. In 1983, he studied intellectual
capacities and established criteria to
measure whether a talent was actually an
intelligence. His research has revealed a
wider family of human intelligences than
was previously believed.
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Gardner’s Multiple Intelligences
(MI)
Intrapersonal
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Interpersonal
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“evident in individuals who possess a sensitivity to pitch, melody, rhythm and tone”
Naturalistic
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“enables one to perceive external and internal imagery, to create, transform, or modify
images, to navigate oneself and objects through space, and to produce or decode graphic
information”
Musical
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“makes it possible to calculate, quantify, consider propositions and hypotheses, and carry out
complex mathematical operations”
Visual-spatial
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“the ability to think in words and to use language to express and appreciate complex
meanings”
Logical-mathematical
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“the capacity to understand and interact effectively with others.”
Verbal-Linguistic
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“the ability to construct an accurate perception of oneself and to use such knowledge in
planning and directing one’s life”
“observing patterns in nature, identifying and classifying objects, and understanding natural
and human-made systems”
Bodily-kinesthetic
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“enables one to manipulate objects and fine-tune physical skills”
Taken from: Campbell, Campbell, & Dickinson, 2004, p. xx-xxi
Which MI Are You?
Intelligence Type
How people demonstrate intelligence
Intrapersonal (me
smart)
Self-awareness and a connection with one’s own feelings and
thought processes
Interpersonal
(we/people smart)
Awareness and sensitivity to the moods and motivations of
others
Verbal / linguistic
(word smart)
Well-developed language skills and a sensitivity to the sound,
meaning, and rhythm of words
Logical / mathematical
(number smart)
Ability to think abstractly in concepts and to discern numerical
patterns
Visual/spatial
(art smart)
Thinking in pictures or images or the ability to visualize
abstractly
Musical (music smart)
Appreciation for or the ability to produce rhythm, pitch, and tone
quality
Naturalist (nature smart) Appreciation and ability for recognizing, sorting objects in nature
Body / kinesthetic (body
smart)
Ability to use and control one’s movements or a sensitivity to
handling and manipulating objects
Taken from Follari, 2007, p. 78
Where Can We Do This? Sakai
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Announcements
Assignments
Blogger
Chat Room
Discussion and Private Messages
Drop Box
Email Archive
Gradebook
Mailtool
Modules
Podcasts
Polls
Resources
Schedule
Syllabus
Tests & Quizzes
Web Content (webliography)
Wiki
When Can We Do This?
• We are probably already doing some of
these things, possibly without being
aware.
• Discussion:
– Which technologies in Sakai (or another LMS)
are you currently using?
– Which intelligences are served by these
uses?
Why Should We Do This?
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3 main reasons (from Green & Tanner, 2005)
1. Just as in an on-site classroom, online learners are
individuals who have a range of experiences; each
possesses his or her stronger or weaker
intelligences
2. An ‘MI-friendly’ course might attract more learners
who find it more appealing on a conscious or
unconscious level
3. By using tasks related to more intelligences, we
provide more variety in our courses, which makes
them more attractive and memorable
How Should We Do This?
• Slowly and carefully.
– Begin with what you know
– Start with small steps
– Think about what you already do, and how
you can adapt it to meet another learning
style
Strategies for the Intrapersonal
Learner
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Self-Esteem Enhances
Setting and Achieving Goals
Thinking Skills
Journal Writing
Getting to Know Oneself through Others
Reflecting on the Wonder and Purpose of
Life
• Self-Directed Learning
Strategies for the Interpersonal
Learner
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Collaborative Learning
Conflict Management
Learning through Service
Appreciating Differences
Developing Multiple Perspectives
Local and Global Problem-Solving
Strategies for the Verbal-Linguistic
Learner
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Listening
Speaking
Reading
Writing
Strategies for the LogicalMathematical Learner
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Teaching Logic
Deductive and Inductive Logic
Mathematical Thinking Processes
Working with Numbers
Sequencing
Strategies for the Visual-Spatial
Learner
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Pictorial Representation
Visual Notetaking and Brainstorming Tools
Visualization
Visual Variety in Learning Materials
Board and Card Games
Strategies for the Musical Learner
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Listening to Music
Warming Up to Singing
Musical Notation
Curriculum Songs
Strategies for the Naturalistic
Learner
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Improving Observation
Perceiving Relationships
Hypothesizing and Experimenting
Naturalist Learning Centers
Learning Naturally
Strategies for the BodilyKinesthetic Learner
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Drama
Creative Movement
Dance
Manipulatives
Games
Exercise Breaks
Field Trips
Looking at Sakai and MI
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The intrapersonal learner best works alone. They enjoy asynchronous
learning and time to ponder.
The interpersonal learner enjoys group dynamics and live interactions.
The linguistic learner thrives in the online environment due to the reading
and writing involved. Be careful, this learner will typically explore all corners
of your course.
The logical-mathematical learner enjoys statistics, facts, ranking, analytical
tasks, and connecting new input with prior knowledge.
The visual-spatial learner will prefer visual input, such as illustrations, vide
clips, charts, examples, and more. This type of learner will be the one most
likely to request photos of fellow classmates and instructor.
The musical learner will appreciate video and audio input, and wherever
possible might even use rhyme or rhythm in their contributions.
The bodily-kinesthetic learner will enjoy physical manipulations, possibly
doing things off-line and reporting on them later.
The naturalist learner will thrive in organizing and categorizing tasks, and
those tasks that involve going beyond the confines of the virtual classroom
into the natural world.
References
• Campbell, L., Campbell, B. and Dickinson, D.
(2004). Teaching and learning through multiple
intelligences. 3rd ed. Boston: Pearson.
• Follari, L. M. (2007). Foundations and best
practices in early childhood education: History,
theories, and approaches to learning. Upper
Saddle River, NJ: Pearson.
• Green, C. and Tanner, R. (2005). Multiple
intelligences and online teacher education. ELT
Journal 59(4), 312-21.