Transcript Carol City Middle School Superintendent’s Urban Principal
Carol City Middle School Superintendent’s Urban Principal Initiative 2007-2008 Addressing Multiple Intelligence to Increase Student Achievement
Team Members Mr. Nelson Izquierdo, Jr., Principal Mrs. Tricia M. Fernandez, Assistant Principal Mrs. Mesha Campbell-McLemore, Teacher Leader
Abstract
A pretest measuring higher cognitive thinking skills was administered to two groups of eighth grade students. One group was instructed in small groups of five or less while the other group was instructed in the traditional, large group setting. The students in the small group were classified by their preferred intelligence style using a Multiple Intelligence (MI) Inventory Test. The students who received instruction based on their preferred learning style performed better on the post-test.
Introduction
By identifying students and placing them in one of eight different multiple intelligence groups, Ms. Gainor, a Social Studies teacher was able to effectively instruct her students using higher levels of cognitive skills as defined by Blooms’ Taxonomy.
Teaching to achieve high levels of cognitive functioning is difficult and often counterproductive if students are not receptive to the presentation of the lesson, and the cognitive level of the assignment (Armstrong 2000). Given the traditional lecture, textbook, review and examination sequence, students often miss the mark and function nominally just to satisfy the minimum allowable standard for passing. Lacking in motivation, skills, and determination, many traditional or regular middle school students are ‘just getting by’ while at times pretending to master the content. Many times these students are comfortable settling for mediocrity.
Background/Context
Built in 1959, Carol City Middle School is located near the Miami-Dade Broward County line in a culturally diverse, urban community in Miami Gardens that is comprised primarily of low and middle income families.
Carol City Middle School is located on fourteen acres at 3737 N.W. 188th Street, Miami Gardens, FL. The school has undergone facility renovations during the last seven years.
Carol City Middle School has an enrollment of approximately 945 students. There are currently 772 students on free lunch, and 95 students on reduced lunch.
Data Collection 2006-2007 FCAT
Currently, this is what the 6 th Grade Data Reveals in Reading 15% level 1 in reading level 2 in reading
Data Collection 2006-2007 FCAT
Currently, this is what the 6 th Grade Data Reveals in Mathematics 31% 27% level 1 in mathematics level 2 in mathematics
Data Collection 2006-2007 FCAT
Currently, this is what the 7 th Grade Data Reveals in Reading 26 % 34 % level reading 1 level reading 2
Data Collection 2006-2007 FCAT
Currently, this is what the 7 th Grade Data Reveals in Mathematics 36 % 38% level 1 in mathematics level 2 in mathematics
Data Collection 2006-2007 FCAT
Currently, this is what the 8 th Grade Data Reveals in Reading 26 % 32 % level 1 in reading level 2 in reading
Data Collection 2006-2007 FCAT
Currently, this is what the 8 th Grade Data Reveals in Mathematics 26% 47% level 1 in mathematics level 2 in mathematics
Ethnic Composition of Identified Subgroups
Carol City Middle School’s population reflects the ethnic composition of the community: - 83% African American, - 15 % Hispanic - less than 1% White (non-Hispanic).
Carol City Middle School services: - 16 Limited English Proficiency (LEP) students - 129 Students with Disabilities (SWD). - 44 students in the Gifted Program.
Unique Challenges
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Carol City Middle School has identified several issues concerning challenges in student achievement. Students’ scores on the 2007 FCAT indicate a need to modify instructional methods to raise the level of achievement and reduce the number of students at the lowest performance levels.
Leadership Team
The Carol City Middle School Leadership Team is comprised of the Principal, Mr. Nelson Izquierdo, Jr., Assistant Principal of Curriculum, Mrs. Tricia M. Fernandez, Assistant Principal of Facilities and Operations, Dr. Peter Jenkins, Mr. William Wesley Administrative Assistant, and Ms. Hattie Ashley, Testing Chairperson.
Carol City Middle School employs: - 93 full-time staff members - 57 instructional personnel - 13 teachers hold a Masters Degree - 2 teachers hold a specialist/doctorate degree - 1 administrator holds a doctorate degree - 1 National Board Certified Teacher - 1 paraprofessional - 4 full-time security guards - 1 part-time security guard - 1 Community Involvement Specialist
Demographics of Faculty and Staff
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The demographic breakdown of our faculty is as follows: 15 males 42 females 28% of the staff is White 61% of the staff is African American 7% of the staff is Hispanic 4% of the staff is Multi-Ethnic.
Research Question
How will teaching to eighth grade students identified multiple intelligence (MI) strengths increase their achievement in Social Studies?
Participant Information
Two Social Studies classes were identified to participate in the Action Research study.
Number of Students Period 4 25 Period 6 21 Number of Girls Number of Boys 11 14 10 11 Ethnicity 2 Hispanic 23 African American 5 Hispanic 16 African American
Multiple Intelligence Styles
Literature Review
Multiple Intelligence (MI) theory helps teachers differentiate instruction to meet the needs of all students. Teachers need to remember to encompass all intelligences when presenting lessons. Teachers need to address a balance of intelligences to help students who are at-risk of not retaining information. In fact, MI is beneficial to learning disabled students because it emphasizes their strengths (Pokey, 2003).
Literature Review Continued
By addressing MI, teachers are developing positive relationships between students of all levels of ability. Teachers can also expect to see an increase in student performance and engagement. Teachers using such an approach are supporting individual student interests and preferences, which helps students become more motivated and engaged in the learning process (Costa, 2000).
Literature Review Continued
Not all students learn or understand material the same way. The teacher is the expert in the material being presented and the students choose which way they would like to show mastery. The purpose of learning is to provide options and let students show their creativity using their intelligence strength (Diaz Lefebvre, 2004).
“It’s not how smart you are but how you are smart.” (Diaz Lefebvre, 2004).
Intervention
The students were given a MI Inventory test at the beginning of the school year. The purpose of this test was to determine each students MI profile and group them accordingly. A pretest was given in October and a post test was given in April to see if addressing MI learning preferences increased student achievement.
The students were also required to complete journal reflections about their experience working in the eight MI groups. Aside from the researchers, Ms. Gainor, the eighth grade Social Studies teacher was involved in this process.
Interventions Continued
The basic skills were taught in the traditional manner with a streamlined curriculum and students were tested for fundamentals.
Based upon the inventory test results the class was divided into eight groups.
Each group was assigned activities according to the intelligence it represents.
The teacher evaluated the intellectual product produced by the student.
Both groups were tested for higher cognitive skills as defined by Bloom’s Taxonomy and MI activities were implemented.
Data Collection
Data Source #1 MI Survey Data Source #2 Pre and Post tests Data Source #3 Classroom Visitations Data Source #4 District Interim Assessments
3 2 1 0 8 7 6 5 4
Data Analysis Results of MI Survey – 4
th
& 6
th
Period
Verbal/Linguistic Musical/Rhythmic Logical/Mathemati cal Visual/Spatial Bodily/Kinesthetic Naturalist Intrapersonal Period 4 Period 6 Interpersonal
Data Analysis
Results of October Interim Assessment (pre-test) Results of April Interim Assessment (post-test) 70% 60% 50% 40% 30% 20% 10% 0% October April period 4 period 6
Findings/Results
Improved communication with all of our students occurred by addressing them in their dominant MI learning preference.
Proven positive changes have occurred because of our delivery system and curriculum in individuals and the class as a group.
Students stated that they were more interested in the curriculum due to the teacher addressing their dominant MI learning preference.
Negative behavior decreased over the course of the study.
Implications/Recommendations
As a result of our action research, professional development sessions will focus on the role multiple intelligences play in cognitive learning.
Teachers will identify their own multiple intelligences through MI survey.
At the beginning of the 2008-2009 school year, all teachers will administer a MI test to their students, in which students’ MI will be identified.
Differentiated instruction will be geared towards students’ MI. This individualized instruction will compliment the intellectual needs of the students, thus improving student achievement.
Test, change and improve our teaching to adjust to changing populations.
References
Armstrong, T. (2000). Multiple Intelligences in the Classroom. Alexandria, VA: Association for Supervision and Curriculum.
Costa, A. (2000). Teaching for Intelligence II: A Collection of Articles. Glenview, IL: Pearson Professional Development.
Diaz-Lefebvre, R. (2004). Multiple Intelligences, Learning for
Understanding, and Creative Assessment: Some Pieces to the
Puzzle of Learning. Teachers College Record, Vol. 106, #1.
Pokey, S. (2003). Multiple Intelligence for Every Classroom, Intervention in School and Clinic, Vol. 39, #2.