Howard Gardner Multiple Intelligences Thesis

Howard Gardner Multiple Intelligences Thesis-39
When I taught English at an alternative school in southern Illinois, my students came exclusively from low socioeconomic-status households.Most read at least four years below grade level and had voluntarily or involuntarily left the public schools to attend our school.Gardner believes that, rather than a single intelligence, we possess many intelligences in varying doses.

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They organize information systematically and are probably quite organized.

There is the occasional logical-mathematical learner whose locker is messy, but even then the ideas in her head are not.

By: Jennifer Borek Publication: The Quarterly, Vol. 4 Date: 2003 Summary: Echoing Howard Gardner's work on multiple intelligences, Borek identifies learning similarities in her students and describes ways she uses knowledge of those similarities in her classroom.

The concept of multiple intelligences (MI) that Howard Gardner introduced in his 1983 text, Frames of Mind, is a principle well known to most teachers.

Since all of our students have each intelligence, it makes sense to address as many of these intelligences as possible in our classrooms and in our lesson plans.

All students want to frame their work in the best possible light and learn in the way that will "stick." Empowering students to learn through multiple modalities fosters a collaborative classroom where students are comfortable experimenting and letting others experiment.And although outlining is very much a logical/mathematical activity, it can be challenging even for the most logical-mathematical of learners.My favorite outline substitute for logical-mathe-matical learners is to have these students format a rough draft or outline as a series of questions and answers to flesh out both sides of the argument.In this early stage of their persuasive piece, the students were expected to develop an "outline," though their planning did not need to be done in the typical linear Roman numeral format.My goal was to help students learn the drafting process that worked best for them so they would be better able to express their thoughts and more willing to write in and outside of class.Students were able to pick their own activity from the list, or develop an alternative activity, as long as it was suitably rigorous to develop the position they would need for their persuasive essay.While students were required to write an essay for themselves, during this development process, they were allowed to work in groups.But by involving additional activities geared to other modalities, I was able to help students not so comfortable in the linguistic mode become more at ease working in the language arts.But how were the students and I to determine which modality worked best for each of them?I'd developed a matrix of activities for each intelligence that I posted in the classroom.[See editors' note, at the end of this article.] After I posted these lists, I talked to my students about different approaches to the same task.

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