From: QueeneMUSE@aol.com
Date: Fri Feb 25 2000 - 15:04:53 MST
I stand by my assertion that Howard Gardner's theory of Multiple
Intelligences is NOT a commie plot to denigrate the values of the most widely
accepted two kinds of intelligence: verbal/linguistic and
logical/mathematical, but an encouragement to teachers. It is actually
helping kids to learn more, learn faster, and have fun while learning.
Teachers are challenged to find new inputs -- or ways to teach.
In practice the seven Intelligences are not separate but integrated in unique
combinations as one intelligence that shapes the mind body and intellect.
Educational systems are applying the theory with success. The new curriculum
integrates many successful teaching and learning strategies. More and more
students are finding ways to be successful at learning. Why would you
begrudge another person learning in a way that works for them, if they are
not showing aptitude for your rigid style of learning?
The other ways which *other* children, those not alwyas gifted at those two
primary styles of learning include visual/spatial, bodily/kinesthetic,
musical, interpersonal, and intrapersonal intelligence. When combinations of
these "inputs" are stimulated in the child's "learning centers", children who
may be failing at core subjects tend to improve radically.
Of course I am assuming that the people who pooped on this theory knew what
it actually about, but I suspect neither Mike not Mick have read his book,
'Frames of Mind', but are reacting to something they heard on a conservative
talk show or in a discussion with like-minded, liberal hating people.
QM
PS:
Bruce Campbell has illustrated some of the concrete ways in which children
are being taught in this fashion in an abridged lesson plan below:
( All children find these fun and easy, but certain ones resonate more
depending on the child's stimulation "centers".).
For spatial children, students constructed a three layer replica of the earth
with three
colors of clay to represent the core, the mantle and the crust. They sliced
their clay earths in half for a cross-section view.
For math children, geometric concepts of concentric circles, radius,
diameter, etc.
Children for whom reading is easy: might read a story called "The Magic
School Bus" that depicted a group of school children exploring the inside of
the earth.
For musically or "orally" gifted, a listening/spelling activity. The students
listened to music while studying spelling words such as earth, crust, mantle
and core.
For visual arts children, they cut concentric circles of different sizes and
colors, pasting and labeling them to identify the different zones.
Children who find interpersonal a talent, learn cooperative learning activity
where the students might read a fact sheet on the earth and jointly answer
questions or a creative fantasy "Things you would take with you on a journey
to the center of the earth."
At the end, all the students knew the structure of the earth, and perhaps
even more importantly, had learned artistically, mathematically, musically,
linguistically, kinesthetically, interpersonally and independently. The role
of the teacher dramatically shifts as the students work at their multiple
centers. (Bruce Campbell)
http://www.newhorizons.org/trm_mipattern.html
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