Introduction
The MATLT prior activity of my choice which
demonstrates attainment of Program Learning Outcome eight and demonstrates the
ability to make informed decisions regarding the use of technology in support
of learning and leadership. I will redesign week six final assignment to EDU
602 using instructional design principles and theory. Jay,
2011, states projects require an extensive amount of effort by students in an
online course, general agreement exists among faculty that the team effort
should be assessed, graded, and with feedback provided. The grading should
represent both (1) the quality of the product developed jointly by team, as
well as, (2) the degree of participation and quality of construction by each
individual student involved in the group process. I will include an explanation
of which principles and theory I chose and why. Additionally, I will include a
discussion of any design and implementation challenges experienced during the
redesign process.
Prior MATLT Activity of Program Learning
Outcome 8
I
am discussing the Gardner’s Nine Intelligences of MI Theory. The link to my
Bubbl.us: https://bubbl.us/?h=21a3e9/602795/22QqdTIOWoz5.&r=1296347137. According to the article of Kezar (2001), the
nine intelligences are as follows: 1). Visual/Spatial-children who learn best
visually and organizing things spatially. They like to see what you are talking
about in order to understand; 2). Verbal/Linguistic-children who demonstrate
strength in the language arts: speaking, writing, reading, listening. These
students will be successful in a traditional classroom; 3).
Mathematically/Logical-children who display an aptitude for numbers, reasoning
and problem solving; 4). Bodily/Kinesthetic-children who experience learning
best through activity; game, movement, hand-on-tasks and building; 5).
Musical/Rhythmic-children who learn well through songs, patterns, rhythms,
instruments, and musical expression; 6). Intrapersonal-children who are
especially in touch with their own feelings, values and ideas. These are
children that are more reserved; 7). Interpersonal—children who are noticeable
people oriented and outgoing and do their learning cooperatively in groups or
with partner. These are children which are usually considered “talkative”; 8). Naturalist-
children who love the outdoors, animals and field trips; 9). Existentialist-
children who learn in the context of where humankind stands in the “big
picture” of existence. They are the children that asks questions, “why” or
‘What”. The writer thinks it important
to apply MI theory to higher education. Also, that MI theory makes a
distinctive contribution to our understanding of teaching and learning and that
it should become a theory more commonly applied within in education research
and practice.
Principles and Theory Chosen and Why
I
will address ways in which children learn according to the nine Intelligences
MI theory. When using the nine intelligences, one must incorporate
differentiate instruction due to each child’s level of and learning
styles. Children must have different
method of bring their instruction to the class due to some students may be
visual, auditory or kinesthetic learners. Students are coming from very diverse
communities and its important t o meets the needs of all students.
Challenges and How They Were Overcome
The area
of using technology is where I am not so good in and I have great concerns.
Working with the PBWorks, Twitter, and Delicious Accounts were my weakness lies. The web
sites where new to me, first time exposure. I have very little knowledge of using the
Internet for some of these sites. I was totally lost and my fear mode kicked
in. The most challenging part of this program is using the correct APA format
and the fear of not understanding what some of the assignment were asking. The
professor provided this class with a template to write out a good redesign, but
I still had problems getting the concept.
The uncertainty was truly making me want to give up because I just knew
there was no way for me to make it through this course. I am one of those
students that rely on face-to-face setting. I am determine not to give in to my
fears, therefore, I am using all the pointer my instructor provided for this
course to continue to pull my grade up and be successful in this program.
Solving Problems
The problem was letting my fears take control
of my thoughts of and being hesitant about completing this course because this
is the second attempt of completing this course prior to graduation. I
appreciated the format for the outcomes it helps to make writing less
complicated. Using this template has helped the build on my writing skills and
gives that assurance I can do this work. It may take a little longer but I can
complete the assignments.
Conclusion
In
conclusion, I selected a previous MATLT activity and redesigned the assignment
to display knowledge of the PLO eight. In the redesign activity I gave example
of the principle and theories. However, I discussed the challenges involved
with redesigning this assignment and the ways in which I chose to resolve the
problem connected with the challenge. The end results will be achieving success
using good teaching practices such as Gardner’s Nine MI Theory education
learning environment.
REFERENCE
Jay, H. (2011) Assessment of Individual Student Performance in Online
Team Project
Journal of Asynchronous Learning Networks, Vol 15 (3) p5-20.
Kezar,
A. (2001) Theory of Multiple Intelligences: Implication for Higher Education.
Innovative
Higher Education. 26(2). 141.
Original
Nine Multiple Intelligences
According
to Dr. Howard Gardner, human have nine different kinds of intelligence that
reflect different ways of interacting with the world. Each person has a unique combination or
profile. Although we each have all nine intelligences, no two individuals have
them in the same exact configuration, similar to our fingerprints.
Intelligences and intelligence preferences also relate to individuals learning
preferences. While learning styles are
often viewed as more acquired and flexible, intelligence preference models
present intelligence as more fixed and inborn.
One of Gardner’s goals is to help educators understand both the presence
and value of all his proposed intelligences in students.
According
to the video of Dr. Gardner, it states the idea of multiple intelligences comes
out of psychology. It’s a theory that
was developed to document the facts that human beings have very different kinds
of intellectual strengths and that these strengths are very, very important in
how children learn and how people represent things in their minds, and then how
people use them in order to show what it is that they’ve understood (State of
the Art (Producer), (1997). If everyone had the same kind of mind there would
only be one kind of intelligence, then we could teach everybody the same thing
in the same way and assess them in the same way, and that would be fair.
However,
my personal experience working with children over the past thirteen years has
brought me to the realization that not every child learn on the same level nor
does he or she has the same learning styles. In my class setting students have different
learning styles. I have the responsibility of making sure my classroom lesson
plans were differentiated instructions to accommodate all individuals’ needs. There
have been times when a student will needed one-on-one teaching. Students
with visual impairments have unique educational needs which are most
effectively met using a team approach or professionals, parents and
students. In order to meet their unique
needs, students must have specialized services, books and materials in
appropriate media (including Braille), as well as specialized equipment and
technology to assure equal access to the core and specialized curricula, and to
enable them to most effectively compete with their peers in school and
ultimately in society.
Gardner’s
intelligence is the ability to create an effective product or offer a service
that is valued in a culture; a set of skills that make it possible for a person
to solve problem in life; the potential for finding or creating solutions for
problems, which involves gathering new knowledge.
Gardner’s
Nine MI (no one intelligence is more important) with a curriculum of each:
(Karten, 2011)
Bodily/Kinesthetic Intelligence: the capacity to
use your whole body or parts of your body (your hands, your fingers, your arms)
to solve a problem, make something, or put on some kind of production. The most evident examples are people in
athletics or the performing arts, particularly dancing or acting.(P. 33)
Existential Intelligence: the ability and
proclivity to pose (and ponder) questions about life, death, and ultimate realities.
.(P. 33)
Interpersonal Intelligence: the ability to
understand other people. It’s an ability
we all need, but is especially important for teacher, clinicians, salespersons,
or politicians, anybody who deals with other people.(P. 33)
Intrapersonal Intelligence: having an
understanding of yourself; knowing who you are, what you can do, what you want
to do, how you react to things, which things to avoid, and which things to
gravitate toward. We are drawn to people
who have a good understanding of themselves. They tend to know what they can
and can’t do, and to know where to go if they need help (P. 33).
Linguistic Intelligence: the capacity to use
language to express what’s on your mind and to understand other people. Any kind of writer, orator, speaker lawyer,
or other person for whom language is an important stock in trade has great
linguistic intelligence (P. 33).
Logical/Mathematical Intelligence: the capacity
to understand the underlying principles of some kind of causal system, the way a scientist or a logician does; or to
manipulate numbers, quantities, and operations, the way a mathematician does
(P. 33)
Musical Rhythmic Intelligence: the capacity to
think in music; to be able to parts hears patterns, recognize them, and perhaps
manipulate them. People who have strong
musical intelligence don’t just remember music easily, they can’t get it out of
their minds, and it’s so omnipresent (P. 33)
Naturalist Intelligence: the ability to
discriminate among living things (plants, animals) and sensitivity to other
features of the natural world (clouds, rock configurations). This ability was
clearly of value in our evolutionary past as hunters, gathers, and farmers; it
continues to be central in such roles as botanist or chef (P. 33)
Spatial Intelligence: the ability to represent
the spatial world internally in your mind, the way a sailor or airplane pilot
navigates the large spatial, or the way a chess player or sculptor represents a
more circumscribed spatial world.
Spatial intelligence can be used in the arts or in the science (P. 33)
According
to Gardner, there are multiple benefits to employing MI in your classroom. The Multiple Intelligence classroom acts like
the “real” world in that, for example, the author and the illustrator of a book
or actor and the set builder in a play are equally valuable creators. An MI
curriculum is designed to teach content by taking into account all nine
intelligences. Children become more
engaged and involved learners. An individual
may wish to express his or her knowledge of that content in one of many
different ways (i.e., puppetry, model making, class demonstrations, role play,
games, songs, plays, etc).
The
theory of MI proposes a major transformation in the way our schools are
run. It suggests that teachers be trained
to present their lessons in a wide variety of ways using music, cooperative
learning, art activities, role play, multimedia, field trips, and much more
(Armstrong, 2011). These are tools in
which I have incorporated in my classroom at my place of employment.
REFERENCE
Karten, T. J. (2011). Inclusion
strategies & Interventions. Solution Tree Press
Lever-Duffy, J. & McDonald, J.
B. (2011). Teaching and learning with technology (4th
ed.).
Boston, MA: Pearson Education, Inc./Allyn & Bacon.
intelligences-howard-gardner-video
