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The contribution of theories of multiple intelligences to the promotion of deep learning through the assessment of learning. Charles de Jongh. Three key concepts. The contribution of theories of multiple intelligences to the promotion of deep learning through the assessment of learning.

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The contribution of theories of multiple intelligences to the promotion of deep learning through the assessment of learning

Charles de Jongh


Three key concepts
Three key concepts

The contribution of theories of multiple intelligences to the promotion of deep learning through the assessment of learning


Deep learning
Deep learning

  • Internally motivated learning that results in the integration of learnt material with existing experiences, knowledge of interests


Deep learning1
Deep learning

  • Internally motivated learning that results in the integration of learnt material with existing experiences, knowledge of interests

  • Contrasted with surface learning that is characterized by an attitude in which learning is regarded as external to the student


Deep learning2
Deep learning

  • Internally motivated learning that results in the integration of learnt material with existing experiences, knowledge of interests

  • Contrasted with surface learning that is characterized by an attitude in which learning is regarded as external to the student

  • Deep learning is what most lecturer aspire to for their students


Assessment of learning
Assessment of learning

  • Assessment is the most significant influencing factor in a student’s approach to learning


Assessment of learning1
Assessment of learning

  • Assessment is the most significant influencing factor in a student’s approach to learning

  • The ‘backwash effect’ refers to the manner in which assessment will shape a student’s approach to learning


Assessment of learning2
Assessment of learning

  • Assessment is the most significant influencing factor in a student’s approach to learning

  • The ‘backwash effect’ refers to the manner in which assessment will shape a student’s approach to learning

  • The consequence is that deep learning is best promoted through the medium of assessment



Principles for deep learning assessment dla
Principles for deep learning assessment (DLA)

  • Principle 1:

    Assessment is integral to course design and centred on envisaged achievement


Principles for deep learning assessment dla1
Principles for deep learning assessment (DLA)

  • Principle 1:

    Assessment is integral to course design and centred on envisaged achievement

  • Principle 2:

    Assessment focuses on significant principles and structures


Principles for deep learning assessment dla2
Principles for deep learning assessment (DLA)

  • Principle 1:

    Assessment is integral to course design and centred on envisaged achievement

  • Principle 2:

    Assessment focuses on significant principles and structures

  • Principle 3:

    Assessment is based on clearly stated objectives and outcomes


Principles for deep learning assessment dla3
Principles for deep learning assessment (DLA)

  • Principle 1:

    Assessment is integral to course design and centred on envisaged achievement

  • Principle 2:

    Assessment focuses on significant principles and structures

  • Principle 3:

    Assessment is based on clearly stated objectives and outcomes

  • Principle 4:

    Assessment uses a wide variety of methods and types


Principles for deep learning assessment dla4
Principles for deep learning assessment (DLA)

  • Principle 1:

    Assessment is integral to course design and centred on envisaged achievement

  • Principle 2:

    Assessment focuses on significant principles and structures

  • Principle 3:

    Assessment is based on clearly stated objectives and outcomes

  • Principle 4:

    Assessment uses a wide variety of methods and types

  • Principle 5:

    Assessment requirements and criteria are clearly and explicitly stated


Principles for deep learning assessment dla5
Principles for deep learning assessment (DLA)

  • Principle 1:

    Assessment is integral to course design and centred on envisaged achievement

  • Principle 2:

    Assessment focuses on significant principles and structures

  • Principle 3:

    Assessment is based on clearly stated objectives and outcomes

  • Principle 4:

    Assessment uses a wide variety of methods and types

  • Principle 5:

    Assessment requirements and criteria are clearly and explicitly stated

  • Principle 6:

    Assessment is supported by good preparatory guidance, material and personal support, and appropriate resourcing


Principles for deep learning assessment dla6
Principles for deep learning assessment (DLA)

  • Principle 1:

    Assessment is integral to course design and centred on envisaged achievement

  • Principle 2:

    Assessment focuses on significant principles and structures

  • Principle 3:

    Assessment is based on clearly stated objectives and outcomes

  • Principle 4:

    Assessment uses a wide variety of methods and types

  • Principle 5:

    Assessment requirements and criteria are clearly and explicitly stated

  • Principle 6:

    Assessment is supported by good preparatory guidance, material and personal support, and appropriate resourcing

  • Principle 7:

    Assessment gives early and comprehensive feedback, addressing weaknesses and improving learning


Theories of multiple intelligences
Theories of multiple intelligences

  • Fundamental thesis: the historical understanding of intelligence as a single attribute is too limited; rather, intelligence should be seen to be multi-faceted


Theories of multiple intelligences1
Theories of multiple intelligences

  • Fundamental thesis: the historical understanding of intelligence as a single attribute is too limited; rather, intelligence should be seen to be multi-faceted

  • Two key proponents:

    • Howard Gardner at a popular level

    • Robert Sternberg[?] at a theoretical level


Howard gardner s intelligences
Howard Gardner’s Intelligences

Seven (plus One) Intelligences:

http://pzweb.harvard.edu/interdisciplinary/images/Howard%20Gardner.jpg


Robert sternberg s abilities
Robert Sternberg’s Abilities

Triarchic Theory:

http://farm6.static.flickr.com/5270/5669228517_af3ba82261.jpg


Principles for multiple intelligence based assessment miba
Principles for Multiple Intelligence Based Assessment (MIBA)

  • Principle 1:

    Acknowledge that learners have different intelligence strengths


Principles for multiple intelligence based assessment miba1
Principles for Multiple Intelligence Based Assessment (MIBA)

  • Principle 1:

    Acknowledge that learners have different intelligence strengths

  • Principle 2:

    Acknowledge that learners achieve differently


Principles for multiple intelligence based assessment miba2
Principles for Multiple Intelligence Based Assessment (MIBA)

  • Principle 1:

    Acknowledge that learners have different intelligence strengths

  • Principle 2:

    Acknowledge that learners achieve differently

  • Principle 3:

    Assessment options should acknowledge different intelligences and be characterized by variety


Principles for multiple intelligence based assessment miba3
Principles for Multiple Intelligence Based Assessment (MIBA)

  • Principle 1:

    Acknowledge that learners have different intelligence strengths

  • Principle 2:

    Acknowledge that learners achieve differently

  • Principle 3:

    Assessment options should acknowledge different intelligences and be characterized by variety

  • Principle 4:

    Variety and choice apply in the specific assessment of all objectives and outcomes


Principles for multiple intelligence based assessment miba4
Principles for Multiple Intelligence Based Assessment (MIBA)

  • Principle 1:

    Acknowledge that learners have different intelligence strengths

  • Principle 2:

    Acknowledge that learners achieve differently

  • Principle 3:

    Assessment options should acknowledge different intelligences and be characterized by variety

  • Principle 4:

    Variety and choice apply in the specific assessment of all objectives and outcomes

  • Principle 5:

    The variety in assessment is to be based on different intelligences



Multiple intelligence based assessment for deep learning mibadl
Multiple Intelligence Based Assessment for Deep Learning (MIBADL)

  • Principle 1:

    Student’s envisaged achievement is integral to course design, acknowledging that students have different intelligence strengths and achieve differently


Multiple intelligence based assessment for deep learning mibadl1
Multiple Intelligence Based Assessment for Deep Learning (MIBADL)

  • Principle 1:

    Student’s envisaged achievement is integral to course design, acknowledging that students have different intelligence strengths and achieve differently

  • Principle 2:

    The focus is on the significant principles and structures of the course material; therefore, allowance is made for the different intelligence strengths, different ways of achieving, and for variety and choice


Multiple intelligence based assessment for deep learning mibadl2
Multiple Intelligence Based Assessment for Deep Learning (MIBADL)

  • Principle 1:

    Student’s envisaged achievement is integral to course design, acknowledging that students have different intelligence strengths and achieve differently

  • Principle 2:

    The focus is on the significant principles and structures of the course material; therefore, allowance is made for the different intelligence strengths, different ways of achieving, and for variety and choice

  • Principle 3:

    Variety and choice in assessment is based on clear and stated objectives and outcomes, which are directly associated with the aims and purpose of the course


Multiple intelligence based assessment for deep learning mibadl3
Multiple Intelligence Based Assessment for Deep Learning (MIBADL)

  • Principle 1:

    Student’s envisaged achievement is integral to course design, acknowledging that students have different intelligence strengths and achieve differently

  • Principle 2:

    The focus is on the significant principles and structures of the course material; therefore, allowance is made for the different intelligence strengths, different ways of achieving, and for variety and choice

  • Principle 3:

    Variety and choice in assessment is based on clear and stated objectives and outcomes, which are directly associated with the aims and purpose of the course

  • Principle 4:

    A wide variety of methods and types of assessment are utilized, based on an intentional consideration of different intelligences







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