Addressing Multiple Learning Styles in Assignment Design

1. Addressing Multiple Learning Styles in Assignment Design Lynn Wright Pasadena City College Addressing Multiple Learning Styles in Assignment Design

2. I have a general understanding of Multiple Intelligences and how to apply it in the classroom. • Strongly agree • Agree • Disagree • Strongly disagree • Don’t know

3. Learning Outcomes • Understand the concept of Multiple Intelligences (MI) • Relate class activities and assessments to Multiple Intelligences • Create a lesson incorporating MI

4. Multiple Intelligences (Gardner) “Intelligence is displayed, discovered, and developed through the context of meaningful, culturally significant activities.” Howard Gardner

5. Who said that “Intelligence is displayed, discovered, and developed through the context of meaningful, culturally significant activities”? • John Smith • Jackson Browne • Howard Gardner • Ava Gardner

6. Seven Intelligences • Linguistic • Logical-Mathematical • Spatial • Musical • Bodily-Kinesthetic • Intrapersonal • Interpersonal

7. How many intelligences are there? • Two • Ten • Fifteen • Five • Seven

8. Verbal/Linguistic Intelligence • Highly developed auditory skills and are generally elegant speakers • Think in words rather than pictures • Skills include listening, speaking, writing, story telling, explaining, teaching, using humor, analyzing language usage, etc.

9. Logical/Mathematical Intelligence • Think conceptually in logical and numerical patterns making connections between pieces of information • Curious about the world around them, ask lots of questions & like to do experiments • Skills include problem solving, classifying and categorizing information, working with abstract concepts, etc.

10. Visual/Spatial Intelligence • Tend to think in pictures and create vivid mental images to retain information • Enjoy looking at maps, charts, pictures, videos, and movies • Skills include puzzle building, reading, writing, understanding charts and graphs, sketching, painting, manipulating images, constructing, fixing, designing practical objects, interpreting visual images

11. Musical/Rhythmic Intelligence • Tend to think in musical sounds, rhythms, and patterns • Respond to music • May be sensitive to environmental sounds (e.g. crickets, bells, dripping taps) • Skills include singing, whistling, playing musical instruments, recognizing tonal patterns, composing music, remembering melodies, understanding the structure and rhythm of music

12. Bodily/Kinesthetic Intelligence • Tend to express themselves through movement • Tend to have a good sense of balance and eye-hand co-ordination (e.g., ball play, balancing beams) • Remember and process information through movement • Skills include dancing, physical co-ordination, sports, hands on experimentation, using body language, crafts, acting, miming, using their hands to create or build

13. Intrapersonal Intelligence • Try to understand their inner feelings, dreams, relationships with others, and strengths and weaknesses • Skills include recognizing their own strengths and weaknesses, reflecting and analyzing themselves, awareness of their inner feelings, desires and dreams, evaluating their thinking patterns, reasoning with themselves, understanding their role in relationship to others

14. Interpersonal Intelligence • Try to see things from other people's point of view in order to understand how they think and feel • Tend to be organizers, encourage cooperation; try to maintain peace in group settings • Skills include seeing things from other perspectives (dual-perspective), listening, using empathy, noticing/understanding other people's moods and feelings, counseling, communicating both verbally and non-verbally, building trust, peaceful conflict resolution, establishing positive relations with others

15. Developing a Unit • Goal: explore learning through all intelligences • Design lessons to approach all intelligences • Use range of activities (individual problem solving, working as a team) • Assess learning through multiple measures Backward Design • Where are you headed? (outcomes)

16. Activities should be SMART • Specific • Measurable • Achievable • Realistic • Time Bound

17. Activities should be. . . • SMART • SWOT • FRANK • SILLY • DO-ABLE

18. Assessment (multiple measures) • Tests must measure what we value (learning outcomes) • Every unit should have multiple measures of assessment (e.g., tests, essays, presentations, portfolios) • Assessments should have corresponding rubrics

19. Bloom’s Taxonomy Levels go from lowest to highest: Knowledge Evaluation • Knowledge = Remembering • Comprehension = Understanding • Application = Solving • Analysis = Analyzing • Synthesis = Creating • Evaluation = Judging Benjamin Bloom

20. Activity: Design a Lesson • Select a lesson • Identify the lesson’s outcome(s) • Choose 3 intelligences to apply to lesson • Incorporate these 3 intelligences into lesson’s presentation/activities • Design outcome(s) assessments that employ multiple measures

21. Teaching Resources • http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/teachtip.htm

22. I have a general understanding of Multiple Intelligences and how to apply it in the classroom. • Strongly agree • Agree • Disagree • Strongly disagree • Don’t know