HUM 115 Instructor: Ashley Hutchinson
Agenda: Tuesday, August 19th • Go over syllabus and course outline • Field Trip to library for multiple intelligences test and tour. (7 and 7:30) • Back to classroom to discuss findings and meanings (8)
Howard Gardner • Professor of Education at Harvard University • Idea developed in 1983 • Inequity in our culture promoted by focus on only linguistic or logistic/mathematic
Linguistic • Understand words and their literal and figurative meaning • Excel in communication (oral and written) • Ease with grammar • Skilled at rhetoric
Logical/Mathematical • Understand numbers and logical concepts • Excel in recognizing patterns • Ease abstract analysis and functions • Skilled at reasoning
Bodily/Kinesthetic • Highly developed coordination, balance, dexterity, strength, speed, and flexibility • Adept at using body language to communicate • Can skillfully manipulate objects
Visual/Spatial • Sensitive to relationship between line, color, shape, space, and form • Ability to manipulate objects position in mind • Skill at creating graphic likeness of real object • Ability to understand the components of visual and spatial displays within the graphic arts.
Interpersonal • Ability to perceive emotion and characteristics in others • Sensitivity to distinct characteristics in others shown by behavior toward others
Naturalist • Interest in natural world • Ability to observe patterns in nature • Love of being outdoors
Intrapersonal • Self-aware • Advanced decision-making skills based on self-knowledge • Strong sense of identity and purpose
Musical/Rhythmic • Ability to discern and express musical forms • Sensitive to various musical qualities (rhythm, pitch, meter, tone, etc) • Sensitive to sound source
Questions • How do you learn? • Do you learn in only one way? • Can you learn in styles that are not your strength?
Agenda: Tuesday, August 26th • Discuss: Thinking; Difference in thinking critically and creatively; goal setting • 5 goals • Making decisions • Images and perceptions • Visual seminar • Mind Video
Discussion • What is thinking? • What is thinking critically? • What is thinking creatively? • What’s the difference?
Discussion: Goal Setting and Decision-Making • Why do we have goals? • What are some goals you have already achieved? How did you do it? • What is interesting about the Malcom X passage? How is your view of education similar or different? • How is decision-making similar to setting goals?
Goal Setting Activity • Career Goals • Education Goals • Personal Goals • Financial Goals • Other types? • Choose five goals that you want to reach by the end of the semester and write them on an index card.
Tape the index card to your mirror where you will see it every day. • Write the goals in your journal as well (just in case) • Do not lose these because we will come back to these by the end of the semester.
Discussion: Thinking Creatively • How is being creative different than being artistic? • How does thinking creatively help you with setting and achieving goals and making decisions? • How are you creative? • What are some blocks to thinking creatively?
Video • Mind Science
Tuesday, September 2nd • Thinking Critically • Influences on your thinking • Becoming an Active Learner
Thinking Independently • Authorities • References • Factual Evidence • Personal Experience
Perspectives • Controversial Topics Immigration (political cartoon, 2 pics) Genetics E-mail monitoring
Tuesday, September 9th • Chapter 3: Solving Problems • Library for problem solving activity
Tuesday, September 16th • 6:30 - Chapter 4: Perceiving and Believing • 7:30- Review for Quiz next week • 8:30 – Rashoman TV episode
Perceiving and Believing • 1. Selecting • 2. Organizing • 3. Interpreting
Perceptions • What shapes the perceptions of people in our community? • What shapes your perceptions? • How do the “Five Accounts of Malcom X” compare to the different accounts you have heard of last weekend’s rushing the field? • Have any of your perceptions changed drastically recently?