49 MI Assessment Contexts 49 种多元智能评测方法

1. 49 MI Assessment Contexts 49 种多元智能评测方法

3. MI Planning Questions多智计划问题 逻辑--数学 怎样数数/计算/逻辑/分类 和创新思维技能？ 语言 怎样使 用口语或 书面语? 视觉空间 怎样使用直 觉教具/可视化/颜 色/艺术或隐喻？ 音乐: 怎样使用音乐 、背境音乐、声音 或者在旋律、音节 中找到关键点？ 自我认知: 怎样唤起个 人的感觉者 记忆，或者 让学生选择 人际关系 怎样鼓励学生互 动参与/互相学 习或大团队模拟？ 肢体运作 怎样协调全身 或使用动手 经验

4. Is Multiple Intelligences = Learning Styles?多元才智=学习模式？ Multiple intelligences is not the same as learning style. If you are logical-sequential, you are supposed to be logical-sequential about everything. It is the differences between studying for an exam vs.preparing for a career. 多元智能与学习风格并不一样。如果你是逻辑顺序的人，你就应该凡事都逻辑顺序地做。这便是为考试而学和为建树事业而学的区别。 Howard Gardner’s theory of multiple intelligences, described in Frames of Mind (1985)

5. Lesson Design: 课程设计： Begin by reflecting on a concept that you want to teach and identify the intelligences that seem most appropriate for communicating it. 从你想要表达的概念入手，确认看来最能恰当表达这种概念的才智。 Campbell, Linda (1996) Teaching and Learning through Multiple Intelligences

6. Interdisciplinary Curriculums:各学科间的课程 Adapt – don’t totally rework – the curriculum to highlight multiple intelligences. Some schools, for example, may add a stronger arts program, while some teachers may create learning stations in their classrooms or invite community experts in to mentor their students. 改编 – 不要全部重做 – 课程到强调多种智能。比如，有些学校可以加上较强的艺术课程，有些教师可以在教室建立学习点或邀请社区专家来指导学生。 Campbell, Linda (1996) Teaching and Learning through Multiple Intelligences

7. Student Projects: 学生操作项目 Teach students how to initiate and manage complex projects. 教会学生如何启动和管理错综复杂的操作项目。 Campbell, Linda (1996) Teaching and Learning through Multiple Intelligences

8. Assessments: 评估： Have students show what they’ve learned by generalizing their findings, connecting the content to their personal experiences, and applying their knowledge to new situations. 让学生们通过概括学习答案，将此答案与个人经历结合，把这些知识用于新的学习情形里等，来表现他们的学习成果。 Campbell, Linda (1996) Teaching and Learning through Multiple Intelligences