Presentation on theme: "Multiple Learning Styles, Single Learning System"— Presentation transcript:
1Multiple Learning Styles, Single Learning System Presented by Dr. Sara Rofofsky MarcusElectronic Resources and Web Services LibrarianKurt R. Schmeller LibraryQueensborough Community College
2Overview Who is Gardner What are Gardner’s Multiple Intelligences Where can we do this? (in Sakai)When can we do this?Why should we do this?How should we do this?
3Who is Gardner?Howard Gardner is a Professor of Education at Harvard University. He has conducted substantial research on the development of human cognitive capacities. In 1983, he studied intellectual capacities and established criteria to measure whether a talent was actually an intelligence. His research has revealed a wider family of human intelligences than was previously believed.
4Gardner’s Multiple Intelligences (MI) Intrapersonal“the ability to construct an accurate perception of oneself and to use such knowledge in planning and directing one’s life”Interpersonal“the capacity to understand and interact effectively with others.”Verbal-Linguistic“the ability to think in words and to use language to express and appreciate complex meanings”Logical-mathematical“makes it possible to calculate, quantify, consider propositions and hypotheses, and carry out complex mathematical operations”Visual-spatial“enables one to perceive external and internal imagery, to create, transform, or modify images, to navigate oneself and objects through space, and to produce or decode graphic information”Musical“evident in individuals who possess a sensitivity to pitch, melody, rhythm and tone”Naturalistic“observing patterns in nature, identifying and classifying objects, and understanding natural and human-made systems”Bodily-kinesthetic“enables one to manipulate objects and fine-tune physical skills”Taken from: Campbell, Campbell, & Dickinson, 2004, p. xx-xxi
5Which MI Are You? Intelligence Type How people demonstrate intelligenceIntrapersonal (me smart)Self-awareness and a connection with one’s own feelings and thought processesInterpersonal (we/people smart)Awareness and sensitivity to the moods and motivations of othersVerbal / linguistic(word smart)Well-developed language skills and a sensitivity to the sound, meaning, and rhythm of wordsLogical / mathematical (number smart)Ability to think abstractly in concepts and to discern numerical patternsVisual/spatial(art smart)Thinking in pictures or images or the ability to visualize abstractlyMusical (music smart)Appreciation for or the ability to produce rhythm, pitch, and tone qualityNaturalist (nature smart)Appreciation and ability for recognizing, sorting objects in natureBody / kinesthetic (body smart)Ability to use and control one’s movements or a sensitivity to handling and manipulating objectsTaken from Follari, 2007, p. 78
6Where Can We Do This? Sakai AnnouncementsAssignmentsBloggerChat RoomDiscussion and Private MessagesDrop BoxArchiveGradebookMailtoolModulesPodcastsPollsResourcesScheduleSyllabusTests & QuizzesWeb Content (webliography)Wiki
7When Can We Do This?We are probably already doing some of these things, possibly without being aware.Discussion:Which technologies in Sakai (or another LMS) are you currently using?Which intelligences are served by these uses?
8Why Should We Do This? 3 main reasons (from Green & Tanner, 2005) Just as in an on-site classroom, online learners are individuals who have a range of experiences; each possesses his or her stronger or weaker intelligencesAn ‘MI-friendly’ course might attract more learners who find it more appealing on a conscious or unconscious levelBy using tasks related to more intelligences, we provide more variety in our courses, which makes them more attractive and memorable
9How Should We Do This? Slowly and carefully. Begin with what you know Start with small stepsThink about what you already do, and how you can adapt it to meet another learning style
10Strategies for the Intrapersonal Learner Self-Esteem EnhancesSetting and Achieving GoalsThinking SkillsJournal WritingGetting to Know Oneself through OthersReflecting on the Wonder and Purpose of LifeSelf-Directed Learning
11Strategies for the Interpersonal Learner Collaborative LearningConflict ManagementLearning through ServiceAppreciating DifferencesDeveloping Multiple PerspectivesLocal and Global Problem-Solving
12Strategies for the Verbal-Linguistic Learner ListeningSpeakingReadingWriting
13Strategies for the Logical-Mathematical Learner Teaching LogicDeductive and Inductive LogicMathematical Thinking ProcessesWorking with NumbersSequencing
14Strategies for the Visual-Spatial Learner Pictorial RepresentationVisual Notetaking and Brainstorming ToolsVisualizationVisual Variety in Learning MaterialsBoard and Card Games
15Strategies for the Musical Learner Listening to MusicWarming Up to SingingMusical NotationCurriculum Songs
16Strategies for the Naturalistic Learner Improving ObservationPerceiving RelationshipsHypothesizing and ExperimentingNaturalist Learning CentersLearning Naturally
17Strategies for the Bodily-Kinesthetic Learner DramaCreative MovementDanceManipulativesGamesExercise BreaksField Trips
18Looking at Sakai and MIThe intrapersonal learner best works alone. They enjoy asynchronous learning and time to ponder.The interpersonal learner enjoys group dynamics and live interactions.The linguistic learner thrives in the online environment due to the reading and writing involved. Be careful, this learner will typically explore all corners of your course.The logical-mathematical learner enjoys statistics, facts, ranking, analytical tasks, and connecting new input with prior knowledge.The visual-spatial learner will prefer visual input, such as illustrations, vide clips, charts, examples, and more. This type of learner will be the one most likely to request photos of fellow classmates and instructor.The musical learner will appreciate video and audio input, and wherever possible might even use rhyme or rhythm in their contributions.The bodily-kinesthetic learner will enjoy physical manipulations, possibly doing things off-line and reporting on them later.The naturalist learner will thrive in organizing and categorizing tasks, and those tasks that involve going beyond the confines of the virtual classroom into the natural world.
19ReferencesCampbell, L., Campbell, B. and Dickinson, D. (2004). Teaching and learning through multiple intelligences. 3rd ed. Boston: Pearson.Follari, L. M. (2007). Foundations and best practices in early childhood education: History, theories, and approaches to learning. Upper Saddle River, NJ: Pearson.Green, C. and Tanner, R. (2005). Multiple intelligences and online teacher education. ELT Journal 59(4),