The exercise does seem to engage the students' multiple intelligences: they are working with others, using a process of deduction, trying to visualize, there is music involved as they proceed, I assume words are spoken during the drill, it certainly is physical, but I am not sure it involves intrapersonal (working alone). But this does not seem to be a productive exercise given the time spent on the drill. My take is that too much is attempted at once, but I have not tried this kind of exercise in my classroom so I could be mistaken here.
recognizing stress, & frustration with students when working with certain types of learning styles, & try to alleviate that stress. Making certain that I use the entire instruction methods to deliver the course
If you have a class with many students, much of the time you will find tight groups, this would be one way to "mix it up" in the classroom, IE the "group" may not match in this exercise so they will have to seek out the other students through interaction to complete the task. Like an "ice breaker"
This exercise will definitely depend on each of the students strengths and weaknesses. The groups will have to take that into account. The music is not the right choice..they are trying to relax. This music may inhibit the students from properly being able to complete the task..they may fake it in order to finish up first.
I feel they would all have to verbally comunicate with each other as well as visualize what each other are doing. There interpersonal skills as well as there logical skills would have to be defined as well. Overall they would have to learn how to work as a team.
Dittos on all of the above. I also think "flight of the bumblebee" would be a good choice of music. This exercise probably would be a good ice breaker but I've learned to be careful in some of these highly interpersonal exercises. I've had students get seriously offended by not being given a choice on whether they have to participate.
HI
I am an instructor for 3 years now and i usually starts my lecture on the first hour then followed by 2 hours of hands on. I usually play music while students doing their hands on and i can see that they are calm and dont get bored to what their doing. The way my class with clinical hands on, it helps. The last hour i end my lecture and it works.
Thanks so much
The students have to consider their personal stress management process: Intrapersonal. They have to work with each other to arrange themselves correctly: Verbal and Kinestetic. They are stimulated by music to move quickly and have fun: Musical. Everyone has to work together in order to win the prize: Interpersonal. There are other aspects that work within the multiple intelligence rubric, but these are the most obvious to me.
Have you found any good sources for classroom music, without breaking copyright laws?
How do people learn to the classroom? It is difficult to respond to how peoplr learn to the classroom. I can only comment on how they learn in the classroom. Some of the positive things are they bring their textbooks to class, they ask constructive questions and take notes. They are attentive. Then you have the unattentive students, who very seldom bring their books, don't pay attention and very seldom ask questions. Since this is an accelerated course,it is difficult to employ all the great ideas suggested in this course to get the students to learn since all of the time is needed to instruct the required information. Having tried some of the ideas presented, I find most of the students do not learn and not interested. The ones that are cooperative are the successful ones in learning.
I'm not sure I understand what you mean by "intelligence factors." Do you mean that you pair up more intelligent students with those who are less intelligent? If so I think using the term "stronger" or "weaker" is more fitting than "intelligent" as intelligence is multifaceted and cannot be determined simply by how one does in a subject. For example, if I'm weak at Chemistry, it doesn't mean that I'm not intelligent. I simply need to work harder in this area. I may be excellent at Math.
The exercise touches on working with others, deduction, seeing, music, speach/discussion, personal recognition, identification, the nature of stress and purpose.
Efective in hands on classes, but I don't see the use of this unless withing a group excercise or while completing an assignment to relieve stress.
The exercise allows for students to engage their multiple intelligences. Music appeals to their auditory senses. Arranging themselves at the end of the exercise pertains to bodily or kinesthetic learning style/multiple intelligence. Recognizing stress allows for intrapersonal insight.
It seems like frantic music may distract some of the intellegences. May be a quiet environment be conducive to focused thinking.
People learn by Visual, auditory and kinesthetic formats.
It seems to me that while this could be a good icebreaker activity for a new group of people getting to get to know each other there is a certain irony in having an activity that is about stress relief that would very likely cause a large amount of stress in many adult learners.
This exercise seems like it would be a good icebreaker when starting a new class with new students. The exercise encourages teamwork and everyone will get to know each other in the process.
Jane,
I thought this link to a multiple intelligence on-line survey might be of interest to you. I use it with every class I teach and link it to learning styles. The students invariable tweak their study strategies based on these results.
http://literacyworks.org/mi/assessment/index.html
Kerri
Luke -
Your comment intrigues me. Can you give more depth around how the activity alludes the necessity of pairing up weaker intelligence factors. As a teacher, how do you pair weaker and stronger factors versus weaker and stronger students?
