There are several aspects of the information (steps 1-5) that tap into multiple intelligence (MI) and the process of doing the activity also taps in the intelligences. While the students had only to arrange themselves by steps, I believe that being subjected to the information, at least on a sub-conscious level if not conscious, will cause students to relate to the material.
First, I'll link the information to the MI:
1. Recognize stress - intrapersonal
2. 10 Deep Breaths - connects with the "intrapersonal/self" part of our intelligences; provides an opportunity for the individual to re-connect with themselves, takes them out of the team learning environment and regroups personally
3. Think of the urgency – taps into mathematical and logic; one has to assess the item in the big picture (logic) and calculate its importance (math, problem solving)
4. Think of the importance – existential MI is used here as students relate to their view of what is important
5. Work on the right thing for right now - intrapersonal again
As far as the activity goes:
1. Verbal/ musical/ logical come to be when students are grouped by fours and have to arrange themselves in the step
2. Body movement comes to pass as the students physically move towards their group; some groups may choose to physically move themselves into order
3. musical - this is evident as the music is playing in the background
1. Since each student is essentially building a team, this would address the interpersonal.
2. The logical/mathematical aspect is addressed by finding and arranging themselves in proper order to complete their team.
3. Spatial and visual is addressed as the teams slowly start to form into groups of five and also by the process of reading the steps of fellow classmates and visualizing the stress management process.
4. The music obviously stimulates and addresses the musical aspect while motivating each individual to form their team in order to win.
5. Students must communicate with each other to first form their group, and then to decide among themselves the proper order, which addresses the linguistic/verbal aspect.
6. The intrapersonal aspect may be addressed as the student looks inward to assess their own stress management process.
7. As the students interact with one another to form their groups, they are physically engaged, which addresses the bodily/kinesthetic aspect.
I really never thought about using music, but as I recall previous classes, it might have helped motivate some of the students. I will definitely try it in the future.
Well for starters the students have music playing in the background which is very upbeat, they have an intrapersonal experience because they are working as an individual to sort out how their step will mesh with the others in the room to be able to find the interpersonal link for the other 4 group members that must be identified. The objective follows a defined set of rules for the exercise. The use some visual cues to recognize the other in the group. It could remind them of playing a match type game from their childhood especially with the reward of a prize for the winning team. The activity is safe as each person seeks to find the other who are different in the group and complete the task first. They are all linked by the common theme...
On an intrapersonal level each person must decide how to recognize those who have the additional pieces of the puzzle, to solicit them, engage them, and bring them into a sympathetic group. Once in the group they must exercise their interpersonal skills to work successfully as a team. Since an ideal process is to be achieved, they must think logically...asking themselves, which steps comes first, second, third... They will need to communicate their solution in writing and orally, so linguistic skills are required. I don’t know if that covers all seven, but it seems like there is some urgency to this as well and perhaps actual arrangement of people.
Not sure the music would help,It would be fun to most but some would be stressed unless the group has developed a relationship before hand. It might not help with the intrapersonal intelligence. The naturalistic intelligence is definitely not covered.
After reading this example, I am assuming that each student would have one of the five steps somehow assigned to them such as a card on their back???
To make this more of a challenge, perhaps they wouldn't know which card had been placed on their back.
When you mentioned the fast and frantic music, I had the tune from the game Tetris in my head. If you have ever played this game, the music changes right as the lines reach the top of the screen.
I do see this as a method to get people up and thinking on their feet. Sometimes we have to commit steps to rote memorization because there is not time to think about them or look them up when the situation arises. A perfect example of this is "Stop, Drop and Roll." Once you recognize that you are on fire, the reaction needs to be immediate and deliberate.
Great question, it got me thinking!
Kent Dolasky
I agree, music is not approiate in all classes,and can be distracting in some, but, I find that in a production class where students know what is expected of them, music allows them to work quietly and efficiently.
The type of music playing will distract many of your players. Fast and frantic music will cause stress and delay their goal to locate the four people who completed their list of five. Play instrumental or no music at all.
While in theory this exercise would hit all seven of Howard Gardner's multiple intelligences, I feel that for a large majority of adult learners it would cause a reptilian (fight or flight) response. This exercise could work after a class has had time to get to know each other but there still is that roughly 10 percent of students who wouldn't be comfortable with this exercise.
I really like the motto"work on the right thing for right now". It pretty much sums up what we as culinary instructors teach our students every day. Music is not appropriate in my classroom setting.I'm sure it works in some other setting.
Jane, I really like this learning strategy. Music energizes and motivates the class. Team work always creates a balance of skills and knowledge levels and bring the best in each person out. Creating that sense of urgency is a part of making this fun and exciting.
Hi Homer!
I think that music provides two things 1) a relaxed learning environment when the right music is present, and 2) opportunities for reflection. Both of which can be very productive.
I am curious why you don't think that music is helpful?
Keep up the good work!
Jane Davis
ED107 Facilitator
The fast and frantic music gets people motivated...their ideas start to expand, because they are feeding off each other. the subjet gets exciting.
Not sure the music would help
Each person brings a different view to the group but is still able to represent a part of the process. The instructor is able to place control and aiding them by playing music that creates an environment to complete the task.
I feel this exercise would help students with their communication skills. They would need to communicate in all aspects of this exercise. They would have to find four people (communication would be needed), then they would have to arrange themselves which would mean someone would have to take a leadership role and communicate to the others the order in a timely matter in order to win. It would result hopefully in organized chaos. I believe it would be fun.
Interpersonal- this is obviously a team effort and the students must help each other.
Logical/mathematical- the students need 5 members including themselves; they must deduce from the other member s of the class who they don’t need to complete their team.
Spatial/visual- The students have to take in the whole picture of the class to see who is acting out the characteristic they are looking for.
Musical- The fast paced music will stimulate the student’s minds for getting the job done first.
Linguistic/verbal- the students will have to communicate verbally with each other in order to ask and explain what characteristic they are representing.
Intrapersonal- The student will have to think internally how they are going to go about seeking the members of their team in the fastest way.
Bodily/kinesthetic- The students must walk around the room to find the other members of their group.
1.1 Spatial- The students work within a limited space and search out those they connect with.
1.2 Linguistic- The students are speaking to each other,communicating the whole time.
1.3 Logical-mathematical- The students must put things in order.
1.4 Bodily-kinesthetic- The students are moving constantly.
1.5 Musical- Music is playing, rapid almost frantic music. I would pick " The flight of the Bumblbee".
1.6 Interpersonal-The students are connecting with others.
1.7 Intrapersonal- The students need to look within to find the next connection.
Hi Franz!
That's exactly what students with different learning styles do - rely on the strengths and weaknesses of classmates.
Good work!
Jane Davis
ED107 Facilitator
