I think the students would find it interesting and exciting to discover why/how the other four members of the team fulfilled the other four requirements. It would strike up multiple conversations and build on team participation.
This activity begins by giving each student something to consider themselves (intrapersonal) and then speak with and interact with their classmates (interpersonal). Students get up and move around (kinesthenic) while listening to music (musical/auditory). Within their group they must organize themselves into a logical order (mathematical). To determine that order, students must talk to each other (verbal).
Looking through other discussions here I picked up a topic regarding always asking our students what is the best way for them to learn. Sometimes we don't have to guess, and it really is best to just come out and ask it. I've found myself in that position before and the resulting changes in direction have been very beneficial.
I don't think I'll be playing music, though, in an industry where it's looked as unprofessional while we work!
While at first glance it would seem the students would create diversity (considering different intelligencies) in their individual group. This would occur in the instance in which the instructor creates the group.
Now with the students forming their own group it is known that they attract to like-mindness, not diversity. (This applies to my environment in which students have attended the same classes for nearly a year and know each other personally and outside of class. May not apply to other institutions.)
This particular exercise would create unique groups though, those in which the tendencies of the group intelligence would become clear.
Dawn,
and this is a great way to help the students embrace the diversity in the groups around them.
Ryan Meers, Ph.D.
Interpersonal: They are working with others to complete the list; Logical/Mathematical: They have a process to follow; Spatial/visual: They need to put themselves in order according to a list; Musical: Music is played in the background; Linguistic/Verbal : Written and spoken words are used; Intrapersonal: They start as an individual reading and thinking by themselves; Bodily/Kinesthetic: They are moving about the room to locate other members for their list; Emotional: the frantic pace of the music creates excitement and fun in moving around; Naturalistic: Weak – maybe there are plants or windows in the room; Existential: Weak -The purpose for individuals is to find each other and put themselves in order.
This exercise would use intrapersonal thought of the individuals of the group while their interpersonal skills would be used in a group effort to solve the problem.Bodily-kinestic would involve the action and behaviors to actively solve the problem. Naturalistic thinking of how stress effect the body using music to relieve the stress. Linguistic would describe the process, while logical and math with spatial would use logic and reason to think critically across diversity and cultures.
Russell,
this is a great observation and I think an important point for all of us to remember: provide an opportunity for the students to participate & contribute in a way that is comfortable for them.
Ryan Meers, Ph.D.
The above method would allow each student to participate and more importantly contribute while remaining in their comfort zone. Our introduction of visual, auditory and kinesthetic components addresses the multifacets of the student learning environment. It equally ensures that the triunebrain is being properly addresses.
I'm not sure it works for linguistic intelligence.
Pamela,
yes, it really can be used to help the students understand various personalities & embrace diversity.
Ryan Meers, Ph.D.
I agree, I encourage students of all different backgrounds to share their cultural experiences, which not only allows other to take pieces to form their own style, but it is beneficial to me as well when I need to bring something to the table for future discussions.
Now on my clinic floor this exercise would be very interesting to me to see how my students as a group come up with their group. Becuase during the course of the day they interact with numerous individuals of all ages that become very challenging at times.I think i going to try this with my students next quarter.
Melinda,
great point made here. The multiple intelligences can really help us understand & embrace the diversity in the work environment.
Ryan Meers, Ph.D.
Melinda,
great point made here. The multiple intelligences can really help us understand & embrace the diversity in the work environment.
Ryan Meers, Ph.D.
There would be movement for kinesthetic learners. Music would meet the needs of the auditory learners. The whole environment sets up a certain stress level which gives the real-world experience. Students would have to determine which of their classmates held the other five steps, which creates a level for the communicators.
This activity can help students recognize the Multiple Intellengences in each other and be a basis for learning those traits to help them when they transition into the workforce. Even if they don't become educators, I found myself having to teach patients in an office setting that exhibited all of the intellengences and knowing how to interact with them would have been a wonderful skill to have had. Mindy Smith
I would say it maps as follows.
Interpersonal: The students are working in a team and with the class.
Logical / Mathematical: There are rules, there are clear steps for them to follow.
Spatial / Visual: Not too much stress on visual in this exercise.
Musical: Music plays during the exercise.
Linguistic / Verbal: Involves written and spoken word.
Intrapersonal: Students interact with one another.
Bodily / Kinesthetic: Students move around the classroom and arrange themselves in relation to others.
Robert,
and it can help the instructor identify the various strengths & abilities of the students in the room.
Ryan Meers, Ph.D.
This is a very good exercise, this will bring out the strengths and weaknesses and personality differences of the classroom. I can see how this will help move the students into gruops that better suite more complete learning based on the strengths and weaknesses of the class.
I have also found this to be very effective in my classroom. Students are often the best tools in the debriefing process.
