Hi Hugo,
Not sure about your comment. Can you expand on it so I will be able to more accurately understand your approach to multiple intelligences.
Gary
Hi Holly,
Your description of how you deliver your course content is great. I am sure your students really look forward to your classes. I teach 6 hour block classes so I can really appreciate how hard you are working to keep the students on task for the duration of your courses. Diversity of experiences is the key and you are offering that with your approach.
Gary
Hi Holly,
Good strategies. The more you offer learning options to students the more engaged they will be. They like, as you know instructional variety which keeps their interest as well as helps them to focused on acquiring the required course content.
Gary
Hi Kimberly,
Thank you for the comments about the how having knowledge of multiple intelligences of students will enable more accurate instructional planning. You can offer different instructional options to students that target their learning preferences and as a result there will be more student engagement.
Gary
I currently have a class of logical/mathmatical and verbal/linguistic learners. This liearning style matches my learing preferences. The class seems easy. Last term I had a group of Visual/Spacial learniers and I had quite a bit of difficulty. After reading this Forum I want to try to incorporate all three learing preferences in my lecture. I asssume if I include all three I will find the middle-ground, which is prefered.
Any ideas how I can incorporate visuals?
Dr. Meers
Question: What is the best approach to teaching
- Multiple Intelligence- with a large group, the course period last only six weeks?
Do I just strattegize for the three DOMINANT intelligences!
it depends on how well the teaching institution enforces and gives proper teaching techniques.
I have used several differing instructional methods such as power-point, group discussion and individual projects to present topic information. By having the students teach each other parts of the topics they seem to enjoy the discovery of the information much more and have more of an interest in the course than if I just stood up and lectured for 4 hours. I have tried to incorporate more visual elements into my presentations, however, the placing of posters and other student created visual aides around the room is forbidden by the school in which I teach. The use of music to enhance my presentations is not an option. all of the computers in the classrooms, the sound has been disabled. I have to teach within a very limited structure of either using power point, video (via the TV), handouts, strict lecture and the black board. I have had students read out loud parts of the assignment I felt was of importance, to bringing in videos that they were able to download to demonstrate the information. U-tube is completely blocked from the instructors access as being porn. I am a new teacher and am just learning how to talk in front of a group of students. with the limits that the school places on me it has been difficult to become creative in my teaching delivery. I have used a game format as a review of course content, given individual and group project presentations, have arranged guest speakers and field trips, as well as used power point and lots of handouts. Sometimes my students complain that they are overwhelmed but I am directed to cover a certain amount of information during each class session. I endeavor to cover the information in as much detail as I can within their scope of practice, and keep the presentation as interesting as possible, but I have to admit, sometimes even I think it's boring. What can I do to keep my students interest, keep the "class clown" from making me feel I am inept, and still get the information across to the students so that they will remember it for their boards?
I have tried to incorporate the various learning intelligences into each lesson plan, by creating my presentation with multiple pictures, having the students read the slides and discuss the content. After the presentation we have a verbal review and quiz of the material covered. At the next session we will have a review quiz before the next session of new material. I have found that in this way the students retain more of the material covered. When we have clinical, we are able to apply the concepts and I is wonderful to see the lights come on when they are able to apply what they had learned in theory to a practical situation.
Simply having an understanding of multiple intelligences will allow the instructor to identify how their students are comprehending and processing information. In many cases, my students will ask for what they need, for example "can we put this in outline form", "can we do more examples". Tuning in to what your students are asking for as well as evaluating how they best comprehend the information allows the teacher to accommodate the multiple intelligences existing in the classroom.
Hi Betsy,
I like the way you approach your instructional planning and delivery. You are offering variety to your students and as a result they get to use their different intelligences at different times. This makes for a positive learning environment.
Gary
Hi Michael,
Good example of how variety can be brought to the classroom via well planned instructional delivery. You are hitting upon many different learning preferences and this will keep the students engaged at a much higher level.
Gary
By making sure that the course includes multiple ways to reach students' learning styles and multiple intelligences, the overall class performance is generally very positive.
I assign homework which includes textbook reading, and terms which students can type or write out. This prepares the students for the next day's work.
Class material is presented via white board, handouts, and powerpoint presentations, in addition to guest speakers and student presentations.
"Field trips" around the building for some classwork breaks up the course. Each day class time is split between review of prior day, lecture of new material, and then hands on lab.
By "mixing it up", there is the greatest chance of success for the student.
An example would be a discussion of fish cookery
Show and tell, visual
Powerpoint with spoken lecture
Demononstration of the butchery and cooking
Tasting and comments on the finished product
One on one mentoring of the student butchery and cookery
Evaluation of the standards for review
Posters would be a good addition to the class room. I am not sure smell would be a good addition
Hi Phillip,
Thank you for your input in relation to how individuals process and learn new content. As with all theories there are different definitions and applications that can be made. I appreciate your approach to how you perceive training and skill acquisition.
Gary
On the Assessment Test, a question asks what is training; among the options there are 1) repetitive instruction and 2) having the learner be able to reproduce the results. The correct response is #2, however I believe this is misleading. Training is the act of repeating information so that the learner can process and recall information to reproduce the intended results. Once they can produce the intended results, they are no longer training (or in need of repetitive information). They have learned, processed and are capable of delivering (reproducing/recalling) expected results. Training has ended at this point, and a reflection of their knowledge assessed. Gathering of knowledge - i.e. Training, is not the same as being able to perform a function through the application of the knowledge acquired.
I will try to try to observe my students to see which intelligence is their strength and apply techniques which pertain to it like the use of words, numbers and formulas, drawings and slides,and physical movement. I will also try to accomodate those who work well as a team as well as those who can do solo projects. As I cover different strengths I will try to be cognizant of those who need more help in their areas of weakness to help them achieve their educational success.
Hi Jeff,
Good saying to use when planning instruction. This way you will plan your instruction to have a more long term effect on the education of your students.
Gary
I think that multiple intelligence can help to introduce and enhance a range of intellectual strengths in the student. Therefore, in developing my curriculum; I would focus more on skills, knowledge, and especially my students understanding of the content. Acknowledging each student and their particular learning styles and strengths is critical.
My knowledge of how the individual student processes information is key in assessing the learning that should take place the classroom setting; therefore, affecting the way in which I deliver my instructional material. Planning is a key factor in preparing the actual content being presented in this environment.
I use to keep an old Chinese proverb posted in my classroom. I hear and I forget, I see and I remember, and I do and I understand. This proverb was a constant reminder that students' learning preferences vary and the more modalities that we incorporate into the lesson the greater the chance for success.
