![]() ![]() ![]() Georganne: Oh, and I know you’re good at it too. Georganne: Ok, can you draw a flower over here? Because this says what’s the same about this picture. Just another way to access what they know. Or they can sing to it, or move to it, or act it out. Georganne Urso-Flores: Some students do have a difficult time with just words so, which doesn’t mean that they can’t necessarily understand the concept or they can’t you know, the comprehension is there so it’s a way to show that they understand what they read if they can draw it. Rebecca: Wow, this group was thinking, very nice! Anything else?Īustin: Are plants the only thing that have, has leaves? Would you, Austin like to tell what questions, or would you like to select somebody? Would you finish that sentence and then I’d like for you to bring your book club over to the carpet so we can talk about it. Rebecca: Ok, boys and girls your time’s up. Everyone can discuss the story, and know about the story. ![]() Ah, for example if your class is reading a story and not everyone is very, very linguistic then you offer different ways for everyone to get into the story. Rebecca Young: Through multiple intelligences you’re, you’re giving the students a lot of entry points into one thing. Rebecca: Ok, now’s the time that you’re going to read a page and then talk to your group about what did you learn from that page. This is how everyone gets a chance to learn what their curriculum says we’re going to be teaching. And, and that’s why we think this is the most successful thing, approach that we’ve taken because with all of the ranges we have…age ranges, ability ranges, this is how we reach everyone. Rebecca Young: We teach a lesson to this mixture of children by using multiple intelligences. Rebecca: I’m so glad that you are listening, okay Ken, when I give you the signal I’d like you to stand up and make a circle so that we can sing, um the green grass. Several years ago as part of a school wide reform, these teachers and their colleagues applied multiple intelligence theory throughout their curriculum. As students engage the content in a variety of ways, the school’s achievement on state assessments has improved each year, from 57% of students meeting the third grade benchmarks in 1999 to 82% in 2002. When we visited, students were exploring the world of plants. As you watch these two teachers, consider how you might approach the subjects and the students you teach, while using many of their intelligences as pathways into the content. You may also consider alternatives for this lesson. In our first case, Rebecca Young and Georganne Urso-Flores team teach a combined first and second grade class. When teachers apply this theory to the classroom, it changes the way they view their students and the way they teach. These are: linguistic, logical-mathematical, musical, spatial, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic. Linda Darling-Hammond: Gardner identified eight independent categories of intelligence. And I have a set of criteria which allow me to identify which candidate abilities are or are not intelligences. And each of these have evolved, just like we’ve evolved eyes, ears, and hearts, and kidneys, and so on, we’ve evolved a number of different intelligences. Which are rather separate from one another. Howard Gardner, Ph.D., Harvard University: My claim is that rather there being a single thing called intelligence, which we have more or less of, so it’s called IQ view, that it makes more sense scientifically as well as educationally to think of people as having a number of different intelligences. Then, Harvard psychologist Howard Gardner published a book that challenged this view of intelligence and gave us a vocabulary to describe what most of us understood implicitly - that there are indeed many ways to be smart. We knew there was more to being successful in the world, but that’s what was measured in school and so that’s how we earned the label of intelligent. Many of us grew up in a time when we could earn the label of being smart by winning a spelling bee or acing the math quiz. Hello, I’m Linda Darling-Hammond and welcome to The Learning Classroom. How can we improve all of our students’ academic performance by taking best advantage of their different ways of being smart? That’s the challenge of this episode. When we categorize abilities this way, we may be losing important teaching and learning opportunities just because our definition of intelligence is too narrow. Another talks with most of his classmates, and sometimes we call that a distraction. Another fixes things and we call him handy. Linda Darling-Hammond: One child plays the violin and we call it a talent. ![]()
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