8th Grade careers - LEarning Styles - Multiple Intelligences
Objective: Students will understand Howard Gardner’s Theory of Multiple Intelligences and explore the application of the theory for learning.
Materials: Prezi on Multiple Intelligences, computer lab or lap tops
http://smsfacs.weebly.com
http://www.edutopia.org/multiple-intelligences-learning-styles-quiz online survey
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/questions/choose_lang.cfm - survey and color print of results
https://www.jobsetc.gc.ca/pieces.jsp?category_id=326 – application strategies
Mini-quest handout
Time: 2 – 45 minute class periods
Day One
Introduction: (5 minutes)
With a shoulder partner discuss what it means to be ‘smart.’ Share out.
Activity: (35 minutes)
Using the created Prezi – explore Howard Gardner’s Theory of Multiple Intelligences. Students will participate in discussions as a large group and with shoulder partners concerning each of the different Intelligences.
Check for Understanding: (5 minutes)
Ticket out the Door: Based off of the information we discussed today, what do you believe is your dominate intelligence?
Day Two – Computer Lab/Lap Tops
Introduction: (5 minutes)
Review yesterday - Question – Describe the Theory of Multiple Intelligence. What are some of the different intelligences outlined in Gardner’s Theory?
Activity: (35 minutes)
Have the students log into their computer and open a web browser. Direct the students to smsfacs.weebly.com and then to the 8th grade page. There they will find a link to an online MI survey. Have the student complete and the online survey to help identify their primary intelligences. After completing the survey, students will complete the mini-quest handout.
Clean up/Assessment (5 minutes)
*Ticket Out the door – what is one strategy you can incorporate into your study habits based off of your intelligences?
*Assessment – Thoughtful complete answers on the mini-quest sheet and participate in discussion.
Materials: Prezi on Multiple Intelligences, computer lab or lap tops
http://smsfacs.weebly.com
http://www.edutopia.org/multiple-intelligences-learning-styles-quiz online survey
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/questions/choose_lang.cfm - survey and color print of results
https://www.jobsetc.gc.ca/pieces.jsp?category_id=326 – application strategies
Mini-quest handout
Time: 2 – 45 minute class periods
Day One
Introduction: (5 minutes)
With a shoulder partner discuss what it means to be ‘smart.’ Share out.
Activity: (35 minutes)
Using the created Prezi – explore Howard Gardner’s Theory of Multiple Intelligences. Students will participate in discussions as a large group and with shoulder partners concerning each of the different Intelligences.
Check for Understanding: (5 minutes)
Ticket out the Door: Based off of the information we discussed today, what do you believe is your dominate intelligence?
Day Two – Computer Lab/Lap Tops
Introduction: (5 minutes)
Review yesterday - Question – Describe the Theory of Multiple Intelligence. What are some of the different intelligences outlined in Gardner’s Theory?
Activity: (35 minutes)
Have the students log into their computer and open a web browser. Direct the students to smsfacs.weebly.com and then to the 8th grade page. There they will find a link to an online MI survey. Have the student complete and the online survey to help identify their primary intelligences. After completing the survey, students will complete the mini-quest handout.
Clean up/Assessment (5 minutes)
*Ticket Out the door – what is one strategy you can incorporate into your study habits based off of your intelligences?
*Assessment – Thoughtful complete answers on the mini-quest sheet and participate in discussion.
REflection
As a student, I was introduced to Gardner’s Theory of Multiple Intelligences in FACS class. I have always had an affinity for music, and not so much with math. The Multiple Intelligence survey and activities in class provided me with a more complete picture of my strengths and how I could use those areas of strength to supplement my potential weaknesses.
Middle school is a time of self discovery and change. Students are making the transition into individuality and it can be a very confusing overwhelming time. School concepts move from concrete to abstract, and lessons increase in difficulty. Every tool that we as teachers can provide out students increases their ability to become independent.
As part of the eighth grade careers unit, my 8th grade students explore learning styles and strategies. When exploring potential career opportunities, we discuss the benefit of careers that match well with current interest and learning styles. Lessons were delivered via the reflective discussion model. By having my students complete a survey designed to identify strengths in the area of Multiple Intelligences, I not only provide my students with a tool to learn more about themselves, but I learn more about my students as well.
With the results of the survey, I receive a better picture of how my students learn, and therefore a better idea of how I can best tailor lessons and activities to fit their needs. FACS class is a perfect place to accommodate all intelligences. If a class has a high percentage of students who favor the kinesthetic intelligence, I need to incorporate aspects of movement and hands-on learning into lessons. Linguistic students will thrive best when words are the basis of their learning. Logical students should do well with a clear progression of steps. Interpersonal students will thrive with group based project and discussions, while intrapersonal students will favor individual activities and those that have aspects of reflection. The sewing lessons, visualizing how something will look, picturing design in the mind could appeal to students who are more spatially inclined. Those students who are naturalistic will benefit from categorizing concepts. Musical intelligence, my strongest intelligence, seems to be potentially the most difficult one to incorporate into FACS class. I have use musical intelligence in the form of rhythmic phasing to help students remember the different steps in a sequence, a bit of a modified mnemonic device.
As we grow and move into different learning situations, how we learn best adapts with us. I have taken various versions of Multiple Intelligences surveys over the years, and while some of the intelligences change; my highest intelligences have always remained the same. The content areas that I chose to focus on in my higher education reflect my strong intelligences categories. As my students begin to contemplate their interest in careers, knowing their leaning styles, where their strengths lay and how to use those strengths for their benefits can help determine which careers will have the best fit.
During our lessons and activities, my students were very curious to see just how they were ‘smart.’ The lesson was a great way to illustrate that intelligence is not only limited to being good at reading, writing and math, and that everyone, regardless of learning ability has areas in which they can excel. The topic prompted some very thoughtful questions about why only certain subject areas are subjected to standardized tests and others not subject to the same level of scrutiny. Another aspect of our discussions is why some students enjoy or excel in certain classes. When my students were able to look at their own intelligence level scores, they had a better understanding of why certain subjects hold a higher level of appeal. All individuals have all the intelligences, we are drawn to subject and activities that foster our dominate intelligences. Our challenge then as learners and teacher is to use our stronger intelligences to build up and strengthen those intelligences that are not as strong.
Middle school is a time of self discovery and change. Students are making the transition into individuality and it can be a very confusing overwhelming time. School concepts move from concrete to abstract, and lessons increase in difficulty. Every tool that we as teachers can provide out students increases their ability to become independent.
As part of the eighth grade careers unit, my 8th grade students explore learning styles and strategies. When exploring potential career opportunities, we discuss the benefit of careers that match well with current interest and learning styles. Lessons were delivered via the reflective discussion model. By having my students complete a survey designed to identify strengths in the area of Multiple Intelligences, I not only provide my students with a tool to learn more about themselves, but I learn more about my students as well.
With the results of the survey, I receive a better picture of how my students learn, and therefore a better idea of how I can best tailor lessons and activities to fit their needs. FACS class is a perfect place to accommodate all intelligences. If a class has a high percentage of students who favor the kinesthetic intelligence, I need to incorporate aspects of movement and hands-on learning into lessons. Linguistic students will thrive best when words are the basis of their learning. Logical students should do well with a clear progression of steps. Interpersonal students will thrive with group based project and discussions, while intrapersonal students will favor individual activities and those that have aspects of reflection. The sewing lessons, visualizing how something will look, picturing design in the mind could appeal to students who are more spatially inclined. Those students who are naturalistic will benefit from categorizing concepts. Musical intelligence, my strongest intelligence, seems to be potentially the most difficult one to incorporate into FACS class. I have use musical intelligence in the form of rhythmic phasing to help students remember the different steps in a sequence, a bit of a modified mnemonic device.
As we grow and move into different learning situations, how we learn best adapts with us. I have taken various versions of Multiple Intelligences surveys over the years, and while some of the intelligences change; my highest intelligences have always remained the same. The content areas that I chose to focus on in my higher education reflect my strong intelligences categories. As my students begin to contemplate their interest in careers, knowing their leaning styles, where their strengths lay and how to use those strengths for their benefits can help determine which careers will have the best fit.
During our lessons and activities, my students were very curious to see just how they were ‘smart.’ The lesson was a great way to illustrate that intelligence is not only limited to being good at reading, writing and math, and that everyone, regardless of learning ability has areas in which they can excel. The topic prompted some very thoughtful questions about why only certain subject areas are subjected to standardized tests and others not subject to the same level of scrutiny. Another aspect of our discussions is why some students enjoy or excel in certain classes. When my students were able to look at their own intelligence level scores, they had a better understanding of why certain subjects hold a higher level of appeal. All individuals have all the intelligences, we are drawn to subject and activities that foster our dominate intelligences. Our challenge then as learners and teacher is to use our stronger intelligences to build up and strengthen those intelligences that are not as strong.