Teacher resources and professional development across the curriculum

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[Teacher-talklearning] Workshop 4: Multiple Intelligences

From: Randi K <zenway01_at_gmail.com>
Date: Sat, 7 Apr 2012 10:20:45 -0500

I loved the flower dissection activity as a wonderful example of how an
activity can pull together many intelligences. The dissection, labelling,
reconstruction, and identification of the functioning (of parts AND the
whole) was a complete lesson which afforded students an opportunity to be
confident in some aspect of their learning.

One of the parts of this video which I found most interesting was an idea
offered by the facilitator/host. She described using multiple intelligences
as an “entry point” for other types of assessment. She specifically stated
that drawing should not replace writing, and singing should not replace
reading. This concerns me, as it implies that the only valid assessment of
what students know and understand is traditional testing (written
response). However, if the instructional objective on a given day is to
teach students how a given object is constructed and how its parts
interrelate, wouldn’t demonstrating the ability to take the object apart
and reconstruct it with an explanation of how it works be far more telling
as an assessment? Later in the same series, another teacher comments on how
taking something apart is not an option when students need to complete a
standardized test. As an administrator, I am keenly aware of the perceived
“objective” nature of state standardized tests; however, from a student who
does not read well, but who has excellent spatial learning skills,
reconstructing that phone might just tell us all more about learning gaps
and what we need to address through curriculum and school structure. It is
a paradigm shift which, I believe, is long overdue.

Life is as dear to a mute creature as it is to man. Just as one wants
happiness and fears pain, just as one wants to live and not die, so do
other creatures.
Dalai Lama*
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Received on Sat Apr 07 2012 - 13:52:41 EDT


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