In a writing lesson, a teacher can use peer review to draw on interpersonal intelligence, and reflection on the writing process to draw on intrapersonal intelligence, in addition to linguistic intelligence used in the writing itself.
But how to make MI a feasible part of the everyday school experience? Apprenticeships allow students to gain skills and self-discipline. Meanwhile, in Pittsburgh, middle school arts teachers organize their curriculums around major student projects that emphasize both process and product.
Pupils studied Thanksgiving, for example, from an interpersonal angle, exploring how the pilgrims needed support from others to survive. To teach the process of photosynthesis in plants, teachers could develop hands-on plant growth experiments or provide access to a school garden for exploration, in addition to reading a text, drawing models of the process and discussing it—drawing on spatial, bodily-kinesthetic, and interpersonal intelligences.
Here, we use multiple intelligences to get through to them.
Have students visualize, dramatize, verbalize, socialize and naturalize the material. They then plot themselves as points on the large cement axes.
Students use diverse methods to express what they have learned. Once you start to do this, you start to see their intelligences emerge e. For example, teachers can note when kids get frustrated versus when they seem engaged, while also paying attention to the type and number of student questions and comments.
In order to produce the following compilation of MI strategies and concrete examples, EducationWorld drew upon the combined wisdom of researchers and classroom teachers who have embraced a multiple-intelligences approach. Some kids excelled in art but not in other areas.
School staff also emphasize technology, but it is so deeply integrated into the curriculum that the school does not have a separate computer room. In a large open room called the agora the Greek word for marketplaceanother group of second-graders and kindergartners worked in groups in a rope-jumping game.
For example, to learn about photosynthesis, students might act out the process at one station, read about it at another station, and at others, sing about photosynthesis, chart its processes, discuss plant and human life cycles, and, finally, reflect on events that have transformed their lives, just as chloroplasts transform the life cycle of plants.
Thomas Armstrongexecutive director of the American Institute for Learning and Human Development, shares the following example of MI integration when teaching about the law of supply and demand in economics: This might involve team teaching, using all or several of the intelligences in lessons, or asking student opinions about the best way to teach and learn certain topics.
Science lessons are incorporated into the naturalist intelligence program. Their experiences indicate that teachers need not incorporate every single form of intelligence into every lesson. A student who has well-developed ability in the spatial domain should not always be encouraged to create visual representations instead of writing.
Also, if teachers themselves used their teaching style as a multiple intelligences vehicle, this would help a lot. An aesthetic approach to introducing new material might involve watching a movie that introduces a historic event, discussing artwork of a specific period, or responding to poetry read aloud.
In music, creative writing, dance, and visual arts classes, students perform tasks that actual artists, musicians, and writers undertake.
In a visual arts class, for example, students may work on portraiture for several weeks, learn how to work with different media, study portraits of recognized artists, and, ultimately, create, display, and reflect upon a final work, using all the principles and skills they have acquired.
Here are examples of how these approaches look in action:iClicker is the market-leader in student and audience response systems for Higher Education, recognized for ease-of-use, reliability, and focus on pedagogy.
Essay and objective exams are both good ways to evaluate a student’s level of knowledge. TRUE Both objective and essay test items. How Do You Answer a Question in Essay Format?
A: Quick Answer. According to the The Online Writing Lab (OWL) at Purdue, a good essay is focused, organized, supported and packaged.
If there are multiple questions, all questions are read in order to determine the order in which to answer them. Keywords identify what the question is actually. The chart below outlines 4 main types of essay questions, the verbs/cues that indicate the type of essay question and its purpose, and the strategy to be used to answer it.
ESSAY QUESTION -- TYPE VERBS / CUES. In answering "why", your essay explains its own significance. Although you might gesture at this question in your introduction, the fullest answer to it properly belongs at your essay's end. If you leave it out, your readers will experience your essay as unfinished—or, worse, as pointless or insular.
Multiple Choice Test Taking Tips Tips on answering multiple choice questions Read the question before you look at the answer. Come up with the answer in your head before looking at the possible answers, this Essay Test Tips-Help Read the directions carefully; pay close attention to whether you are supposed to.Download