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Introduction
The MATLT prior activity of my choice which demonstrates
attainment of Program Learning Outcome eight and demonstrates the ability to
make informed decisions regarding the use of technology in support of learning
and leadership. I will redesign week six final assignment to EDU 602 using
instructional design principles and theory. Jay, 2011, states projects require
an extensive amount of effort by students in an online course, general
agreement exists among faculty that the team effort should be assessed, graded,
and with feedback provided. The grading should represent both (1) the quality
of the product developed jointly by team, as well as, (2) the degree of
participation and quality of construction by each individual student involved
in the group process. I will include an explanation of which principles and
theory I chose and why. Additionally, I will include a discussion of any design
and implementation challenges experienced during the redesign process.
Prior MATLT Activity of Program Learning Outcome 8
I am discussing the Gardner’s Nine Intelligences of MI Theory. The link to my Bubbl.us: https://bubbl.us/?h=21a3e9/602795/22QqdTIOWoz5.&r=1296347137. According to the article of Kezar (2001), the nine intelligences are as follows: 1). Visual/Spatial-children who learn best visually and organizing things spatially. They like to see what you are talking about in order to understand; 2). Verbal/Linguistic-children who demonstrate strength in the language arts: speaking, writing, reading, listening. These students will be successful in a traditional classroom; 3). Mathematically/Logical-children who display an aptitude for numbers, reasoning and problem solving; 4). Bodily/Kinesthetic-children who experience learning best through activity; game, movement, hand-on-tasks and building; 5). Musical/Rhythmic-children who learn well through songs, patterns, rhythms, instruments, and musical expression; 6). Intrapersonal-children who are especially in touch with their own feelings, values and ideas. These are children that are more reserved; 7). Interpersonal—children who are noticeable people oriented and outgoing and do their learning cooperatively in groups or with partner. These are children which are usually considered “talkative”; 8). Naturalist- children who love the outdoors, animals and field trips; 9). Existentialist- children who learn in the context of where humankind stands in the “big picture” of existence. They are the children that asks questions, “why” or ‘What”. The writer thinks it important to apply MI theory to higher education. Also, that MI theory makes a distinctive contribution to our understanding of teaching and learning and that it should become a theory more commonly applied within in education research and practice.
Principles and Theory Chosen and Why
I will address ways in which children learn according to the nine Intelligences MI theory. When using the nine intelligences, one must incorporate differentiate instruction due to each child’s level of and learning styles. Children must have different method of bring their instruction to the class due to some students may be visual, auditory or kinesthetic learners. Students are coming from very diverse communities and its important t o meets the needs of all students.
Challenges and How They Were Overcome
The area of using technology is where I am not so good in and I have great concerns. Working with the PBWorks, Twitter, and Delicious Accounts were my weakness lies. The web sites where new to me, first time exposure. I have very little knowledge of using the Internet for some of these sites. I was totally lost and my fear mode kicked in. The most challenging part of this program is using the correct APA format and the fear of not understanding what some of the assignment were asking. The professor provided this class with a template to write out a good redesign, but I still had problems getting the concept. The uncertainty was truly making me want to give up because I just knew there was no way for me to make it through this course. I am one of those students that rely on face-to-face setting. I am determine not to give in to my fears, therefore, I am using all the pointer my instructor provided for this course to continue to pull my grade up and be successful in this program.
Solving Problems
The problem was letting my fears take control of my thoughts of and being hesitant about completing this course because this is the second attempt of completing this course prior to graduation. I appreciated the format for the outcomes it helps to make writing less complicated. Using this template has helped the build on my writing skills and gives that assurance I can do this work. It may take a little longer but I can complete the assignments.
Conclusion
In conclusion, I selected a previous MATLT activity and redesigned the assignment to display knowledge of the PLO eight. In the redesign activity I gave example of the principle and theories. However, I discussed the challenges involved with redesigning this assignment and the ways in which I chose to resolve the problem connected with the challenge. The end results will be achieving success using good teaching practices such as Gardner’s Nine MI Theory education learning environment.
REFERENCE
Jay, H. (2011) Assessment of Individual Student Performance in Online Team Project
Journal of Asynchronous Learning Networks, Vol 15 (3) p5-20.
Kezar, A. (2001) Theory of Multiple Intelligences: Implication for Higher Education.
Innovative Higher Education. 26(2). 141.
Original
Nine Multiple Intelligences
According to Dr. Howard
Gardner, human have nine different kinds of intelligence that reflect different
ways of interacting with the world. Each person has a unique combination
or profile. Although we each have all nine intelligences, no two individuals
have them in the same exact configuration, similar to our fingerprints.
Intelligences and intelligence preferences also relate to individuals learning
preferences. While learning styles are often viewed as more acquired and
flexible, intelligence preference models present intelligence as more fixed and
inborn. One of Gardner’s goals is to help educators understand both
the presence and value of all his proposed intelligences in students.
According to the video of
Dr. Gardner, it states the idea of multiple intelligences comes out of
psychology. It’s a theory that was developed to document the facts that
human beings have very different kinds of intellectual strengths and that these
strengths are very, very important in how children learn and how people
represent things in their minds, and then how people use them in order to show
what it is that they’ve understood (State of the Art (Producer), (1997). If
everyone had the same kind of mind there would only be one kind of
intelligence, then we could teach everybody the same thing in the same way and
assess them in the same way, and that would be fair.
However, my personal experience working with children over the past thirteen years has brought me to the realization that not every child learn on the same level nor does he or she has the same learning styles. In my class setting students have different learning styles. I have the responsibility of making sure my classroom lesson plans were differentiated instructions to accommodate all individuals’ needs. There have been times when a student will needed one-on-one teaching. Students with visual impairments have unique educational needs which are most effectively met using a team approach or professionals, parents and students. In order to meet their unique needs, students must have specialized services, books and materials in appropriate media (including Braille), as well as specialized equipment and technology to assure equal access to the core and specialized curricula, and to enable them to most effectively compete with their peers in school and ultimately in society.
Gardner’s intelligence is
the ability to create an effective product or offer a service that is valued in
a culture; a set of skills that make it possible for a person to solve problem
in life; the potential for finding or creating solutions for problems, which
involves gathering new knowledge.
Gardner’s Nine MI (no one
intelligence is more important) with a curriculum of each: (Karten, 2011)
- Bodily/Kinesthetic Intelligence: the capacity to use your whole body or parts of your body (your hands, your fingers, your arms) to solve a problem, make something, or put on some kind of production. The most evident examples are people in athletics or the performing arts, particularly dancing or acting.(P. 33)
- Existential Intelligence: the ability and proclivity to pose (and ponder) questions about life, death, and ultimate realities. .(P. 33)
- Interpersonal Intelligence: the ability to understand other people. It’s an ability we all need, but is especially important for teacher, clinicians, salespersons, or politicians, anybody who deals with other people.(P. 33)
- Intrapersonal Intelligence: having an understanding of yourself; knowing who you are, what you can do, what you want to do, how you react to things, which things to avoid, and which things to gravitate toward. We are drawn to people who have a good understanding of themselves. They tend to know what they can and can’t do, and to know where to go if they need help (P. 33).
- Linguistic Intelligence: the capacity to use language to express what’s on your mind and to understand other people. Any kind of writer, orator, speaker lawyer, or other person for whom language is an important stock in trade has great linguistic intelligence (P. 33).
- Logical/Mathematical Intelligence: the capacity to understand the underlying principles of some kind of causal system, the way a scientist or a logician does; or to manipulate numbers, quantities, and operations, the way a mathematician does (P. 33)
- Musical Rhythmic Intelligence: the capacity to think in music; to be able to parts hears patterns, recognize them, and perhaps manipulate them. People who have strong musical intelligence don’t just remember music easily, they can’t get it out of their minds, and it’s so omnipresent (P. 33)
- Naturalist Intelligence: the ability to discriminate among living things (plants, animals) and sensitivity to other features of the natural world (clouds, rock configurations). This ability was clearly of value in our evolutionary past as hunters, gathers, and farmers; it continues to be central in such roles as botanist or chef (P. 33)
- Spatial Intelligence: the ability to represent the spatial world internally in your mind, the way a sailor or airplane pilot navigates the large spatial, or the way a chess player or sculptor represents a more circumscribed spatial world. Spatial intelligence can be used in the arts or in the science (P. 33)
REFERENCE
Armstrong, T. (2010). Multiple intelligences. http://www.thomasarmstrong.com/multiple_intelligences.htmKarten, T. J. (2011). Inclusion strategies & Interventions. Solution Tree Press
Lever-Duffy, J. & McDonald, J. B. (2011). Teaching and learning with technology (4th
ed.). Boston, MA: Pearson Education, Inc./Allyn & Bacon.
State of the Art (Producer). (1997). Big thinkers: Howard Gardner on multiple intelligences [Video file]. Edutopia. Retrieved from http://www.edutopia.org/multiple-
intelligences-howard-gardner-video
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