Gardner's Multiple Intelligences Howard Gardner of Harvard has identified seven distinct intelligences. This theory has emerged from recent cognitive research and "documents the extent to which students possess different kinds of minds and therefore learn, remember, perform, and understand in different ways," according to Gardner (1991). According to this theory, "we are all able to know the world through language, logical-mathematical analysis, spatial representation, musical thinking, the use of the body to solve problems or to make things, an understanding of other individuals, and an understanding of ourselves.
The Center for Effective Learning - Susan Kovalik & Associates, Inc. - Educational Professionals Technology and Multiple Intelligences What are the multiple intelligences? What do they have to do with technology? How can I incorporate these ideas into teaching and learning? In his 1983 book called Frames of Mind, Howard Gardner of Harvard University identified seven intelligences we all possess. Because our understanding of the brain and human behavior is constantly changing, the number of intelligences is expanding. Two to three new intelligences had been added recently. Read Concept to Classroom: Multiple Intelligences.This web project answers a series of common questions about Howard Gardner's Multiple Intelligences. Go to Project Zero to learn more about Howard Gardner's projects at Harvard. Originally, Gardner developed the list as a theoretical model about the psychology of the mind, rather than a practical way to address individual differences. Read The Key Learning Community: Cultivating "Multiple Intelligences" from Edutopia. Currently, Howard Gardner has identified nine intelligences. Multiple Intelligence
MI Intro ONE OF THE MOST COMPELLING, yet controversial new approaches to education reform is Multiple Intelligences Theory, or MI. Conceived of by Howard Gardner of the Harvard Graduate School of Education and Harvard Project Zero, MI first swept the worlds of education, cognitive science and developmental psychology in 1983 with the publication of Gardner's treatise, Frames of Mind. In the decade since Frames, the work of Dr. What is the the traditional view of intelligence? I'd like to examine other reform styles. EdWeb: Exploring Technology and School Reform, by Andy Carvin. The Model>Principles of Learning: Summary The latest gains in the field of brain research cast a new light upon the learning process, which impacts curriculum design, teacher preparation, and classroom practices (Bransford, Brown, & Cocking, 1999). The model we have developed to illustrate the Principles of Learning, which we consider to have a significant influence upon knowledge acquisition, skill enhancement and competence development when applied to both classroom settings and communities, has evolved from developments in the study of learning. Knowing how humans learn has helped us design the model we propose, which demonstrates the practical applications of research into educational settings. A variety of research approaches and techniques have been developed that seek to alter the old conceptions about learning and focus on learning with understanding. First and foremost, the student is Actively Involved and participates in his or her instruction.
AAAS - Project 2061 - Math, Science, Technology and 'Habits of Mind' By Evelyn Porreca Vuko Special to The Washington Post Tuesday, September 29, 1998; Page D04 Newton’s in the kitchen putting crayons in the blender. He’s inventing a new color. Success, he believes, hinges on adding just the right amount of bright red oil-based house paint. Teacher Says: Help Newton and other elementary-age kids develop a scientific habit of mind. "You don’t have to be a rocket scientist to think like one," says research astronomer and former astronaut George "Pinky" Nelson. The first step is to dump some old attitudes and habits, such as thinking math and science are so hard or that you can only do well if you have a certain "aptitude." "In fact, physics can be fun," he says. Gerry Wheeler says we need to stop the name-calling. Then, bite back the pat answers in favor of asking the right questions. A scientific habit of mind is further stimulated by inviting theories. He suggests a game called, "What’s Out of Place?" It also launches self-esteem to a higher orbit.
Constructivist Theory A major theme in the theoretical framework of Bruner is that learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge. The learner selects and transforms information, constructs hypotheses, and makes decisions, relying on a cognitive structure to do so. Cognitive structure (i.e., schema, mental models) provides meaning and organization to experiences and allows the individual to "go beyond the information given". As far as instruction is concerned, the instructor should try and encourage students to discover principles by themselves. Bruner (1966) states that a theory of instruction should address four major aspects: (1) predisposition towards learning, (2) the ways in which a body of knowledge can be structured so that it can be most readily grasped by the learner, (3) the most effective sequences in which to present material, and (4) the nature and pacing of rewards and punishments. Application Example Principles References
Constructivist Teaching and Learning Models Constructivism is an approach to teaching and learning based on the premise that cognition (learning) is the result of "mental construction." In other words, students learn by fitting new information together with what they already know. Constructivists believe that learning is affected by the context in which an idea is taught as well as by students' beliefs and attitudes. Constructivist teaching is based on recent research about the human brain and what is known about how learning occurs. Caine and Caine (1991) suggest that brain-compatible teaching is based on 12 principles: "The brain is a parallel processor" (p. 80). References info@ncrel.org Copyright © North Central Regional Educational Laboratory.
Constructivist Learning Design Paper Teachers and teacher educators make different meanings of constructivist learning theory. At a recent retreat with facilitators of learning communities for teachers who were studying in a Masters of Education program, we were talking about our common reading of The Case for Constructivist Classrooms (Brooks & Brooks, 1993). We asked the ten facilitators to answer this question, "What is constructivism?" The results were interesting because all of their definitions were quite different and reflected their own understanding of the term and the text. We are proposing a new approach for planning using a "Constructivist Learning Design" that honors the common assumptions of constructivism and focuses on the development of situations as a way of thinking about the constructive activities of the learner rather than the demonstrative behavior of the teacher. This brief overview above indicates how each of these six elements integrate and work as a whole, but all need further explanation: 1. 2.
Brain Connection » Powered by Posit Science - Your Brain Health Headquarters Learner-Centered Teaching: Postsecondary Strategies That Promote "Thinking Like A Professional" Find using OpenURL Learner-Centered Teaching: Postsecondary Strategies That Promote "Thinking Like A Professional" Abstract The Learner-Centered Psychological Principles (LCPs) provide a holistic framework that integrates social constructivist and cognitive theories, as well as motivational and individual differences theories. Incorrect username or password. Please select your institution to authenticate with Shibboleth.
Robert Glaser, Cognitive Psychologist and Expert on Student Testing, Dies at 91 The cause was complications of Alzheimer’s disease, said a spokesman for the Learning Research and Development Center, which Dr. Glaser helped found in 1963. Dr. Glaser was probably best known for promoting a kind of standardized test that became the norm for the federal government’s National Assessment of Educational Progress, the state-by-state evaluation commonly known as The Nation’s Report Card. The method, which he did not invent but championed, and coined as “criterion-referenced testing,” measured not just what students knew but how well they were learning. It became the standard testing system for the periodic “Report Cards” exams in math, reading, history and science given to 4th, 8th and 12th graders throughout the country. Dr. In 1987, when the Department of Education asked the National Academy of Education to critique the Report Card system, Dr. Diane Ravitch, a policy analyst and historian of education who quoted Dr. Colleagues and family said Dr. Dr. Dr. But Dr.