EDU 416 EDU416 Week 5 Discussion 1 and 2
EDU 416 Week 5 Discussion 1 and 2
Multiple Intelligence Theory [CLO: 2]. 1st Post Due by Day 3. Dr. Howard Gardner, researcher and advocate of the Multiple Intelligence Theory, has proposed three ways that teachers can utilize his theory in the classroom:
- Cultivating desired capabilities and talents in our students
- Approaching a concept, subject matter, or discipline in a variety of ways
c. Personalizing education as we take human differences seriously
What do you think Gardner means? What would these look like when implemented into the classroom and what kind of students would these strategies benefit?
Guided Response: Review and respond to two classmates. Discuss one way that you can personalize instruction in the classroom for your students and share a strategy that can be used to help students develop the use of their intelligences.
Multiple Intelligences: A Case Study [CLO: 2]. 1st Post Due by Day 3. The infusion of Multiple Intelligences theory into the curriculum has been proven to increase student achievement, including improved engagement and performance on standardized tests. However, even with the research, many educators focus on delivering content standards instead of permeating their curriculum with pedagogy that engages students and deepens their understanding of higher order thinking skills. This question has three parts. If your last name begins with A-M, respond to parts 1 and 2. If your last name begins with N-Z, respond to part 3. When responding, be sure to refer to examples, theory, and research from your readings and other sources to support your conclusions.
Part 1: Sarah, a third grader in Mrs. Smith’s class, enjoys coming to school and learning. She is quiet and well- behaved. She does not have very many friends and usually plays alone at recess time. Sarah generally receives average grades in reading and math on her report cards; however, Mrs. Smith thinks Sarah has greater potential and is not applying herself fully. Sarah loves to role play and read aloud in class; however, she struggles with writing.
- How can Mrs. Smith find out what type of learner Sarah is?
- How can she use this information to help Sarah excel in the classroom and go beyond just a basic student?
Part 2: Mrs. Smith’s class just completed a comprehension test on the story they were reading in class. Sarah received a failing grade on this written test. The test was comprised of open-ended questions, multiple choice, and short answers. This grade surprised Mrs. Smith, as Sarah was able to express her knowledge and understanding of the text through class discussions and through collaborative activities.
• Why do you think that Sarah may have received a failing grade on the written assessment and that this does not reflect the knowledge displayed during the discussions and collaborative group assignments?
• What strategies can Mrs. Smith incorporate into her lessons to help Sarah with this disconnect in the future?
Part 3: Mrs. Smith reflected upon her teaching and upon the assessment. She then reflected upon Sarah and the type of learner she tends to be. One thing that she decided was that the test format was not appropriate for Sarah’s learning style and that next time she could offer Sarah part of the test orally to see how she does.
- What is something else that she may have reflected upon?
- How will knowing Sarah’s learning style help Mrs. Smith be a more effective teacher?
- How will you as an educator ensure you know all your students’ learning styles and plan in order to
enhance their intelligences?
Guided Response: Review and respond to two of your classmates’ posts. Try to respond to someone who answered one of the parts different from the one(s) you responded to. Share with them what you learned from their comments and additional ideas you have for Mrs. Smith in the areas of assessment, culture, and learning styles and how they can best be supported or utilized in the classroom.
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