LearningThryGroupD

=Learning Theories: Group Assignment Group D Multiple Intelligences Theory=

Each group should do reading and research about their assigned theory, including the following sections in their wiki-based report:

**describe what the underlying ideas about learning are for this theory**
Multiple intelligences theory was proposed by Howard Gardner in 1983 in order to accurately define the concept of intelligence. This theory addresses whether measuring intelligences is actually scientifically based. From the 8 primary intelligences a person may excell in one category or another. A person is not limited to a category.

Constuctivism works with the "schema" of the brain. How the process of thinking is working. Multiple Intelligences theory is like this in a way that it works with the different ways of thinking. MIT has different categories of learning and each child is in their own category. You need to teach to their category not the category your most comfortable in learning/teaching in. The difference is that with MIT there are 8 categories and a child is not put into just one. The child may learn in many different ways and can get addressed in many different ways.
 * compare/contrast this theory with at least 2 others**

Experiential Learning is based on previous experience. For example a person would do an activity, reflect on it, and then try to apply what they know by their past experience. With MIT the learning is not so much doing things by experience but by from what they know and can do. They do what makes it easier for them. For example some are hands on learners or visual learners so they need that interaction. The student/learner may know their way of learning from previous experience though.

Dr. Howard Gardner social theoristsVygotsky
 * include pictures of the various theorists**

Educational Implications
Here is a list of activities that speak to each intelligence.
 * 2-3 teaching methods that reflect your constructivist or objectivist theory

declarizing storytelling retelling speaking debating presenting reading aloud dramatizing book making nonfiction reading researching listening process writing writing journals || problem solving measuring coding sequencing critical thinking predicting playing logic games collecting data experimenting solving puzzles classifying using manipulatives learning the scientific model using money using geometry || graphing photographing making visual metaphors making visual analogies mapping stories making 3D projects painting illustrating using charts using organizers visualizing sketching patterning visual puzzles || hands on experiments activities changing room arrangement creative movement going on field trips physical education activities crafts dramatizing using cooperative groups dancing ||
 * **Verbal-Linguistic** || **Logical-Mathematical** || **Visual-Spatial** || **Bodily-Kinesthetic** ||
 * choral speaking

rapping playing background music patterns form playing instruments tapping out poetic rhythms rhyming singing || classroom parties peer editing cooperative learning sharing group work forming clubs peer teaching social awareness conflict mediation discussing cross age tutoring study group brainstorming || personal response individual study personal goal setting individual projects journal log keeping personal choice in projects independent reading || reading outside cloud watching identifying insects building habitats identifying plants using a microscope dissecting going on a nature walk build a garden studying the stars bird watching collecting rocks making bird feeders going to the zoo ||
 * **Musical** || **Interpersonal** || **Intrapersonal** || **Naturalistic** ||
 * humming

Technology Implications
media type="custom" key="8297516" This is a great PowerPoint that shows how to incorporate technology in with Gardner's Multiple Intelligences

"The price of technology continues to drop and the capacity to store and transmit data will explode even more than it has in the past. As a result, classrooms of tomorrow will use various forms of technology on a routine basis. The kinds and quantity of information at a student's fingertips (literally and figuratively) will ratchet up expectations for how problems are solved and research is done at every level, from grade 3 through graduate school. This increased use of technology will not diminish the role of the teacher. Indeed, as Edward Hallowell points out, "the human moment" (January-February 1999 Harvard Business Review), a face-to-face interaction, becomes even more important when so much of our time is spent communicating with and through an electronic device (true with adults, even more true with children). Good teachers will remain the key to a student learning, but they will routinely rely on a host of technological tools. Technology will continue to be cheaper, more powerful, and more pervasive." - New Horizons for Learning

Click on the following websites to learn more about Gardner's Multiple Intelligences and Technology.

Multiple Intelligence and Technology

New Horizons for Learning

Teachers in Technology

Articles: 2-3 Journal Articles from ERIC
For each article provide the following:
 * Proper bibliographic citation (APA)
 * Summary of article
 * Your opinion about the ideas in the article

Multiple Intelligence for Every Classroom
This article is a great reference for anyone to be able to learn about the Multiple Intelligence Theory defined by Gardner. The author defines each intelligence area, discusses how teachers could use different strategies in the classroom by using the different intelligences, and describes how teachers might expand their assessment to match the needs of the students with different intelligence areas. The article provides different examples for teachers to see how they could differentiate their instruction to meet their students’ needs. Teachers could format their own list of activities using the example provided. It also provides its readers with a survey that could be used to determine his/her areas of strength.

Stanford, P. (2003). Multiple intelligence for every classroom. //Intervention in School and Clinic//, //39//(2), 80-5.
 * Reference:**

Multiple Intelligence for Every Classroom
 * Link:**

An Analysis of Gardner’s Theory of Multiple Intelligence
This article provides information about the different areas of Gardner’s Multiple Intelligence Theory. Within this article, the author compares each of the MI areas with cognitive styles. This article is informative and would be a good resource for someone who is just learning about the Multiple Intelligence Theory.

Morgan, H. (1996). An analysis of gardner's theory of multiple intelligence. //Roeper Review//, //18//, 263-9.
 * Reference:**

[|An Analysis of Gardner's Theory of Multiple Intelligence]
 * Link:**

Presentation:
Find a relevant presentation about the assigned theory / theorician on [|http://slideshare.net] and embed it below.

media type="custom" key="8273412"

Find a relevant video on YouTube and embed it here.

media type="custom" key="8273464"

Concept Map

 * Provide a concept map that integrates the information you've located into a visual drawing using one of the Concept Mapping applications that will be demonstrated in class.
 * Your map must include at least 2 hyperlinks to relevant textual resources, 1 hyperlink to a relevant video, clipart/images to make the concept map visually attractive, and appropriate coloring/organization to clearly showcase the ideas.