Addressing Multiple Learning Styles in Assignment Design

Addressing Multiple Learning Styles in Assignment Design

Lynn WrightPasadena City College

I have a general understanding of Multiple I have a general understanding of Multiple Intelligences and how to apply it in the Intelligences and how to apply it in the

classroom.classroom.

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1.1. Strongly agreeStrongly agree

2.2. AgreeAgree

3.3. DisagreeDisagree

4.4. Strongly disagreeStrongly disagree

5.5. Don’t knowDon’t know

Learning Outcomes Learning Outcomes

Understand the concept of Multiple Understand the concept of Multiple Intelligences (MI)Intelligences (MI)

Relate class activities and assessments to Relate class activities and assessments to Multiple Intelligences Multiple Intelligences

Create a lesson incorporating MI Create a lesson incorporating MI

Multiple Intelligences (Gardner)Multiple Intelligences (Gardner)

““Intelligence is displayed, discovered, and Intelligence is displayed, discovered, and developed through the context of developed through the context of meaningful, culturally significant activities.” meaningful, culturally significant activities.”

Howard Gardner

Who said that “Intelligence is displayed, Who said that “Intelligence is displayed, discovered, and developed through the context of discovered, and developed through the context of

meaningful, culturally significant activities”? meaningful, culturally significant activities”?

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1.1. John SmithJohn Smith

2.2. Jackson BrowneJackson Browne

3.3. Howard GardnerHoward Gardner

4.4. Ava GardnerAva Gardner

Seven IntelligencesSeven Intelligences

LinguisticLinguistic Logical-MathematicalLogical-Mathematical SpatialSpatial MusicalMusical Bodily-KinestheticBodily-Kinesthetic IntrapersonalIntrapersonal Interpersonal Interpersonal

How many intelligences are there?How many intelligences are there?

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1.1. TwoTwo

2.2. TenTen

3.3. FifteenFifteen

4.4. FiveFive

5.5. SevenSeven

Verbal/Linguistic IntelligenceVerbal/Linguistic Intelligence

Highly developed auditory skills and are Highly developed auditory skills and are generally elegant speakers generally elegant speakers

Think in words rather than picturesThink in words rather than pictures

Skills include listening, speaking, writing, Skills include listening, speaking, writing, story telling, explaining, teaching, using story telling, explaining, teaching, using humor, analyzing language usage, etc.humor, analyzing language usage, etc.

Logical/Mathematical Logical/Mathematical IntelligenceIntelligence

Think conceptually in logical and numerical Think conceptually in logical and numerical patterns making connections between pieces patterns making connections between pieces of information of information

Curious about the world around them, ask Curious about the world around them, ask lots of questions & like to do experimentslots of questions & like to do experiments

Skills include problem solving, classifying Skills include problem solving, classifying and categorizing information, working with and categorizing information, working with abstract concepts, etc.abstract concepts, etc.

Visual/Spatial IntelligenceVisual/Spatial Intelligence

Tend to think in pictures and create vivid mental images Tend to think in pictures and create vivid mental images to retain information to retain information

Enjoy looking at maps, charts, pictures, videos, and Enjoy looking at maps, charts, pictures, videos, and moviesmovies

Skills include puzzle building, reading, writing, Skills include puzzle building, reading, writing, understanding charts and graphs, sketching, painting, understanding charts and graphs, sketching, painting, manipulating images, constructing, fixing, designing manipulating images, constructing, fixing, designing practical objects, interpreting visual imagespractical objects, interpreting visual images

Musical/Rhythmic IntelligenceMusical/Rhythmic Intelligence Tend to think in musical sounds, rhythms, and Tend to think in musical sounds, rhythms, and

patterns patterns

Respond to music Respond to music

May be sensitive to environmental sounds (e.g. May be sensitive to environmental sounds (e.g. crickets, bells, dripping taps)crickets, bells, dripping taps)

Skills include singing, whistling, playing musical Skills include singing, whistling, playing musical instruments, recognizing tonal patterns, composing instruments, recognizing tonal patterns, composing music, remembering melodies, understanding the music, remembering melodies, understanding the structure and rhythm of musicstructure and rhythm of music

Bodily/Kinesthetic Bodily/Kinesthetic IntelligenceIntelligence

Tend to express themselves through movement Tend to express themselves through movement

Tend to have a good sense of balance and eye-hand Tend to have a good sense of balance and eye-hand co-ordination (e.g., ball play, balancing beams)co-ordination (e.g., ball play, balancing beams)

Remember and process information through Remember and process information through movementmovement

Skills include dancing, physical co-ordination, sports, Skills include dancing, physical co-ordination, sports, hands on experimentation, using body language, hands on experimentation, using body language, crafts, acting, miming, using their hands to create or crafts, acting, miming, using their hands to create or buildbuild

Intrapersonal IntelligenceIntrapersonal Intelligence

Try to understand their inner feelings, dreams, Try to understand their inner feelings, dreams, relationships with others, and strengths and relationships with others, and strengths and weaknessesweaknesses

Skills include recognizing their own strengths and Skills include recognizing their own strengths and weaknesses, reflecting and analyzing themselves, weaknesses, reflecting and analyzing themselves, awareness of their inner feelings, desires and awareness of their inner feelings, desires and dreams, evaluating their thinking patterns, reasoning dreams, evaluating their thinking patterns, reasoning with themselves, understanding their role in with themselves, understanding their role in relationship to othersrelationship to others

Interpersonal IntelligenceInterpersonal Intelligence

Try to see things from other people's point of view in Try to see things from other people's point of view in order to understand how they think and feel order to understand how they think and feel

Tend to be organizers, encourage cooperation; try to Tend to be organizers, encourage cooperation; try to maintain peace in group settings maintain peace in group settings

Skills include seeing things from other perspectives Skills include seeing things from other perspectives (dual-perspective), listening, using empathy, (dual-perspective), listening, using empathy, noticing/understanding other people's moods and noticing/understanding other people's moods and feelings, counseling, communicating both verbally and feelings, counseling, communicating both verbally and non-verbally, building trust, peaceful conflict resolution, non-verbally, building trust, peaceful conflict resolution, establishing positive relations with othersestablishing positive relations with others

Developing a UnitDeveloping a Unit

Goal: explore learning through all intelligencesGoal: explore learning through all intelligences Design lessons to approach all intelligencesDesign lessons to approach all intelligences Use range of activities Use range of activities (individual problem solving, (individual problem solving,

working as a team)working as a team)

Assess learning through multiple measuresAssess learning through multiple measures

Backward DesignBackward Design Where are you headed? (outcomes) Where are you headed? (outcomes)

Activities should be Activities should be SMARTSMART

SpecificSpecific MeasurableMeasurable AchievableAchievable RealisticRealistic Time Bound Time Bound

AActivities should be. . .ctivities should be. . .

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0% 1.1. SMARTSMART

2.2. SWOTSWOT

3.3. FRANKFRANK

4.4. SILLYSILLY

5.5. DO-ABLEDO-ABLE

Assessment (multiple measures)Assessment (multiple measures)

Tests must measure what we value Tests must measure what we value (learning outcomes)(learning outcomes)

Every unit should have multiple Every unit should have multiple measures of assessment (e.g., tests, measures of assessment (e.g., tests, essays, presentations, portfolios)essays, presentations, portfolios)

Assessments should have Assessments should have corresponding rubrics corresponding rubrics

Bloom’s TaxonomyBloom’s Taxonomy

Levels go from lowest to highest: Levels go from lowest to highest:

Knowledge EvaluationKnowledge Evaluation

Knowledge = RememberingKnowledge = Remembering Comprehension = UnderstandingComprehension = Understanding Application = SolvingApplication = Solving Analysis = AnalyzingAnalysis = Analyzing Synthesis = CreatingSynthesis = Creating Evaluation = JudgingEvaluation = Judging Benjamin Bloom

Activity: Design a Lesson Activity: Design a Lesson

Select a lesson Select a lesson Identify the lesson’s outcome(s)Identify the lesson’s outcome(s)Choose 3 intelligences to apply to lessonChoose 3 intelligences to apply to lesson Incorporate these 3 intelligences into Incorporate these 3 intelligences into

lesson’s presentation/activitieslesson’s presentation/activitiesDesign outcome(s) assessments that Design outcome(s) assessments that

employ multiple measures employ multiple measures

Teaching ResourcesTeaching Resources http://honolulu.hawaii.edu/intranet/committees/http://honolulu.hawaii.edu/intranet/committees/

FacDevCom/guidebk/teachtip/teachtip.htmFacDevCom/guidebk/teachtip/teachtip.htm

I have a general understanding of Multiple I have a general understanding of Multiple Intelligences and how to apply it in the Intelligences and how to apply it in the

classroom.classroom.

1 2 3 4 5

20% 20% 20%20%20%

1.1. Strongly agreeStrongly agree

2.2. AgreeAgree

3.3. DisagreeDisagree

4.4. Strongly disagreeStrongly disagree

5.5. Don’t knowDon’t know