Walter McKenzie Gloucester County Public Schools Summer 2006

Walter McKenzieGloucester County Public Schools

Summer 2006

Multiple Intelligences and Instructional Technology:

The Mysterious Mind

What is1 + 5?2 + 4?3 + 3?4 + 2?5 + 1?

Now repeat “6” silently for 15 seconds.

Quick! Think of a vegetable!

You thought of a carrot? Right?

If so, you responded the same as 98% of the population!

If not, you’re among the 2% who think differently!

The Mysterious Mind

“Never trust a dog to watch your food.”

Patrick, age 10

“When your dad is mad and asks you, "Do I look stupid?" don't answer him.”

Michael, 14

The Mysterious Mind

“You can't hide a piece of broccoli in a glass of milk.”

Armir, 9

“Puppies still have bad breath even after eating a tic tac.”

Andrew, 9

The Mysterious Mind

“Never try to baptize a cat.”Eileen, 8

“Never hold a dust buster and a cat at the same time.”

Kyoyo, 9

The Mysterious Mind

We now understand that learning is highly experiential.

To support learning, technology has to be an extension of human experience

Wonder Moments

Those moments of learning which stay with us for a life’s time.

“I would have to say one of the most memorable moments of my education came when I was in the third grade. I remember vividly that as we were learning our handwriting, my teacher, Mrs. Schwartz (loved her) took us outside to practice our letters by writing them in the moist sandbox. I remember thinking that it was amazing that I could take something so concrete such as how to write the cursive alphabet and have fun doing that in the sandbox. Before then, it was as if the two concepts could not be related.”

Niki Kigerl, Aurora Colorado

Wonder Moments

“My ‘wow’ moment actually came as a I was 5th grade teacher. As I was teaching a geometry lesson, I ran across a visual explanation of how a triangle measures 180 degrees.The moment that I realized the relationship and how it could be demonstrated in a hands on activity, my mind hyperspaced to how I could relate this to other math objectives that I had been trying (unsuccessfully) to show the students. I got as excited as the kids did!”

Linda Villarreal, San Antonio Texas

Wonder Moments

“Mrs. Strelich was my 5th grade teacher. During our studies of the California Gold Rush, she would bring equipment that was used to pan for gold. We would go outside in the playground and actually pan for gold (little rocks that she painted gold). During the week we would earn gold for assignments completed. Everyone worked so hard to earn gold. It was the most fun time I have ever had at school. We wrote reports, colored maps, panned for gold. It was spectacular!! I will never forget it.”

Kristi McCreedy, Bakersfield California

Wonder Moments

“I attended Millsaps College in Jackson, Mississippi. As a freshman I took an interdisciplinary course in humanities called "Heritage." We met five days a week and twice on Tuesdays and Thursdays. Dr. Sallis led our group discussions on Friday mornings and connected the dots for me. We took a period of time in history and studied more than just what was happening in Western civilization. We studied all of the art, philosophy, religion, and music for that period of time. It was the most important class I ever took. My fires for learning were finally lit.”

Lisa Reese, St. Francisville Louisiana

Wonder Moments

“My most rewarding learning experience dates back to the fall of 1989. Growing up in post-war Germany, the Berlin Wall was as much a part of the German history as Beethoven, Wagner or Goethe. That fall, sitting in my dorm room, watching the evening news, I watched my fellow countrymen take down the wall. I had started my studies in Journalism, only a month before the fall of the Berlin Wall. Comparing the US news reporting to the reports I was receiving from my parents and friends in Wiesbaden, I discovered how the cultural background of the reporter influenced a viewpoint.”

Udo Fluck, Missoula Montana

Wonder Moments

Do all minds think alike?

Do great minds think alike?

And should they?

Thinking DifferentlyVerbalIs there another word for synonym?

LogicalShow me a man with both feet firmly on the ground, and I'll show you a man who can't get his pants off.

VisualIt's not an optical illusion. It just looks like one.

MusicalI wrote a song, but I can't read music so I don't know what it is. Every once in a while I listen to the radio and I say, "I think I might have written that."

Thinking Differently

Kinesthetic What would a chair look like if your knees bent the other way?

NaturalistHow much deeper would the ocean be if sponges didn't live there?


IntrapersonalThey told me I was gullible.... and I believed them.

InterpersonalOne nice thing about egotists... they don't talk about other people.


ExistentialIsn't Disney World a people trap operated by a mouse?


Dear Walter,

I am very glad I found your web page. We all would like to think we are smart. Could you help me with three problems I have? One, I think ALL the time but noise like T.V. and radio distract me. Two, I can look at anything and see it in three dimensions. And three, I always am looking on things that relate in forms and genealogies. I want to believe I have some smarts. I am a dreamer, a visionary, a futurist, yet cannot use those talents to their fullest ability. I am fifty-six years old and retired. Do you think I am different than the "normal" crowd and why. You answer is very important to me. Even if your answer is negative it cannot hurt my feelings.....

-Paul

Students like Paul never fit the “one-size-fits-all” ideal

of the industrial age.

Their orientation to the world required teaching and learning tools that

were not available.

A nation of farmersMost people were not educated and never strayed far from their place of birthLearning a skill was the standard

M.I. would have had no relevance in the Agricultural Age

The assembly line became the metaphor for this eraOne size fits allEducation was the means to provide a standardized citizenry

M.I. would have questioned the assumptions of the Industrial Age

Our eyes have been opened by brain researchTechnology is transforming how society functionsThere is no longer one “right” way to succeed

M.I. is the perfect paradigm for the Information Age

Do you teach the way you were taught?

Do you teach to your intelligence strengths?

Which intelligences do you need to target more conscientiously?

How well can you gauge the intelligence strengths of others?

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The Power Of Design Business WeekMay 17, 2004

IDEO redefined good design by creating experiences, not just products. Now it's changing the way companies innovate


Kaiser nurses, doctors, and facilities managers teamed up with IDEO's social scientists, designers, architects, and engineers and observed patients as they made their way through their medical facilities. At times, they played the role of patient themselves.


Together they came up with some surprising insights. IDEO's architects revealed that patients and family often became annoyed well before seeing a doctor because checking in was a nightmare and waiting rooms were uncomfortable. They also showed that Kaiser's doctors and medical assistants sat too far apart.


People, especially the young, the old, and immigrants, visit doctors with a parent or friend, but that second person is often not allowed to stay with the patient, leaving the afflicted alienated and anxious. Patients also hate examination rooms because they often wait alone for up to 20 minutes half-naked, with nothing to do.


Kaiser realized its long-range growth plan didn't require building expensive new facilities. It realized that seeking medical care is is a social experience. So it needed to offer comfortable waiting rooms and a lobby with clear instructions on where to go; larger exam rooms with space for three or more people and curtains for privacy.


How does IDEO do it? Techniques such as

bodystormingbehavioral mappingquick and dirty prototypingdeep divesunfocus groupsshadowingbe your customer


IDEO sent AT&T Wireless managers in San Francisco to find a CD by a certain Latin singer, a Walgreen's that sold its own brand of ibuprofen, and a Pottery Barn catalog. It was too difficult to do with their mMode service; they used newspapers and phone books instead.


"Even teenagers didn't get it," says Duane Bray, of IDEO. As a result AT&T Wireless came up with a new mMode platform organized like a Web browser's favorites. A consumer can make up an individualized selection of sites, such as ESPN or Sony Pictures and ring tones. Nothing is more than two clicks away.


An mMode Guide on the page allows people to list five places - a restaurant, coffee shop, bank, bar, and retail store - that GPS location finders can identify in various cities around the U.S. Another feature spotlights the five nearest movie theaters that still have seats available within the next hour.


Stanford University has just committed to raising $35 million so that IDEO can create a "D-school," a new design school that may one day match Stanford's famed B-school. Stanford professors in business, engineering, social sciences, and art will teach there.


What assumptions have we made about schools and technology?

What could we discover about our end-users and their experience?


Do we make technology a natural extension of how children learn?

Do we make technology a seamless extension of how and what we teach?


Do we get in the way of students & technology?

What happens if we let go and allow technology to empower students?


Why can’t one definition of intelligence address all

learners in today’s classroom?

Because if the only tool you have is a hammer…

…everything around you

looks like a nail.

But…..

…..is technology just another tool for instruction?

Other Popular Tools

TextbookChalkboardOverhead projectorTape recorder/playerTV/VCR

Addresses all facets of human cognitionAccommodates multiple forms of communicationBreaks down boundaries of time and spaceCan transform the classroom

How is Technology Different?

If the human mind has an operating system, Gardner’s model is the manual that attempts to explain how it runs.

Thinking Technologically

It’s time to rethink technology in terms of how we connect with our end users.

Thinking TechnologicallyVerbal

Word processing, desktop publishing, email

Logical

Spreadsheets, search tools, WebQuests

Thinking TechnologicallyVisual

Slide show, web site design, digital video

Musical

Multimedia, digital recording, scavenger hunt

Thinking TechnologicallyKinesthetic

Video game, digital probe, assistive technology

Naturalist

Database, digital scrapbook, semantic mapping tool

Thinking TechnologicallyIntrapersonal

Online surveys, digital portfolios, real time projects

Interpersonal

Chat, collaborative projects, videoconferencing

Thinking Technologically

Existential

Simulations, virtual communities, blogs, wikis, virtual field trips

In our hands, technology is not just

another classroom tool;it connects all the

intelligences and becomes a path to authentic learning.

The Story of Jamie

Productivity Tools

Web Resources

Time and Space

Communication

Asynchronous

Synchronous

Affordances of Technology

Task Oriented

Problem Solving

Integrated

Self Contained

Collaborative

Real Time

Types of Projects

Finney’s Daily Problems

Idit-a-Hunt

Online Quiz

Ten Math Worksheets

Online Jigsaw Puzzle

Task Oriented

Dream a Dream – Reach a Goal

Support Your Musher

Iditarod WebQuest

Irene Shirley’s WebQuest

Who Wants to be a Millionaire?

Problem Solving

Zuma’s Paw Prints

Sue Smith’s Units

Stone Fox

Mrs. O-VD’s Iditarod Adventure

Mrs. Morgan’s Iditarod Adventure

Integrated

Iditarod Unit

Race Across Alaska

Mathline

Woodsong

Dogsledding 101

Self-Contained

Talk Forums

Blogging

Email

Iditarod Board Game

5th Grade Project

Collaborative

Tilford on the Trail

AlaskaCam

Idita-Read

Anchorage Daily News

eIditarod Project

Real-Time

Planning Process

Learner

Objective

Intelligence

Technology

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Domains

Unit Model

Theme

Based on your curriculum,what is a key conceptthat is ripe for enduring understanding?

Theme

CyclesFrontiersNetworksChangeDecisionsGoalsConstructionPatternsHeroesChoices

Theme

SolutionsStandardsCommunitiesToolsBoundariesConflictPredictionsJourneysSensesCommunicatio

n

Big Idea

Theme

Core ideas that are not confined to what students are currently studying; they are transferable to all kinds of learning contexts and can be applied to new learning to create new understanding…

Big Idea

Heroes are defined bytheir circumstances.

Change is constant.

Patterns lead us to answers.

Asking the question requires curiosity; answering the question requires courage.

Big Idea

Theme/Big Idea

Need to Know

Open-ended questions that explore the nature of the enduring understanding; “big picture” questions that help students gain a deeper understanding of concepts…

Need to Know

What is a frontier?

How do you know when a job is successful?

When can an opinion be wrong?

Can there be an effect without a cause?

Need to Know

Theme/Big Idea

Need to Know

Objective(s)

State Standards

Theme/Big Idea

Need to Know

Objective(s)

State Standards

Mapping to the Mind

Mapping to the Mind

Tied to the learning objectiveTask-orientedProcess-basedNatural (not forced)Overlapping (not in isolation)Promote higher levels of BloomFill in gaps in enduring understandings

Theme/Big Idea

Need to KnowObjective(

s)State Standards

Verbal

Logical

Visual

Musical

Inter

Intra

Bodily

Natural

Exist

Mapping to the Mind

Verbal/Linguistic

ReadWriteSpeakWord studyWord gamesWord puzzlesPublish original work

Word Processing

Mathematical/Logical

EstimatePredictReasonProblem SolvingLogic PuzzlesBrain TeasersMysteries

WebQuest

Visual/Spatial

ArtDesignMapChartGraphImagineSimulate

Desk Top Publishing

Musical/Rhythmic

ListenPatternPoetryLyricsMusicSongsSounds

PowerPoint

Interpersonal

ShareDiscussCollaborateCoordinateCampaignAdvertisePersuade

Synchronous Chat

Intrapersonal

FeelingsValuesAttitudesStandardsJusticeFairnessSocial Issues

Digital Portfolio

Bodily/Kinesthetic

BuildRepairPerformDanceAct ImproviseExperiment

Input devices

Naturalist

SortFilterClassifyOrganizeCategorizeIdentify attributesBuild hierarchies

Spreadsheet/Database

Existentialist

EthicsAestheticsPhilosophyExistencePerspectiveSummarizeCommunity-building

Virtual Field Trip

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TVL

ML

VS

BK

MR

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Notes

Procedure

Objective

Materials

Assessment

Technology

VL=Verbal/Linguistic ML=Mathematical/Logical VS=Visual/SpatialBK=Bodily/Kinesthetic MR=Musical IE=InterpersonalIA=Intrapersonal NT=Naturalist EX=Existentialist

OPP

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Objective

Analyze the elements of a Shakespearean soliloquy including rhyme, meter and content.

Procedure

Study the form and content of a soliloquy from the Merchant of Venice as an example.

Product

Analyze a second soliloquy from Shakespeare, contrasting the two soliloquies in terms of rhyme, meter and content.

Intelligences

musical/rhythmic, verbal and logical



Bloom

application and analysis



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Use indicators for degrees of success that are highly descriptive and include numerical weights so students can see differentiated levels of success.

Identify the intelligences you are using for each of the criteria on your rubric; it will help you determine if your assessment values the same intelligences your objectives intended.

Write exemplars that clearly state concrete, observable examples for each indicator.

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Present the rubric to students before they begin their task so they keep in mind the criteria for completing the task successfully.

Have students complete the rubric on their own work in progress, then share their perceptions with you before you complete the rubric on their product.

Create the rubric using a spreadsheet template so that it is easy to fill in, calculate, print out or include as part of a digital portfolio.

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Unsatisfactory1

Satisfactory2

Excellent3

Total

Degrees of Success

Criteria

Exemplars

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Create a presentation that states the colonists’ grievances against the King with at least seven specific references made to actual events that occurred between 1763 and 1775, in a clean, easy to follow format…

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Unsatisfactory1

Satisfactory2

Excellent3

Total

Selected an effective medium to complete the task. (Visual)

Did not display grievances.

Displayed grievances.

Displayed grievances in a compelling, forceful way.

Created presentation in a clean, easy to follow format. (Verbal)

Messy, hard to read or understand.

Presentation was clean, neat and easy to follow.

Presentation was clean, easy to follow and provided a greater understanding

Included 7 or more events that occurred between 1763 and 1775. (Logical)

Presentation contained fewer than 7 events or contained fictional events.

Presentation included 7 historic events that occurred from 1763-1775.

Presentation included more than 7 historic events between 1763 and 1775.

Explained how each event was a justified grievance from the colonists’ point of view. (Intrapersonal)

Listed events without explaining their impact on colonists.

Explained how each event was a justified grievance from the colonists’ point of view.

Explained how each event was justified and showed how each event built on previous resentments.

Presented the final product to the class successfully.(Interpersonal)

Presented an incomplete or inaccurate presentation.

Presented a presentation that successfully explained the colonists’ grievances.

Presented a presentation that successfully explained the colonists’ grievances and successfully answered questions

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Identify your degrees of success

State your criteria

Craft your exemplars

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Documents

Walter McKenzie Gloucester County Public Schools Summer 2006