Packing Slip 
item |
Purposeful Learning Through Multiple Intelligences |
contact |
Mary Al-Saleh (Mesa Community College) drmaryalsaleh@cox.net |
college(s) |
Mesa Community College |
discipline(s) |
Nursing Education |
summary |
This project explored the educational theory of multiple intelligence developed by Howard Gardner. Participants learned of seven intelligences and how they could be applied to specific disciplines. |
details |
This course was a 6 day intensive workshop which engaged participants in Howard Gardners theory of Multiple Intelligences. Faculty from all sectors were represented, elementary, middle, high-school and college. The diveristy of the group was enriching and powerful. The course began with detailed information about the nature of intelligence and various individual learner differences. Participants engaged in self reflection and introspection. Research tools and surveys were utilized as each participant explored and developed an understanding of their unique intelligence. The Teele Inventory of Multiple Intelligences provided participants with information about each of 7 intelligence patterns. The TIMI data scoring sheet provided a visual graphic of what a participants unique intelligence preferences were. Considerable time was spent exploring the various intelligences and discussions about the intelligences took place as they related to famous people in history such as Einstein, Poe, Martin Luther King, etc. Hands on practical experiences were explored, practiced and developed over the workshop period. ------------------------------------------------------------ Outcomes: In a paragraph or two describe what worked well. Did you accomplish your objective(s)? Were you able to complete your summer project as written? If not, what did you modify and why? What did not go as well as expected, if anything? Were there any surprises? Note: Use the questions as guides for your outcomes. Do not include detailed list of workshops attended, speakers who presented, or a list of items you have seen, heard, or read. ------------------------------------------------------------ I was able to meet the specific program objectives as detailed in the course syllabus. The course was conducted through multiple action-research activities. Classroom participants were actively engaged throughout the entire class period. Projects were constructed during course time and presented and critiqued by the class membership. What worked very well in this course was the use of time. Each day was designed to cover specific course objectives and we were given the resources to complete the tasks. I really enjoyed this learning environment as well as the various reading assignements all geared to a better understanding of multiple intelligences and their effects on teaching and learning. ------------------------------------------------------------ Professional Growth: Your own professional growth is a large part of your project. Your professional growth is important to you, your students, your college, and possibly other colleagues. How did project affect you professionally? What skills did you learn? What environments were you working in and how might your summer project influence your teaching or other responsibilities? Did you gain a different perspective? Was it professionally valuable for you? ------------------------------------------------------------ I am so grateful that I was able to attend participate and complete this summer project. What I learned helped to confirm some of my beliefs about adult learning, and learning that affects multiple senses, hearing, seeing, analyzing etc. I have never had a class that specifically addressed the theory of multiple intellegences, yet in my gut I always believed there had to be an explanation for how learners learn and why some learners learn best with certain applications. I found that the skills I learned in this summer project had a profound effect on how I will structure future class activities, and even the layout of my classroom. I learned about "centers" where students explore course information by utilizing various frameworks. For example, when I teach vital signs to my students this fall I plan to impliment multiple intelligence "centers." Each center will explore the content area of vital signs with various distinctions,the Logical-Mathmatical center will record vital sign patterns and determine if the vital signs are normal. The Interpersonal center will instruct students in how to take the vital signs, The bodily-kinesthetic center will take vital signs after someone has walked, run or jumped in place for 1 minute, to see the effects of movement on the vital signs. At the musical-rhythmic center, student will have a drum and tap out the sound of the pulse while another sings lub-dub. I also want to do a pre-test,post-test multiple intelligence test during the first and last week of school. I think this will help students appreciate their various strengths as well as the strengths and intelligences of their peers. I would really enjoy learning more about multiple intelligence and becoming an expert. ------------------------------------------------------------ Dissemination: How will you share this information with your colleagues, department, students, or college? ------------------------------------------------------------ This fall I plan to give faculty at my campus a brief inservice about multiple intelligence theory. I will administer a simple Multiple Intelligence test and demonstrate the use of centers. Note! As a professional courtesy to the owner of this package, if you use some aspect of this package or have some thoughts about it, please share your feedback via the comments form below. |
web links |
http://www.mcli.dist.maricopa.edu/fpg/ |
shareback |
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extra |
Last modified: Jul-06-2006 Date created: Jun-12-2006 Visitor count: 3726 Dublin Core Metadata record  This package is included in the Faculty Professional Growth Summer Project Reports special collection. |
Maricopa Learning eXchange
http://www.mcli.dist.maricopa.edu/mlx/slip.php?item=01810
