Knowing Together

The Pre-Step in the 21^st century idea of Backward Design in curriculum is perhaps the most important part of the process. This step asks teachers to know your curriculum, and know your students. There are many ways to approach both of these tasks, and in this space we will primarily focus on aspects of knowing your students (Drake, Reid & Kiloton, 2011).

Retrieved from: http://www.connectionsacademy.com/

blog/posts/2013-01-18/Understanding-Your-Student-s-Learning

-Style-The-Theory-of-Multiple-Intelligences.aspx

One way of getting to know your students as well as providing them with opportunities to know themselves as learners, is by evaluating their pre-knowledge and skills through diagnostic assessments (Drake, Reid & Kiloton, 2011). Specifically, a teacher may evaluate students learning preferences via multiple intelligences. Howard Gardner (1983) presents eight different ways in which students can express their intellectual competencies.  Gardner’s theory challenges the traditional view of intelligence that most people have understood through prior research and theories as well as experiencing a fixed view of intelligence that focuses on cognitive domains.

Not only is it important for teachers to know their student's multiple intelligences, it is equally important for students to know their intelligences. Being aware fosters ownership in individual learning and self-reflection and allows students to find relevancy and meaning in the curriculum. In EDUC 8P19 at Brock University students are required to observe grade 6-12 classrooms for classroom dynamics and management. While observing a grade 7-homeroom class, the teacher had created an inspiring student-centered learning environment demonstrating that he certainly knew his students. The following board was located at the back of the classroom:

Personal Photograph

Personal Photograph

The teacher had each student complete a multiple intelligence inventory based on Gardner’s theory (many can be found online like this one) and post a bar graph of their results beside their photo. I thought this was very creative and an excellent way to create awareness of learning in the classroom. Both the teacher and the students can take responsibility for meeting intellectual needs.There were also many other visual indicators of student centred learning: questions about relevancy and responsibility as shown on the left, expectations directly (or in child friendly language) from the curriculum posted on whiteboards, as well as positive and motivating quotes as shown in the photograph above.

The following school is called the Etona Multiple Intelligences Academy in Gainesville, Georgia where teachers give students opportunities to practice all of their smarts through stations and various activities while still meeting curriculum expectations.

Retrieved from: https://www.youtube.com/watch?v=7zBKAT3Ie_s

Hattie (2012) presents research on visible learning and presents five attitudes and beliefs of expert teachers. Number one says that expert teachers can identify the most important ways to represent the subjects they teach. Research demonstrates that when students can access content in multiple ways learning is improved. Expert teachers provide these opportunities by problem solving and adapting their teaching in response to examining what students have not learned and what students are not progressing through a variety of different contexts. 

I believe multiple intelligence is absolutely necessary in knowing your students and being able to adapt to their individual needs both as a life-long learner and as a human being. Although educators do not want to limit students to specific types of intelligent learners, we want to get away from the one-size-fits-all models of delivering information by allowing students to utilize many multiple intelligences and grow in each of the categories. 

Perhaps the next discussion you have with your students or with anyone around you should sound like "how are we smart?"

Until next time,

Ms. Kee


References 

Drake, S. M., Reid, J. L., & Kolohon, W. (2014). Interweaving Curriculum and Classroom Assessment: Engaging the 21^st Century Learner. Don Mills, ON:Oxford University Press.

Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York, NY: Basic Books.

Hattie, J. (2011). Visible Learning for Teachers: Maximizing Impact on Learning. New York, NY: Routledge.