Multiple Learning Styles, Single Learning System, Single Course

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Multiple Learning Styles, Single Learning System,
Single Course

• Presented by

Professor Sara Rofofsky Marcus, Ph.D. Electronic
Resources/Web Services Librarian Kurt R.
Schmeller Library Queensborough Community
College, CUNY srofofskymarcus_at_qcc.cuny.edu
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Overview

• Who is Gardner
• What are Gardners Multiple Intelligences
• Where can we do this?
• When can we do this?
• Why should we do this?
• How should we do this?

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Who is Gardner?

• Howard Gardner is a Professor of Education at
  Harvard University. He has conducted substantial
  research on the development of human cognitive
  capacities. In 1983, he studied intellectual
  capacities and established criteria to measure
  whether a talent was actually an intelligence.
  His research has revealed a wider family of human
  intelligences than was previously believed.

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Gardners Multiple Intelligences (MI)

• Intrapersonal
• the ability to construct an accurate perception
  of oneself and to use such knowledge in planning
  and directing ones life
• Interpersonal
• the capacity to understand and interact
  effectively with others.
• Verbal-Linguistic
• the ability to think in words and to use
  language to express and appreciate complex
  meanings
• Logical-mathematical
• makes it possible to calculate, quantify,
  consider propositions and hypotheses, and carry
  out complex mathematical operations
• Visual-spatial
• enables one to perceive external and internal
  imagery, to create, transform, or modify images,
  to navigate oneself and objects through space,
  and to produce or decode graphic information
• Musical
• evident in individuals who possess a sensitivity
  to pitch, melody, rhythm and tone
• Naturalistic
• observing patterns in nature, identifying and
  classifying objects, and understanding natural
  and human-made systems
• Bodily-kinesthetic
• enables one to manipulate objects and fine-tune
  physical skills

Taken from Campbell, Campbell, Dickinson,
2004, p. xx-xxi
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Which MI Are You?
Taken from Follari, 2007, p. 78
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Where Can We Do This?

• Announcements
• Assignments
• Blogger
• Chat Room
• Discussion and Private Messages
• Drop Box
• Email Archive
• Gradebook
• Mailtool
• Modules
• Podcasts
• Polls
• Resources
• Schedule
• Syllabus
• Tests Quizzes
• Web Content (webliography)
• Wiki

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When Can We Do This?

• We are probably already doing some of these
  things, possibly without being aware.
• Discussion
• Which technologies are you currently using?
• Which intelligences are served by these uses?

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Why Should We Do This?

• 3 main reasons (from Green Tanner, 2005)
• Just as in an on-site classroom, online learners
  are individuals who have a range of experiences
  each possesses his or her stronger or weaker
  intelligences
• An MI-friendly course might attract more
  learners who find it more appealing on a
  conscious or unconscious level
• By using tasks related to more intelligences, we
  provide more variety in our courses, which makes
  them more attractive and memorable

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How Should We Do This?

• Slowly and carefully.
• Begin with what you know
• Start with small steps
• Think about what you already do, and how you can
  adapt it to meet another learning style

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Strategies for the Intrapersonal Learner

• Self-Esteem Enhances
• Setting and Achieving Goals
• Thinking Skills
• Journal Writing
• Getting to Know Oneself through Others
• Reflecting on the Wonder and Purpose of Life
• Self-Directed Learning

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Strategies for the Interpersonal Learner

• Collaborative Learning
• Conflict Management
• Learning through Service
• Appreciating Differences
• Developing Multiple Perspectives
• Local and Global Problem-Solving

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Strategies for the Verbal-Linguistic Learner

• Listening
• Speaking
• Reading
• Writing

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Strategies for the Logical-Mathematical Learner

• Teaching Logic
• Deductive and Inductive Logic
• Mathematical Thinking Processes
• Working with Numbers
• Sequencing

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Strategies for the Visual-Spatial Learner

• Pictorial Representation
• Visual Notetaking and Brainstorming Tools
• Visualization
• Visual Variety in Learning Materials
• Board and Card Games

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Strategies for the Musical Learner

• Listening to Music
• Warming Up to Singing
• Musical Notation
• Curriculum Songs

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Strategies for the Naturalistic Learner

• Improving Observation
• Perceiving Relationships
• Hypothesizing and Experimenting
• Naturalist Learning Centers
• Learning Naturally

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Strategies for the Bodily-Kinesthetic Learner

• Drama
• Creative Movement
• Dance
• Manipulatives
• Games
• Exercise Breaks
• Field Trips

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Looking at an LMS and MI

• The intrapersonal learner best works alone. They
  enjoy asynchronous learning and time to ponder.
• The interpersonal learner enjoys group dynamics
  and live interactions.
• The linguistic learner thrives in the online
  environment due to the reading and writing
  involved. Be careful, this learner will
  typically explore all corners of your course.
• The logical-mathematical learner enjoys
  statistics, facts, ranking, analytical tasks, and
  connecting new input with prior knowledge.
• The visual-spatial learner will prefer visual
  input, such as illustrations, vide clips, charts,
  examples, and more. This type of learner will be
  the one most likely to request photos of fellow
  classmates and instructor.
• The musical learner will appreciate video and
  audio input, and wherever possible might even use
  rhyme or rhythm in their contributions.
• The bodily-kinesthetic learner will enjoy
  physical manipulations, possibly doing things
  off-line and reporting on them later.
• The naturalist learner will thrive in organizing
  and categorizing tasks, and those tasks that
  involve going beyond the confines of the virtual
  classroom into the natural world.

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References

• Campbell, L., Campbell, B. and Dickinson, D.
  (2004). Teaching and learning through multiple
  intelligences. 3rd ed. Boston Pearson.
• Follari, L. M. (2007). Foundations and best
  practices in early childhood education History,
  theories, and approaches to learning. Upper
  Saddle River, NJ Pearson.
• Green, C. and Tanner, R. (2005). Multiple
  intelligences and online teacher education. ELT
  Journal 59(4), 312-21.