Multiple Intelligences in Classrooms
A classroom that uses MI is different from a traditional classroom in the way that it offers children a lot more paths in learning. Instead of offering children a trek through the swamp (which appeals to the individual who likes humid environments and mosquitoes...), MI offers children several more paths, such as a hike over the mountain (appeals to the one with a hiking stick and strong legs) or an elevator (appeals to the guy who loves techy stuff).
Another difference is that the teacher no longer stands in front of the children and teach by sit beside the children. The teacher no longer just spoon feed his class with whatever curriculum he's been provided. If the curriculum given is carrots, he doesn't throw carrots at his students. He makes them into mashed carrot, carrot soup, carrot salad, carrot juice and passes it around the class and whoever prefers which one can take whichever one they like. The same applies in teaching/learning. Instead of just handing over knowledge, he molds and modifies info to fit his students.
Implementing MI in classrooms is no doubt, more challenging than merely using the traditional methods of teaching. It requires much effort and patience, but pays off in the long run. Persistence and persistence will definitely yield satisfying results, MI requires participation from not only teachers and students, but parents of students, and the whole school too.
A common misconception is that by using MI in classrooms it'll be all activities and building models and finger painting and day trips to the museum, and standardised testing will be banished! But no, MI is not used to replace a curriculum, but an addition to the curriculum and standardised testing. All these have their places in the classroom and they serve very different purposes, and one cannot live without the other.I've also gathered a few examples of teachers using the theory of Multiple Intelligence in their classroom.
Another difference is that the teacher no longer stands in front of the children and teach by sit beside the children. The teacher no longer just spoon feed his class with whatever curriculum he's been provided. If the curriculum given is carrots, he doesn't throw carrots at his students. He makes them into mashed carrot, carrot soup, carrot salad, carrot juice and passes it around the class and whoever prefers which one can take whichever one they like. The same applies in teaching/learning. Instead of just handing over knowledge, he molds and modifies info to fit his students.
Implementing MI in classrooms is no doubt, more challenging than merely using the traditional methods of teaching. It requires much effort and patience, but pays off in the long run. Persistence and persistence will definitely yield satisfying results, MI requires participation from not only teachers and students, but parents of students, and the whole school too.
A common misconception is that by using MI in classrooms it'll be all activities and building models and finger painting and day trips to the museum, and standardised testing will be banished! But no, MI is not used to replace a curriculum, but an addition to the curriculum and standardised testing. All these have their places in the classroom and they serve very different purposes, and one cannot live without the other.I've also gathered a few examples of teachers using the theory of Multiple Intelligence in their classroom.
Case Studies
Bruce Campbell is a 3rd Grade teacher in Marysville, Washington. He implemented MI into his classroom by creating seven learning centers. Throughout the school day, his students will rotate through all the seven learning centers and learn the topic of the day in different ways in the different centers. Read his story here.
Nelly Ribot teaches English as a second language in Los Médanos School in Trenque Lauquen, Argentina. She experimented using MI in her classrooms of 1st graders and also 8th and 9th graders. Read her story of using MI with her older students here.
Evangeline Stefanakis implemented the usage of MI and portfolios in 13 classrooms over the span of three years as a collaborative effort with Harvard Project Zero and other teachers. She recorded her findings in her book, 'Multiple Intelligences and Portfolios'. Read about one of the teacher's experience and one of her student's works here.
Nelly Ribot teaches English as a second language in Los Médanos School in Trenque Lauquen, Argentina. She experimented using MI in her classrooms of 1st graders and also 8th and 9th graders. Read her story of using MI with her older students here.
Evangeline Stefanakis implemented the usage of MI and portfolios in 13 classrooms over the span of three years as a collaborative effort with Harvard Project Zero and other teachers. She recorded her findings in her book, 'Multiple Intelligences and Portfolios'. Read about one of the teacher's experience and one of her student's works here.
