This week, I have designed a series of activities designed to support each of the 8 multiple intelligences, as laid out by Howard Gardner. The 8 intelligences are not learning styles, but capacities in different spheres of intelligence such as being able to read and respond to others’ emotions, or to intuitively control ones’ body to perform skillful tasks (Gardner, n.d.).
The central topic for these activities is anthropogenic sources of air pollution. This is a topic taught in high school, and the goal is for students to “explain how humans impact air quality” ("North Carolina Essential Standards: Earth/Environmental Science," 2016) after they have studied the composition of the Earth’s atmosphere. To break up the lesson into the 8 activities, I have identified 8 “everyday” sources of air pollution, and devoted a different activity to each. Depending on the given time frame for the lesson, students could be required to complete all 8 activities as learning stations, or to pick several that would best support their individual intelligences. With that, let’s dive into the activities!
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And there you have it! Eight forms of intelligence used to portray multiple angles of a single issue. The entirety of the lesson compiles many learning theories and strategies for a lesson that should engage a wide diversity of students.
References
Baker, J., & Emerson, L. (2014). Reciprocal Teaching: Seeing is Believing. Retrieved September 30, 2020, from https://education.wm.edu/centers/ttac/resources/articles/teachtechnique/reciprocalteaching/index.php
Clark, J., & Paivio, A. (1991). Dual Coding Theory and Education. Educational Psychology Review, 3(3), 149-210. Retrieved September 28, 2020, from http://nschwartz.yourweb.csuchico.edu/Clark%20&%20Paivio.pdf
Connell, D. (2005). Checklist: Learning Activities That Connect With Multiple Intelligences. Retrieved September 30, 2020, from https://www.scholastic.com/teachers/articles/teaching-content/clip-save-checklist-learning-activities-connect-multiple-intelligences/
Constructivism & Social Constructivism. (n.d.). Retrieved September 30, 2020, from http://www.ucdoer.ie/index.php/Education_Theory/Constructivism_and_Social_Constructivism
Gardner, H. (n.d.). Frequently Asked Questions: Multiple Intelligences & Related Educational Topics. Retrieved September 30, 2020, from https://howardgardner01.files.wordpress.com/2012/06/faq_march2013.pdf
Instruction: Applying Behavioral, Cognitive, and Constructivist Approaches. (2020). Retrieved September 24, 2020, from https://us.sagepub.com/sites/default/files/upm-assets/79064_book_item_79064.pdf
Lamie. (2000). Learning Theories: Constructivism & Multiple Intelligence. Retrieved September 30, 2020, from https://www.cs.csustan.edu/~lamie/sed590/csus%20Learning%20Theories.htm
Thompson, V. (2020, June 30). The Disadvantages to the Humanist Approach in the Classroom. Retrieved September 29, 2020, from https://classroom.synonym.com/disadvantages-humanist-approach-classroom-7691322.html
Virk, J., & Wik, H. (2011, May). Graphic Organizers: Cognitive Origins, Constructivist Implications. Retrieved September 29, 2020, from http://etec.ctlt.ubc.ca/510wiki/Graphic_Organizers:_Cognitive_Origins,_Constructivist_Implications
United States, Department of Public Instruction, North Carolina Board of Education. (2016, April 27). North Carolina Essential Standards: Earth/Environmental Science. Retrieved September 29, 2020, from https://files.nc.gov/dpi/documents/curriculum/science/scos/support-tools/new-standards/science/earth-env.pdf
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