A Multiple Intelligence Approach to Programming and Teaching Stage 4/5 Verbs by Galen Neubronner

What is Multiple Intelligence Theory? Each student is an individual learner. Different styles of learning are employed by different students. Students can be profiled according to their strengths and weaknesses.

An Example of a Multiple Intelligence Scheme Linguistic Logical / Mathematical Visiospatial Kin aesthetic (movement) Aural / Musical Social (people-oriented) Introvert (self-oriented)

Linguistic Works well with written words eg Write a recount about…. Write a newspaper article for… Prepare a report on ….

Logical Understands and applies mathematical concepts well eg Identify the pattern…. Classify the following….. Solve this problem…..

Visiospatial Understands visual & 3-D information eg Draw a plan.. Make a poster…. Make a pop-up book…

Kinesthetic Understands concepts through body movements. eg Model particle movement using your body…. Use charades to convey…. Create a puppet show to explain….

Aural / Musical Learns best using auditory skills eg Record the sounds of…. Design a musical instrument… Sing a song about…

Social (people) Learns best in groups eg Create a tutorial about… Review a class presentation about… Write and perform a play about…

Introvert (Self) Learns best individually eg Record your experiences about…. Practise one new thing you have learnt….. Set personal goals for this project…

How Does Multiple Intelligence Theory Relate to Verbs? Each intelligence is demonstrable by a behaviour / action High order verbs are built on lower order skills. The meaning of the verbs are learnt rather than “taught”

An Example of Applying MI theory to verbs Q: Discuss how the alpha particle scattering experiment changed our view of atomic theory. Activity: Kinaesthetic Assign the students as either alpha particles or gold atoms. Bring class into the playground and simulate the experiment.

Back in the classroom…. Students write down on a scaffold what they observed. Define the terms to be used: alpha particle, gold atom, scattering, etc. Describe Thomson’s plum pudding model and its predicted effects and the outcome of the experiment. Discuss the reasons why Rutherford came up with a planetary model.

Why use this approach when programming? Caters for individual learning styles (individualised instruction) Makes learning more interesting Can be integrated into existing programs easily

Mapping Verbs to Stage the 4/5 Syllabus

Sample Stage 4 Work (Boys school; Yr 8 Middle Ability class, high ESL) Visiospatial Linguistic Visiospatial/Linguistic Introvert Aural Logical / Visiospatial Visiospatial / Linguistic Logical / Social

Sample Stage 5 Work (Boys school; Yr 10 Low Ability class, high ESL) logical Linguistic Logical Linguistic Visiospatial Linguistic Logical Linguistic

So What are the Steps in Integrated MI in my programs? 1.Examine the skills expected in a topic of work. 2.Map verbs that are appropriate to that topic. 3.Find exercises that can teach understanding of that verb. 4.Use a range of activities to teach.

Some Useful Tips Use scaffolds and models to show students how to do activities – don’t send them into it “cold”. Liaise with other KLAs that may be teaching similar concepts (eg radiocarbon dating in yr 7 history) Give out verb sheets in exams and in the classroom

Finally…. Don’t be afraid to experiment – we are scientists after all! You can get through the syllabus AND learn at the same time. Have a range of verbs in assessment tasks that test different abilities Emphasise assessment less and understanding more

Science is Fun and Exciting! “Make it so. ” – J.L. Piccard