Knowing Ourselves as Learners Who am I? What am I good at? We have spent time getting to know the junior learner by closely examining the unique characteristics of students at this stage of development. We know them, but how do we create learning opportunities that allow them to come to know themselves ? In this session we are going to explore strategies that will help students discover themselves as learners and answer questions like... How am I smart? What are my strongest intelligences? Day 1.4

Multiple Intelligences Different ways to demonstrate intellectual ability The Theory of Multiple Intelligences is based on the research of Howard Gardner and other scientists. It identifies 8 different intelligences that are shared by all human beings. Gardner has developed a preliminary definition for a ninth intelligence, the existential intelligence*, but at this time, it has not been fully confirmed by research. The intelligences vary in strength from person to person and can be developed or improved. We use our intelligences to make meaning and to solve problems. Teachers need to remember that each student brings intellectual strengths and weaknesses to every learning situation. It is important to respond to the diversity of students’ abilities by knowing and using a variety of instructional approaches that build on their current strengths and allow them to develop new areas of strength. * Existential Intelligence: Individuals who exhibit the proclivity to pose and ponder questions about life, death, and ultimate  realities. Gardner, 1999 Day 1.4

Verbal Linguistic The learner: is sensitive to the sounds and meaning of words; uses language for a variety of purposes; responds to oral language; enjoys reading. Let’s take a close-up look at the eight different intelligences that allow students to learn through their area of strength. As you are listening, identify which ones resonate most/least with you as a learner. The Verbal Linguistic learner is “word smart”… is sensitive to the sounds and meaning of words; uses language for a variety of purposes; develops logical arguments; decodes and makes meaning of text; responds to oral language; understands diverse vocabulary; enjoys reading. Day 1.4

Logical/ Mathematical The learner: recognizes abstract patterns and see relationships; reasons logically; hypothesizes; investigates issues scientifically. The Logical/Mathematical learner is “math smart”… is able to recognize abstract patterns and see relationships; thinks with numbers; enjoys classifying information; reasons logically; hypothesizes; investigates issues scientifically. Day 1.4

Musical/Rhythmic The learner: learns through rhythm, rhyme and repetition; makes personal connections to sounds in the environment; responds to auditory stimuli using rhythm, melody, patterned sound, song, rap and dance. The Musical/ Rhythmic learner is “smart about music”… learns through rhythm, rhyme and repetition; makes personal connections to sounds in the environment; responds to auditory stimuli using rhythm, melody, patterned sound, song, rap and dance; occasionally, you may find that he/she may hum and whistle as they work in class. Day 1.4

Bodily Kinesthetic The learner: is active and energetic; learns best by doing; processes information through touch, movement and dramatics. The Bodily Kinesthetic learner is “body smart”… is active and energetic; demonstrates good fine and gross motor control; learns through hands-on experiences; processes information through touch, movement, dramatics; often creates imaginative and expressive performances. Day 1.4

Visual Spatial Intelligence The learner: needs to see in order to understand; uses visual clues to make meaning; communicates ideas with images, mind mapping, visualizing and drawing. The Visual-Spatial learner is “picture smart”… thinks in pictures; needs to “see” in order to understand; uses visual clues to make meaning; communicates ideas with images, mind mapping, visualizing, and drawing; recognizes and manipulates patterns in a wide area or in a confined space. Day 1.4

Interpersonal The learner: is people oriented and out going; learns best cooperatively; demonstrates confident and appropriate social skills. The Interpersonal Learner is “people smart”… is people oriented and out going; learns best cooperatively; interprets and responds accurately to the intentions, motivations and desires of others; demonstrates confident and appropriate social skills; shares effectively; interpersonal intelligence draws together all of the other intelligences. Howard Gardner identifies this intelligence as the #1 indicator of success in life. Day 1.4

Naturalist The learner: relates to and is curious about nature; notices patterns in the environment; has extensive knowledge of the living world; spends time outdoors. The Naturalist learner is “nature smart”… relates to and is curious about nature; recognizes and classifies the numerous species found in nature; notices patterns in the environment; has extensive knowledge of the living world; spends time outdoors. Day 1.4

Intrapersonal The learner: understands self as a learner; is self-directed; reflects on and analyses personal learning; can be reserved. The Intrapersonal learner is “self smart”… enjoys self-reflection; is self-directed; can be reserved; is metacognitive … reflects on and analyses personal learning. Day 1.4

Activity: How am I smart? Take a few moments to complete the Multiple Intelligences Survey. To help students discover their strengths as learners they can complete M.I. surveys or questionnaires. The results give teachers a brief snapshot of the learner and provide insight into students’ self perceptions and learning styles. Directions for Presenter: Invite participants to complete the Multiple Intelligences survey which includes BLM 1.4.1 Multiple Intelligences Survey and BLM 1.4.2 Multiple Intelligences Personal Profile Graph Day 1.4

Reflect With a Partner 1. Are the results what you would have predicted? 2. How might these results influence the instructional approaches you use in your classroom? Share with a partner We are going to take a moment to reflect on the results of the M.I Survey. Directions for Presenter: 1. Have participants think about the following two questions: Are the results what you would have predicted? How might these results influence the instructional approaches you use in your classroom? (e.g. the instructional approaches you frequently use or ones that you tend to avoid) 2. Take a moment to share your thinking with a partner. Day 1.4

Multiple Ways of Knowing If we provide students the opportunity to develop the full range of their intellectual capacities and teach them how to use their multiple ways of knowing in the learning task, they will learn the things we are trying to teach more thoroughly than if we only permit them to learn in the more traditional verbal linguistic and logical mathematical ways. David Lazear, 1989 Directions for Presenter: Read the quote aloud to the participants. In our school system we have traditionally focused on two of the intelligences: verbal linguistic and mathematical logical. This limits the opportunities for many students to actively engage in their learning, decreasing the possibility for deep understanding. In an inclusive classroom, students see themselves and their strengths reflected in the curriculum content and in the instructional approaches. Students need opportunities to enhance their intellectual strengths, they also need to develop those intelligences that are not naturally strong. It is important to vary our instructional approaches and class work to ensure that students make growth across all intelligences. Day 1.4

Putting It All Together characteristics of the junior learner learning environment multiple intelligences understanding of how students learn When planning learning activities for junior students, teachers need to keep in mind: the characteristics of the junior learner; the impact of the learning environment; individual student strengths and needs as represented through their multiple intelligences; an understanding of how students learn. Debrief based on classroom inventories at Maynard. STOP here GO TO junior learner Judy Day 1.4

Video Clip “What’s Your Thing?” “What’s Your Thing” (From Long Live Kids, TV and Me video distributed to all participants) Note two websites suggested… www.mitest.com www.kurwongbss.qld.edu.au/thinking/MI%20Smarts/smarts.htm (each participant to receive flyer from site) Day 1.4