2. Stacy Belson, Jay Wentworth, Helina Katz, Gene Tabata Northwestern Middle School

3. Research Goals Department Goal: Will teaching, via multiple intelligences improve test scores of special needs students? Personal Goal : I will research and use as many of the multiple intelligences as I can (at first), then I will focus on MI which work best for my students (through surveys completed by Mrs. Katz). I will then use those MI for optimum results on test for special needs students.- Stacy Belson

4. Research Subjects The subjects of this study are middle school, labeled special education students of Northwestern Middle School in Battle Creek, Michigan. The student’s labels include: Physically impaired, Learning Disabled, possible Autistic, and Cognitively impaired.

5. Procedure We researched multiple intelligences on the internet for examples to use in the classroom. After using many of the MI to instruct the class, the students then took the assessment. 7 th graders: The day after the test students filled out a survey which asked them: “Which strategies helped you learn and understand the concepts, and find the correct answer to the questions on the test.”

6. MI Definition Howard Gardner is the “father” of MI “We all see students who don’t fit the mold; we knew the students were bright, but they didn’t excel on tests.” Gardner’s claim that there are several different kinds of intelligences, this gave teachers a beginning to understanding those students.

7. The Original 7 Intelligences! Linguistic: sensitivity to the meaning and order of words. Logical-mathematical: ability in math Musical: ability to understand and create music Spatial: ability to “think in pictures” Bodily-kinesthetic: ability to use body for expression Interpersonal: ability to perceive and understand other individuals-their moods, desires, motivations. Intrapersonal: understanding of own emotions

8. Plus 2! Recently Gardner has developed 2 more Intelligences: Naturalist: ability to recognize and categorize plants, animals and other objects of nature Existential: sensitivity and capacity to tackle deep questions about human existence (meaning of life, why we die, how we got here)

9. We Like To: Linguistic learners: read, write and tell stories Logical/Mathematic: do experiments, work with numbers, ask questions Spatial: draw, build, design and create things, daydream, look at pictures Musical: sing, hum, listen to music, play instrument Body/Kinesthetic: move around, touch, talk, use body language Naturalistic: be outside, with animals, geography, weather Interpersonal: be with lots of friends, talk to people, join groups Intrapersonal: work alone, pursue own interests, have own space

10. Strategies Used Use of CPS unit Research topics using computer Mini-quizzes given every 1-3 days Book browse with questions to answer Guided readings from Prentice Hall Shown pictures of science instruments Actual science instruments shown or handed to students Acting out/role playing vocabulary words Vocabulary sheet ** Test-taking skills ** Teacher demonstrations Work with teacher using overhead/Elmo filling in blanks on worksheets Drawings/art work Table competition/bingo reviews

11. The following 4 pages are the Multiple Intelligence Test I gave to the 7 th graders to find out their natural strengths and potential. I tried to focus on the MI’s that were their natural strengths.

16. 7 th grade Student’s MI Testing Results M B: Logical-Math (18) : Bodily-Kinesthetic (17) B H: Bodily-Kinesthetic (20) : Spatial (visual) (18) D H: Interpersonal (20) : Bodily-Kinesthetic (18) : Spatial-Visual (18) J W: Linguistic (20) : Intrapersonal (20) L M: Linguistic (18) : Musical (17) S M: Intrapersonal (18) : Linguistic (17) :

18. Student Survey: The 7 th grade subjects were given a survey after each test, asking them which multiple intelligences helped them answer questions on the test. The results of the survey…

19. Student Survey 7 th. Grade Science Unit: ELECTRICITY

20. Student Survey 7 th. Grade Science Unit: LIGHT

21. Student Survey 7 th. Grade Science Unit: Magnetism

22. Student Survey 7 th. Grade Science Unit : Weather

30. 6 th GRADERS: Below is the data for the pre and post test of unit 2 in our science kits (changes in matter and energy). On a weekly basis I have tried to teach with different intelligences in mind amongst my special needs students. Below are the results for a test given before the unit began, and the same test given after teaching multiple intelligences to my special needs students. Series one represents the test before teaching multiple intelligences. Series two represents the test after the unit was taught with multiple intelligences. As shown above the average special needs student increased their score 2 points. Two points is 11.1% of the total test score of 18 points, in other words it is one whole letter grade of change from the original score received. As a result of these teaching methods Student 1 raised their grade, and allowed students 1 and 4 reach a passing grade.

31. 6 th Graders: END OF THE YEAR RESULTS: Unit 4 pre And post test: Series one on this graph represents the pre-test for Unit 4 of our year in 6 th grade science. Series 2 represents the post test after the further teaching of the multiple intelligences to four students with special needs. The test has a total of 20 points. As you can see, the students test scores increased dramatically. In fact, the scores increased by an average of 6.5 points ( or about 30%) of the total 20 points. All four of the students are now proficient in the given subject, compared to one before.

32. Conclusions The data shows that multiple intelligence teaching may improve test scores for special education students. It did not decrease test scores, as the students were very successful during class time and on many of the tests.

33. Possible Errors There may have been too many variables with the 7 th grade subjects in this testing, which may have had an effect on the outcomes of the testing: Possible Variables: 1. The test may have been read to the study group, out of the room by a parapro. or spec. ed. teacher. 2. Poor attendance due to sickness, suspensions, etc. 3. Students “mood”: angry, hungry, sleep deprived, sad, excited, family situations, etc.

34. New Questions If students are informed about their natural intelligences, and how the “intelligence” pertains to them and the learning process, will their test scores improve?

35. Closing Thoughts! We all must understand that people have abilities and potential that extend far beyond traditional methods of assessment, and actually far beyond Gardner’s seven intelligences, which after all are only a starting point.

36. “All students can learn and succeed, but not all on the same day in the same way.” William G. Spady