Since we will be discussing Howard Gardner and his theory of multiple intelligences, I searched for a resource relating to these topics. The website link above connects to an actual interview with Howard Gardner (it is not just a list of the multiple intelligences). Howard Gardner discusses items such as active engagement and assessment, in addition to the theory of multiple intelligences. The following topics are covered in the interview: 1. On the importance of engaging students actively in what they are studying. 2. On the characteristics of student-directed learning. 3. On the theory of multiple intelligences. 4. On technology and multiple intelligences. 5. On the need for fundamental change in the curriculum. 6. On how assessment in school differs from assessment in other arenas such as sports or music. 7. On the need for a new approach to assessment in schools. 8. On what needs to happen in order that long-standing change occurs in public education. Although I am already somewhat familiar with the first four topics covered in the interview, I found the fifth and sixth items of particular interest. Gardner expresses the need for taking more time to teach fewer topics (basically, teaching the core concepts) in the fifth item. (I believe that this follows along with what we have been learning in our Zull textbook, especially with giving fewer items to the learner at one time and allowing them to process the information.) In the sixth topic, it was extremely interesting to see how he contrasted assessments in various “arenas” in life (i.e. sports and the arts, where people are ‘coached’) to tests in schools (which he considers “mystifying”).
I don't remember if anyone has found this website or not, but I found this while searching for the end of the internet. Its called Brain Gym, and deals with educational kinesiology. It is supposed to be really helpful for kids with learning disabilities, and ADHD. They have materials available for teachers to buy (pretty cheap) to used in the classroom, or there is a whole training program and package to buy for a school. Pretty interesting testimonials too.
Our discussion two weeks ago about Bandura's ideas about tv violence got me interested in how media is affecting kids. This article has three parts. The first part discusses how adolescants react to sex on tv. It's no suprise that they found that those watching sexually suggestive shows were more likely to have sex at an earlier age. The second part of the article was about the affect of watching violence on tv. Again it was no suprise that what happens is (as they put it) a lonely spiral of agression. It did point out though if kids watched tv that was not violent with friends they tended to have more friends and not be particularly agressive. Those kids that watch violence tend to become loners with few friends. This may lead to the creation of a bully. The third part of the article basically said that it did not matter if preschoolers watched educational tv but that they watched over two hours of tv at all. They were not getting enough exercise and they became preschool couch potatoes and were overweight when compared to their counterparts that played outside.
www.brainconnection.com "Does I.Q. Equal the Whole Story on Intelligence? by Gargi Talukder 12/07/08
This article gives a brief overview of the history and controversy of I.Q. tests and outlines two main "camps" or philosophies on the subject. One group is researchers who support the concept of I.Q. as a measure of intelligence and believe there is a biological source that governs this intelligence, such as a gene or some kind of brain chemical. These researchers believe that I.Q. can be improved by external means such as through dietary supplements or specific learning exercises.
The second camp are researchers who reject the concept of a single definition of intelligence and believe instead that human intelligence is too complex a mesh of qualities and can't be measured by a single score on one test. These researchers also believe intelligence can be improved, but only by incorporating a much wider definition of intelligence than is currently in place in our society.
http://www.dana.org/news/features I found this site and found it interesting. It talks about learning, arts and the brain. It is current, up to date information.
7 comments:
http://www.edutopia.org/howard-gardner-interview
Since we will be discussing Howard Gardner and his theory of multiple intelligences, I searched for a resource relating to these topics. The website link above connects to an actual interview with Howard Gardner (it is not just a list of the multiple intelligences). Howard Gardner discusses items such as active engagement and assessment, in addition to the theory of multiple intelligences. The following topics are covered in the interview:
1. On the importance of engaging students actively in what they are studying.
2. On the characteristics of student-directed learning.
3. On the theory of multiple intelligences.
4. On technology and multiple intelligences.
5. On the need for fundamental change in the curriculum.
6. On how assessment in school differs from assessment in other arenas such as sports or music.
7. On the need for a new approach to assessment in schools.
8. On what needs to happen in order that long-standing change occurs in public education.
Although I am already somewhat familiar with the first four topics covered in the interview, I found the fifth and sixth items of particular interest. Gardner expresses the need for taking more time to teach fewer topics (basically, teaching the core concepts) in the fifth item. (I believe that this follows along with what we have been learning in our Zull textbook, especially with giving fewer items to the learner at one time and allowing them to process the information.) In the sixth topic, it was extremely interesting to see how he contrasted assessments in various “arenas” in life (i.e. sports and the arts, where people are ‘coached’) to tests in schools (which he considers “mystifying”).
I don't remember if anyone has found this website or not, but I found this while searching for the end of the internet. Its called Brain Gym, and deals with educational kinesiology. It is supposed to be really helpful for kids with learning disabilities, and ADHD. They have materials available for teachers to buy (pretty cheap) to used in the classroom, or there is a whole training program and package to buy for a school. Pretty interesting testimonials too.
http://www.braingym.org/
http://www.foxnews.com/story/0,2933,190566,00.html
Our discussion two weeks ago about Bandura's ideas about tv violence got me interested in how media is affecting kids. This article has three parts. The first part discusses how adolescants react to sex on tv. It's no suprise that they found that those watching sexually suggestive shows were more likely to have sex at an earlier age. The second part of the article was about the affect of watching violence on tv. Again it was no suprise that what happens is (as they put it) a lonely spiral of agression. It did point out though if kids watched tv that was not violent with friends they tended to have more friends and not be particularly agressive. Those kids that watch violence tend to become loners with few friends. This may lead to the creation of a bully. The third part of the article basically said that it did not matter if preschoolers watched educational tv but that they watched over two hours of tv at all. They were not getting enough exercise and they became preschool couch potatoes and were overweight when compared to their counterparts that played outside.
I came across this pretty cool site, a neuroscience blog carnival that focuses specifically upon the brain, neuroscience, perception and behavior:
http://scienceblogs.com/grrlscientist/2008/12/encephalon_60.php
It's updated regularly and seems to have a veritable plethora of information and learning theories represented.
www.brainconnection.com
"Does I.Q. Equal the Whole Story on Intelligence?
by Gargi Talukder 12/07/08
This article gives a brief overview of the history and controversy of I.Q. tests and outlines two main "camps" or philosophies on the subject. One group is researchers who support the concept of I.Q. as a measure of intelligence and believe there is a biological source that governs this intelligence, such as a gene or some kind of brain chemical. These researchers believe that I.Q. can be improved by external means such as through dietary supplements or specific learning exercises.
The second camp are researchers who reject the concept of a single definition of intelligence and believe instead that human intelligence is too complex a mesh of qualities and can't be measured by a single score on one test. These researchers also believe intelligence can be improved, but only by incorporating a much wider definition of intelligence than is currently in place in our society.
This was a good preview for tonight's lecture!
Hi All,
This is the Bloom resource I presented in class this evening.
http://www.kurwongbss.eq.edu.au/thinking/Bloom/blooms.htm
http://www.dana.org/news/features
I found this site and found it interesting. It talks about learning, arts and the brain. It is current, up to date information.
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