[ProfessionalDevelopment 1966] Re: PD offerings on MultipleintelligencesTyskiewicz, Andy atyskiewicz at crec.orgWed Feb 13 11:38:27 EST 2008
Our agency has a magnet school for kids on the multiple intelligences theme - however the curriculum was a challenge. Teachers are identified by one of the intelligences. However, proving effectiveness when you are judged by reading test scores has been a difficult match. -----Original Message----- From: professionaldevelopment-bounces at nifl.gov [mailto:professionaldevelopment-bounces at nifl.gov] On Behalf Of Kaye Beall Sent: Monday, February 11, 2008 2:43 PM To: 'The Adult Literacy Professional Development Discussion List' Subject: [ProfessionalDevelopment 1944] PD offerings on Multipleintelligences Hi all, I'm curious as to professional development you might be offering practitioners in your states around multiple intelligences. Is it part of a larger course, e.g., what Wendy is doing with differentiated instruction, or a stand alone? Are teachers using multiple intelligences concepts in their instruction? Are there instructional practices changing? I found the reports of the teacher researchers from the NCSALL Adult Multiple Intelligences study interesting. You can find these reports at: http://www.ncsall.net/?id=26#mip Any feedback from students? Kaye Kaye Beall Project Director World Education 6760 West Street Linn Grove, IN 46711 765-717-3942 kaye_beall at worlded.org www.worlded.org -----Original Message----- From: professionaldevelopment-bounces at nifl.gov [mailto:professionaldevelopment-bounces at nifl.gov] On Behalf Of Wendy Quinones Sent: Monday, February 11, 2008 9:57 AM To: professionaldevelopment at nifl.gov Subject: [ProfessionalDevelopment 1941] Re: Debunking Multiple intelligences Tom and all, I am the developer and facilitator of the Multiple Intelligences and Differentiated Instruction course under discussion here. I acknowledge Tom's point about the dearth of empirical evidence about the efficacy of using MI. But isn't that true of virtually everything in adult education? We are starved for the very resources that would make such studies available; until our government funds more adult literacy research, we can base very little on empirical research. With respect, Tom, I wonder if you aren't thinking a little too narrowly about what the research actually tells us about multiple intelligences. There has been a great deal of research done on MI, and a great deal continues to be done. (Please note that I am not discussing learning styles, nor are they addressed in my course. Confusion between these two concepts is common.) For some past studies (Project SUMIT, Multiple Intelligences Schools), as well as ongoing work in various aspects of MI, you can check out the Project Zero website http://www.pz.harvard.edu/index.cfm at the Harvard Graduate School of Education, where Howard Gardner developed his theory of multiple intelligences. This began as a psychological theory based on exhaustive study of neurological and brain research; it was we educators who jumped on it for pedagogical purposes. Granted, most MI research has been done with K-12 in mind, but that's true of much of the research we use in adult education. I was, however, privileged to be one of the teacher-researchers in the Adult Multiple Intelligences study, which dealt exclusively with using MI in adult classrooms, both ABE and ESOL. The project, which lasted for 3-4 years, was a collaboration between Project Zero and the New England Literacy Resource Center/World Education under the auspices of NCSALL, then located at the Harvard Graduate School of Education. Much of the material we produced is available on the web through NCSALL http://www.googlesyndicatedsearch.com/u/NCSALL?q=multiple+intelligences+ and+ adult+literacy&sa=NCSALL+Site+Search including an issue of Focus On Basics devoted to the project: http://www.ncsall.net/?id=161 You might also consider research that isn't even directed at MI, but which points to precisely the intelligences that Gardner posits. For example, research has shown repeatedly that what have been called multi-modal approaches are virtually a necessity in reaching native-English speakers with learning disabilities. The Wilson method uses tapping, which would draw on both the bodily-kinesthetic and musical intelligences. Other proven, research-based methods use writing in air, flour, or sand, which are certainly bodily-kinesthetic activities. The NIFL publication "Applying Research in Reading Instruction for Adults" (http://www.nifl.gov/partnershipforreading/publications/adult.html ) advocates a number of research-based strategies that draw similarly on the intelligences: activating prior knowledge (intrapersonal), cooperative and group learning (interpersonal), think-alouds for comprehension (again, intrapersonal), graphic organizers (spatial), and so on. My course is intended to give teachers a solid grounding in MI theory so that they can intentionally, systematically, and creatively use these strategies and others that they may devise themselves, to improve practice. Studies, my own included, have shown increased retention, engagement, and learning gains attributable at least in part to the use of MI. ---------------------------------------------------- National Institute for Literacy Adult Literacy Professional Development mailing list professionaldevelopment at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/professionaldevelopment Email delivered to atyskiewicz at crec.org Professional Development section of the Adult Literacy Education Wiki http://wiki.literacytent.org/index.php/Adult_Literacy_Professional_Devel opment The documents accompanying this fax or e-mail transmission, including any attachments, are for the sole use of the intended recipients and MAY contain confidential health or other information that is legally privileged. 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