Transcript
Page 1: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

Technology Supports All Technology Supports All Learning Theory Learning Theory

ApproachesApproachesBehavioristBehavioristCognitivistCognitivistConstructivistConstructivist

Page 2: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

All Learning Theories All Learning Theories May Be UsedMay Be Used

The learning environment or The learning environment or situation may be critical in the situation may be critical in the choice of theory used.choice of theory used.

Though all may be used, the Though all may be used, the constructivist approach is constructivist approach is advocated by most educators advocated by most educators today.today.

Page 3: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

Driscoll, M.(1994). Driscoll, M.(1994). Psychology of Learning Psychology of Learning for Instruction.for Instruction. Allyn and Bacon: Allyn and Bacon:

Massachusetts, USA.Massachusetts, USA.

"It is probably no accident that "It is probably no accident that constructivisim is gaining popularity and constructivisim is gaining popularity and momentum at the same time interactive, momentum at the same time interactive, user friendly computer technologies are user friendly computer technologies are becoming widely available. The becoming widely available. The computer offers effective means for computer offers effective means for implementing constructivist strategies implementing constructivist strategies that would be difficult to accomplish in that would be difficult to accomplish in other media" (Driscoll,1994, p376).other media" (Driscoll,1994, p376).

Page 4: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

Constructivism Vs. Constructivism Vs. InstructivismInstructivism

The contention between student-The contention between student-centered and teacher-centered centered and teacher-centered approaches has a long history. approaches has a long history.

Constructivism is often related to the Constructivism is often related to the philosophies of Rousseau and Dewey, philosophies of Rousseau and Dewey, and inspired by Piaget and Vygotsky. and inspired by Piaget and Vygotsky.

Instructivism is related to faculty Instructivism is related to faculty psychology, behaviorism, and to the psychology, behaviorism, and to the research-based programs of the last research-based programs of the last few decades known as process-product few decades known as process-product pedagogy. such as the work of Bereiter pedagogy. such as the work of Bereiter and Rosenshine.and Rosenshine.

Page 5: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

The Impact of the DebateThe Impact of the Debate

It is important to understand how underlying It is important to understand how underlying philosophies of education influence not only philosophies of education influence not only educational practice but also research. educational practice but also research.

The extent to which teachers see themselves The extent to which teachers see themselves as "instructivist" versus "constructivist" as "instructivist" versus "constructivist" implicitly determines the extent to which implicitly determines the extent to which classroom activities are based on teacher or classroom activities are based on teacher or student preferences, and may also influence student preferences, and may also influence the focus of research design. (reference)the focus of research design. (reference)

Page 6: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

Constructivism and Constructivism and TechnologyTechnology

A constructivist approach allows both learners A constructivist approach allows both learners and facilitators to take advantage of the World and facilitators to take advantage of the World Wide Web, because the theory focuses on making Wide Web, because the theory focuses on making connections and making meaning in the learning connections and making meaning in the learning process.  process. 

Web-based courses that are designed with a Web-based courses that are designed with a constructivist approach encourage the learners to constructivist approach encourage the learners to navigate, create, and construct their unique navigate, create, and construct their unique knowledge base.  knowledge base.  

Constructivist Learning Theory to Web-Based Course DesiConstructivist Learning Theory to Web-Based Course Design: An Instructional Design Approachgn: An Instructional Design Approach  - Simone Conceição-Runlee and Barbara J.Daley  - Simone Conceição-Runlee and Barbara J.Daley

Page 7: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

Constructivism and Ed Constructivism and Ed TechTech

The methods of constructivism The methods of constructivism emphasize emphasize students' ability to solve real-life, practical students' ability to solve real-life, practical problemsproblems. Students typically work in cooperative . Students typically work in cooperative groups rather than individually; they tend to focus groups rather than individually; they tend to focus on projects that require solutions to problems on projects that require solutions to problems rather than on instructional sequences that rather than on instructional sequences that require learning of certain content skills. require learning of certain content skills.

The job of the teacher in constructivist models is The job of the teacher in constructivist models is to arrange for required resources and act as a to arrange for required resources and act as a guide to students while they set their own goals guide to students while they set their own goals and 'teach themselves‘ (Roblyer, Edwards, and and 'teach themselves‘ (Roblyer, Edwards, and Havriluk). Havriluk).

Page 8: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

HowHow

EducationalEducational

TechnologyTechnology

ImpactsImpacts

LearningLearning

Page 9: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

A First Question and AnswerA First Question and Answer One of the first questions that arises in the One of the first questions that arises in the

discussion of educational technology is discussion of educational technology is whether technology increases student whether technology increases student achievement. achievement.

The answer to this question is, "It depends.” The answer to this question is, "It depends.” According to Ted Hasselbring, a co-director of According to Ted Hasselbring, a co-director of

Vanderbuilt University's Learning and Vanderbuilt University's Learning and Technology Center in Nashville, Technology Center in Nashville, "It's kind of "It's kind of like asking, 'Are pencils effective?' like asking, 'Are pencils effective?'

““It depends on what you are going to do with It depends on what you are going to do with themthem" "

Page 10: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

Ineffectual TechnologyIneffectual Technology

The blame was sometimes assigned to The blame was sometimes assigned to logistical problems, but, more often, it was logistical problems, but, more often, it was laid at the feet of teachers. laid at the feet of teachers.

Earlier reformers underestimated the Earlier reformers underestimated the importance of the teacher's role in the importance of the teacher's role in the classroom and tried to impose change from classroom and tried to impose change from the top down. the top down.

Little formal effort was made to support Little formal effort was made to support teachers who tried to implement new teachers who tried to implement new technologies. technologies.

Page 11: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

Assessing Technology Assessing Technology EffectivenessEffectiveness The problem in trying to assess the The problem in trying to assess the

effectiveness of computer technology is that effectiveness of computer technology is that educators are increasingly using computers educators are increasingly using computers to assist in transforming their classrooms to assist in transforming their classrooms into constructivist learning environments. into constructivist learning environments.

The traditional types of standardized testing The traditional types of standardized testing are not effective in measuring the kinds of are not effective in measuring the kinds of benefits gained in technology-rich benefits gained in technology-rich classroomsclassrooms, and where benefits can be , and where benefits can be demonstrated, it is hard to tell how much of demonstrated, it is hard to tell how much of the success is due to the technology, and the success is due to the technology, and how much is due to the changed learning how much is due to the changed learning environment. environment.

Page 12: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

2000 2000 Research Report on the Effectiveness of TechnoResearch Report on the Effectiveness of Technology inlogy in Schools: Executive Summary Schools: Executive Summary by the Software by the Software

& Information Industry Assoc.& Information Industry Assoc. Conclusions reveal that the effects of technology Conclusions reveal that the effects of technology depend on school subject area, student depend on school subject area, student population, the teacher's role, how students are population, the teacher's role, how students are grouped, software design, and access to grouped, software design, and access to technology.technology.

Of vital importance is teacher trainingOf vital importance is teacher training: students : students of teachers with more than ten hours of of teachers with more than ten hours of technology training perform better than students technology training perform better than students of teachers without such training.of teachers without such training.

In terms of how technology affects student In terms of how technology affects student achievement and motivation, the report indicates achievement and motivation, the report indicates positive effects for all subject areas, in all levels of positive effects for all subject areas, in all levels of schoolingschooling.. ( (Ref www.edc.org/LNT/news/Issue8/brief2.htm)Ref www.edc.org/LNT/news/Issue8/brief2.htm)

Page 13: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

Effectiveness of Effectiveness of TechnologyTechnology

Students feel successful and confident using Students feel successful and confident using technology, which increases their motivation to technology, which increases their motivation to learn. learn.

These positive effects are seen within special These positive effects are seen within special needs populations as well. needs populations as well.

The report confirms that how technology is used, The report confirms that how technology is used, rather than how often, marks the biggest rather than how often, marks the biggest difference in terms of its effectivenessdifference in terms of its effectiveness. .

Tips for using technology well include Tips for using technology well include collaboration between students, careful planning collaboration between students, careful planning by teachers, and frequent interaction between by teachers, and frequent interaction between students and teachers.students and teachers.

Page 14: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

Effectiveness of Effectiveness of TechnologyTechnology

Studies focusing on science education suggest the Studies focusing on science education suggest the benefits of simulations, microcomputer based benefits of simulations, microcomputer based laboratories, video to anchor instruction to real-laboratories, video to anchor instruction to real-world problemsworld problems, and software that targets students’ , and software that targets students’ misconceptions.misconceptions.

A A learning advantage has been found when learning advantage has been found when students have developed multimedia presentationsstudents have developed multimedia presentations on social studies topics.on social studies topics.

Kindergartners who have used technology have Kindergartners who have used technology have benefitedbenefited in areas such as improved conceptual in areas such as improved conceptual knowledge, reading vocabulary, reading knowledge, reading vocabulary, reading comprehension, and creativity.comprehension, and creativity.

Page 15: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

Effectiveness of Effectiveness of TechnologyTechnology

Educational technology has Educational technology has significant positive significant positive effects on achievement for special needseffects on achievement for special needs populations: speech recognition is an especially populations: speech recognition is an especially valuable compensatory tool for the learning valuable compensatory tool for the learning disabled.disabled.

Interactive video is especially effective when the Interactive video is especially effective when the skills and concepts to be learned have a visual skills and concepts to be learned have a visual componentcomponent and when the software incorporates and when the software incorporates a research-based instructional design.a research-based instructional design.

Use of online telecommunication for Use of online telecommunication for collaboration across classrooms in different collaboration across classrooms in different geographic locations can improve academic geographic locations can improve academic skills.skills.

Page 16: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

Positive Impacts of Technology on Positive Impacts of Technology on Student Motivation and Self-ConceptStudent Motivation and Self-Concept

Educational technology has been found to have Educational technology has been found to have positive effects on student attitudes toward positive effects on student attitudes toward learning and on student self-concept. learning and on student self-concept.

Students felt more successful in school, were Students felt more successful in school, were more motivated to learn and had more motivated to learn and had increased self-increased self-confidence and self-esteemconfidence and self-esteem when using when using computer-based instruction. computer-based instruction.

The evidence of these effects is the strongest The evidence of these effects is the strongest for:for: Language arts and writing instructionLanguage arts and writing instruction Mathematics instructionMathematics instruction Science instructionScience instruction Telecommunication technology, including the Internet Telecommunication technology, including the Internet

Video technologyVideo technology Educational technology has Educational technology has significant positive significant positive

effects on student attitudes for special need effects on student attitudes for special need populations.populations.

Page 17: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

Effects of the Teacher’s Effects of the Teacher’s Role and Instructional Role and Instructional

DecisionsDecisions The The teacher's role is of primary importanceteacher's role is of primary importance in creating an in creating an

effective, technology-based learning environment—an effective, technology-based learning environment—an environment that is characterized by careful planning and environment that is characterized by careful planning and frequent interaction among students and the teacher.frequent interaction among students and the teacher.

Teacher professional development and decisions about Teacher professional development and decisions about how computers are to be used in instruction may matter how computers are to be used in instruction may matter more than how often technology is used.more than how often technology is used.

Students trained in collaborative learning on computer in Students trained in collaborative learning on computer in small groups small groups had higher student achievement, higher self-had higher student achievement, higher self-esteem and better attitudes toward learningesteem and better attitudes toward learning than than students working individually. students working individually.

The The positive effectspositive effects of collaborative learning were of collaborative learning were especially pronounced for low ability students and for especially pronounced for low ability students and for female studentsfemale students..

Page 18: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

Effects of Specific Effects of Specific Software Design Software Design

FeaturesFeatures Specific software design elements have been Specific software design elements have been

shown to have a positive impact on student shown to have a positive impact on student achievement and on student motivation and achievement and on student motivation and self-concept. self-concept.

Offering students some controlOffering students some control over the over the amount and sequence of instruction, amount and sequence of instruction, including options for student review of including options for student review of material, material, can result in higher achievement can result in higher achievement and better student attitudesand better student attitudes toward learning toward learning than having the software control all than having the software control all instructional decisions. instructional decisions.

Page 19: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

Effects of Specific Effects of Specific Software DesignSoftware Design

However, However, low-achieving students and students with low-achieving students and students with little prior content knowledge are likely to require little prior content knowledge are likely to require more structure and instructional guidancemore structure and instructional guidance than than other students.other students.

When students have a high need to learn, this may When students have a high need to learn, this may nullify the impact of the level of learner control.nullify the impact of the level of learner control.

In tutorial and practice software, In tutorial and practice software, programs with programs with feedback providing knowledge of correct responses feedback providing knowledge of correct responses were found to be superiorwere found to be superior to programs that require to programs that require students to keep answering until they achieve a students to keep answering until they achieve a correct response. correct response.

Furthermore, Furthermore, feedback that identifies feedback that identifies why why a a response is wrongresponse is wrong was found to be was found to be more effectivemore effective than feedback that only identifies than feedback that only identifies what what was wrong.was wrong.

Page 20: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

Effects of Specific Effects of Specific Software Design Software Design

FeaturesFeatures Software that includes embedded cognitive strategies Software that includes embedded cognitive strategies

provides students with a learning advantage. provides students with a learning advantage. Helpful cognitive strategies include:Helpful cognitive strategies include:

Repetition and rehearsal of contentRepetition and rehearsal of content Specific note-taking techniquesSpecific note-taking techniques ParaphrasingParaphrasing OutliningOutlining Cognitive mapping or diagrammingCognitive mapping or diagramming Drawing analogies and inferencesDrawing analogies and inferences Generating illustrative examplesGenerating illustrative examples Having students explain their steps in solving problemsHaving students explain their steps in solving problems Specific techniques for reading in the content areasSpecific techniques for reading in the content areas Using pictorial informationUsing pictorial information

Page 21: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

Academic Benefits of Academic Benefits of SoftwareSoftware

Students can benefit academically from software with Students can benefit academically from software with embedded conceptual change embedded conceptual change strategies that move strategies that move students from their faulty preconceptions to a more students from their faulty preconceptions to a more accurate understandingaccurate understanding of the concepts involved. of the concepts involved.

Instructional scaffolding—gradually decreasing the level of Instructional scaffolding—gradually decreasing the level of help available and/or help available and/or gradually increasing the complexity gradually increasing the complexity of the task—can be effectiveof the task—can be effective in improving student in improving student achievement.achievement.

Animation and video can enhance learningAnimation and video can enhance learning when the skills when the skills or concepts to be learned involve motion or action.or concepts to be learned involve motion or action.

Animation accompanied by spoken narration is generally Animation accompanied by spoken narration is generally superiorsuperior to animation accompanied by explanatory text. to animation accompanied by explanatory text. When including narration, additional When including narration, additional extraneous audio extraneous audio (e.g., music, sound effects) should be avoided.(e.g., music, sound effects) should be avoided.

Still graphics can enhance learning when the concepts or Still graphics can enhance learning when the concepts or skills to be learned have a visual component but do not skills to be learned have a visual component but do not involve motion or action.involve motion or action.

Page 22: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

Other Research FindingsOther Research Findings

Recent research additionally suggests possible Recent research additionally suggests possible benefits from inclusion of the following software benefits from inclusion of the following software design characteristics (subject to further design characteristics (subject to further exploration and confirmation) :exploration and confirmation) :

Providing sufficient practiceProviding sufficient practice Stating objectivesStating objectives Advanced organizers in simulationsAdvanced organizers in simulations Pedagogical agents that communicate with a human voice Pedagogical agents that communicate with a human voice

in a personalized dialogue with the studentin a personalized dialogue with the student Graphs in mathematics instructionGraphs in mathematics instruction Multiple representations of conceptsMultiple representations of concepts Dynamic visualization of abstract conceptsDynamic visualization of abstract concepts Motivational contexts, such as story, game, and fantasy Motivational contexts, such as story, game, and fantasy

elementselements Multiple window presentation options (overlapping vs. tiled Multiple window presentation options (overlapping vs. tiled

windows)windows)

Page 23: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

Impact on Math Impact on Math InstructionInstruction

Technology has been used effectively to Technology has been used effectively to support mathematics curricula that focus support mathematics curricula that focus on problem solving and hands-on, on problem solving and hands-on, constructivist, experiential activities.constructivist, experiential activities.

Students participating in such Students participating in such technology-supported learning technology-supported learning experiences have demonstrated superior experiences have demonstrated superior conceptual understanding of targeted conceptual understanding of targeted math topics than students receiving math topics than students receiving traditional instruction.traditional instruction.

Page 24: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

Impact on Student Impact on Student CooperationCooperation

Greater student cooperation, sharing Greater student cooperation, sharing and helping behaviors has been shown and helping behaviors has been shown to occur when students use computer-to occur when students use computer-based learning in which students based learning in which students compete against the computer rather compete against the computer rather than against each other.than against each other.

Page 25: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

Impact on Student-Impact on Student-Teacher InteractionTeacher Interaction

Regarding student-teacher interaction, the report Regarding student-teacher interaction, the report recommends involvement by the district, a technology recommends involvement by the district, a technology coordinator, and the classroom teacher. coordinator, and the classroom teacher.

The classroom teacher should receive extensive The classroom teacher should receive extensive technology integration training, and he or she should technology integration training, and he or she should make an effort to connect with other computer users at make an effort to connect with other computer users at the school. the school.

Smaller class sizes work better than large ones, but large Smaller class sizes work better than large ones, but large wallets work better than small ones—software acquisition wallets work better than small ones—software acquisition is expensive! is expensive!

Teachers should focus on classroom activities that Teachers should focus on classroom activities that encourage self-directed learning experiences, self-encourage self-directed learning experiences, self-expression, and interaction among students. expression, and interaction among students.

Page 26: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

Benefits That Don’t Show Benefits That Don’t Show up on Standardized Testsup on Standardized Tests

In the meantime, anecdotal evidence In the meantime, anecdotal evidence suggests that students in technology-rich suggests that students in technology-rich classrooms are reaping benefits that are not classrooms are reaping benefits that are not apparent on standardized achievement tests.apparent on standardized achievement tests.

They write more, finish units of study more They write more, finish units of study more quickly, show more self-motivation, work quickly, show more self-motivation, work cooperatively, express positive attitudes cooperatively, express positive attitudes about the future, and are better able to about the future, and are better able to understand and represent information in a understand and represent information in a variety of forms (Viadero, 1997). variety of forms (Viadero, 1997).

Page 27: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

Characteristics Characteristics of Teachers that of Teachers that

students students remember.remember.

Page 28: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

1. An unmistakable ability 1. An unmistakable ability to enjoy each moment and to enjoy each moment and

each person.each person.

Page 29: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

2.   No interest in pre-2.   No interest in pre-judging or judging any judging or judging any

student.student.

Page 30: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

3.  Accepting of and 3.  Accepting of and embracing each and embracing each and

every student.every student.

Page 31: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

4.   Gives everything he or 4.   Gives everything he or she has, and asks the she has, and asks the same of each student.same of each student.

Page 32: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

5.   Lots of persuasion.5.   Lots of persuasion.

Page 33: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

6.   Dwell on students' 6.   Dwell on students' strengths rather than strengths rather than moaning about their moaning about their

weakness.weakness.

Page 34: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

7.   Lots of expressions 7.   Lots of expressions of appreciation.of appreciation.

Page 35: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

8.   Lots of 8.   Lots of encouragement.encouragement.

Page 36: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

9.   Constant 9.   Constant connectedness with connectedness with

each student.each student.

Page 37: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

10.  Frequent attacks of 10.  Frequent attacks of smiling hearts.smiling hearts.

Page 38: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

11.  An uncontrollable 11.  An uncontrollable urge to be kind.urge to be kind.

Page 39: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

12.  Believes in the power 12.  Believes in the power of love of, faith in, belief of love of, faith in, belief

in, and hope forin, and hope foreach student.each student.

Page 40: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

13.  Allows things to 13.  Allows things to unfold to the needs of unfold to the needs of

each student rather than each student rather than resisting and resisting and

manipulating to his or her manipulating to his or her own wants.own wants.

Page 41: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

14.  Ever seeing and 14.  Ever seeing and listening, ever mindful listening, ever mindful

and sensitive and and sensitive and attentive.attentive.

Page 42: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

15.  Wants to make a 15.  Wants to make a difference and believes difference and believes

the world can be changed.the world can be changed.

Page 43: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

16. Doesn't wait for 16. Doesn't wait for students to be friendly students to be friendly

and civil; modelsand civil; modelstact, courtesy, respect, tact, courtesy, respect,

honesty, civility.honesty, civility.

Page 44: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

Multiple Multiple IntelligencesIntelligencesFounded in Founded in

19831983

Howard Howard GardnerGardner

““Frames of Frames of Mind”Mind”

Created by Scott P. EDT 605

Cynthia Sistek-Chandler

Page 45: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

What are Multiple What are Multiple IntelligencesIntelligences

Multiple Intelligence is an educational theory Multiple Intelligence is an educational theory established by Howard Gardner in 1983. His established by Howard Gardner in 1983. His theory suggests that individuals possess a theory suggests that individuals possess a variety of intelligences which manifest variety of intelligences which manifest themselves differently in each individual. themselves differently in each individual. These differences provide a unique cognitive These differences provide a unique cognitive profile in each individual.profile in each individual.

Gardner argues that traditional intelligence Gardner argues that traditional intelligence definitions do not adequately encompass the definitions do not adequately encompass the wide variety of abilities that humans possess.wide variety of abilities that humans possess. Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.

Page 46: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

How Multiple How Multiple Intelligences Can Be Intelligences Can Be Implemented in the Implemented in the

ClassroomClassroom Many advocates for the use of Multiple Many advocates for the use of Multiple

Intelligence curriculum in schools Intelligence curriculum in schools suggests five approaches to curriculum suggests five approaches to curriculum change:change:

Guignon, A. (1998). Multiple Intelligences: A theory for everyone. Retrieved May 16, 2007, from http://www.education-world.com/a_curr/curr054.shtml

1. Lesson Design

2. Interdisciplinary Units

3. Student Projects

4. Assessments

5. Apprenticeships

Page 47: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

Gardner’s 8 Criteria for Gardner’s 8 Criteria for Identifying an IntelligenceIdentifying an Intelligence1.1. Developmental history with an expert end Developmental history with an expert end

performanceperformance2.2. Prodigies, savants and exceptional individualsProdigies, savants and exceptional individuals3.3. Isolation as a brain functionIsolation as a brain function4.4. Set of core operationsSet of core operations5.5. Evolutionary historyEvolutionary history6.6. Supported psychological tasksSupported psychological tasks7.7. Supported psychometric tasksSupported psychometric tasks8.8. Encoded into a symbol systemEncoded into a symbol system

Gardner’s definition of intelligence:Gardner’s definition of intelligence:Intelligence is the ability to find and solve problems Intelligence is the ability to find and solve problems and create products of value in one’s own culture.and create products of value in one’s own culture.

McKenzie, W. (n.d.). Gardner’s eight criteria for identifying an intelligence. Retrieved May 16, 2007, from http://surfaquarium.com/MI/criteria.pdf

Page 48: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

Howard Gardner: Founder of Howard Gardner: Founder of Multiple IntelligencesMultiple Intelligences

Howard Gardner is a professor at the Harvard Howard Gardner is a professor at the Harvard Graduate School of Education who is Graduate School of Education who is considered the father of MI theory. He first considered the father of MI theory. He first brought his theory to the public’s awareness brought his theory to the public’s awareness through the release of his book Frames of Mind through the release of his book Frames of Mind (1983).(1983).

In 2005 he was selected by Prospect and In 2005 he was selected by Prospect and Foreign Policy magazines as one of the 100 Foreign Policy magazines as one of the 100 most influential public intellectuals in the world.most influential public intellectuals in the world.

Gardner has spent most of his career studying Gardner has spent most of his career studying the effects and implications resulting from the the effects and implications resulting from the concept of Multiple Intelligences.concept of Multiple Intelligences.

Gardner, H. (2006). Biography of Howard Gardner. Retrieved May 16, 2007, from http://www.howardgardner.com/MI/mi.html

Page 49: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

Howard Gardner (cont.)Howard Gardner (cont.)

During the mid 1980’s Howard During the mid 1980’s Howard Gardner became involved in the Gardner became involved in the reform of schools in the United reform of schools in the United States. This reform includes the States. This reform includes the design of performance based tests design of performance based tests and individualized teaching and and individualized teaching and testing methods for studentstesting methods for students

Gardner has written over 20 books Gardner has written over 20 books to date and 400 research articles.to date and 400 research articles.Doorey, M. (2001). Gardner, Howard Earl (1943- ). Retrieved May 16, 2007, from http://findarticles.com/p/ articles/mig2699/is_0004/ai_2699000478

Gardner, H. (1997). WEAC convention. Retrieved May 20, 2007, from http://adulted.about. com/gi/dynamic/offsite.htm?zi=1/XJ&sdn= adulted& cdn=education&tm=19&gps=308_755_1020_621&f=21&su=p554.2.150.ip_&tt=2&bt=1&bts=1&zu=http%3A//www.weac.org/abou twea/conven97/audio1.htm

Page 50: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

Gardner’s Original 7 Gardner’s Original 7 IntelligencesIntelligences

Linguistic Linguistic Logical-Logical-

MathematicalMathematical MusicalMusical SpatialSpatial Bodily-KinestheticBodily-Kinesthetic InterpersonalInterpersonal IntrapersonalIntrapersonal

Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.

Page 51: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

Linguistic IntelligenceLinguistic Intelligence

This intelligence is comprised of:This intelligence is comprised of:

Attention to wordsAttention to words

Relations amongst wordsRelations amongst words

SyntaxSyntax

Beauty and substance of styleBeauty and substance of style

Linguistic Intelligence includes Linguistic Intelligence includes qualities of both right and left qualities of both right and left hemispheric processing of languagehemispheric processing of language

Grow, G. (2003). Writing and Multiple Intelligences. Retrieved May 16, 2007, from http://www.longleaf.net/ ggrow/7In/Linguistic.html

Gardner, H. (1997). WEAC convention. Retrieved May 20, 2007, from http://adulted.about.com/gi/dynamic/offsite.htm?zi=1/XJ&sdn=adulted&cdn= education&tm=19&gps=308_755_1020_621&f=21&su=p554.2.150.ip_&tt=2&bt=1&bts=1&zu=http%3A//www.weac.org/aboutwea/conven97/audio1.htm

Page 52: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

How to Support the How to Support the Verbal/Linguistic Verbal/Linguistic

Intelligence in your childIntelligence in your child

Play word, board, and card games.Play word, board, and card games.

Get your child enrolled in learning Get your child enrolled in learning another language.another language.

Provide your child with a lot of books and Provide your child with a lot of books and reading materials.reading materials.

Read stories togetherRead stories together

Give your child materials to write. Have Give your child materials to write. Have them make a book and read it to you them make a book and read it to you when they are old enough.when they are old enough.

NACCRRA. (2007). Different Kinds of “smarts”: Supporting children’s intelligence styles. Retrieved May, 16, 2007, from http://www. childcareaware.org/en/subscriptions/dailyparent/volume.php?id=45

Page 53: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

Logical-Mathematical Logical-Mathematical IntelligenceIntelligence

This intelligence is comprised of the This intelligence is comprised of the ability to use numbers effectively and ability to use numbers effectively and good reasoning skills. The types of good reasoning skills. The types of processes that are used in this processes that are used in this intelligence include:intelligence include:

Armstrong, T. (1994). Multiple Intelligences in the classroom. Alexandria: ASCD.

Gardner, H. (1997). WEAC convention. Retrieved May 20, 2007, from http://adulted.about.com/ gi/dynamic/offsite.htm?zi=1/XJ&sdn=adulted&cdn=education&tm=19&gps=308_755_1020_621&f=21&su=p554.2.150.ip_&tt=2&bt=1&bts=1&zu=http%3A//www.weac.org/aboutwea/conven97/audio1.htm

• Categorization

• Classification

• Generalization

• Hypothesis Testing

• Calculation

• Inference

Page 54: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

How to Support the Logical-How to Support the Logical-Mathematical Intelligence Mathematical Intelligence

in your childin your child Give your child games that involve logic Give your child games that involve logic and numbers.and numbers.

Play matching games with your childPlay matching games with your child

Give your child building toysGive your child building toys

Have your child look for objects at home Have your child look for objects at home and categorize them by shape, color, etc…and categorize them by shape, color, etc…

NACCRRA. (2007). Different Kinds of “smarts”: Supporting children’s intelligence styles. Retrieved May, 16, 2007, from http://www. childcareaware.org/en/subscriptions/dailyparent/volume.php?id=45

Page 55: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

Musical IntelligenceMusical Intelligence

Musical Intelligence is the ability Musical Intelligence is the ability to create and understand music. to create and understand music.

This intelligence is comprised of This intelligence is comprised of 5 core features:5 core features:

1.1. RhythmRhythm

2.2. PitchPitch

3.3. Harmony Harmony

4.4. TimbreTimbre

5.5. Emotional Power of Emotional Power of MusicMusic

Guignon, A. (1998). Multiple Intelligences: A theory for everyone. Retrieved May 16, 2007, from http://www.education-world.com/a_curr/ curr054.shtml

Gardner, H. (1997). WEAC convention. Retrieved May 20, 2007, from http://adulted.about.com/gi/dynamic/offsite.htm?zi=1/XJ&sdn= adulted&cdn=education&tm=19&gps=308_755_1020_621&f=21&su=p554.2.150.ip_&tt=2&bt=1&bts=1&zu=http%3A//www.weac.org/aboutwea/conven97/audio1.htm

Page 56: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

How to Support the How to Support the Musical Intelligence in Musical Intelligence in

your childyour child Play music around the house.Play music around the house.

Introduce your young Introduce your young children to basic musical children to basic musical sounds and instruments: sounds and instruments: bells, drums, etc…bells, drums, etc…

Let your child learn to play a Let your child learn to play a musical instrument or take musical instrument or take formal music or dance formal music or dance lessons.lessons.

NACCRRA. (2007). Different Kinds of “smarts”: Supporting children’s intelligence styles. Retrieved May, 16, 2007, from http://www. childcareaware.org/en/subscriptions/dailyparent/volume.php?id=45

Page 57: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

Sensitivity to relationships between space, color, line, and form.

Ability to mentally rotate and manipulate objects.

Capacity to create graphic demonstrations of real objects.

Ability to understand the aspects of spatial and visual displays within the graphic arts.

Visual/Spatial Visual/Spatial IntelligenceIntelligence

Visual-Spatial Intelligence is defined as having Visual-Spatial Intelligence is defined as having the following criteria:the following criteria:

Thompson, H. (n.d.). Visual-Spatial Intelligence. Retrieved May 15, 2007, from http://hmt.mywebuga.edu/webwrite/visual-spatial.htm

Gardner, H. (1997). WEAC convention. Retrieved May 20, 2007, from http://adulted.about.com/gi/dynamic/offsite.htm?zi=1/ XJ&sdn=adulted&cdn=education&tm=19&gps=308_755_1020_621&f=21&su=p554.2.150.ip_&tt=2&bt=1&bts=1&zu=http% 3A//www.weac.org/aboutwea/conven97/audio1.htm

Page 58: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

How to Support the How to Support the Visual/Spatial Intelligence Visual/Spatial Intelligence

in your childin your child

Have your children try mazes.Have your children try mazes.

Start with puzzles with fewer Start with puzzles with fewer pieces, and as your child gets older, pieces, and as your child gets older, have puzzles with more pieces.have puzzles with more pieces.

Give your child plenty of materials Give your child plenty of materials to draw, paint, and write with.to draw, paint, and write with.

Introduce your child to graphic Introduce your child to graphic arts.arts.

NACCRRA. (2007). Different Kinds of “smarts”: Supporting children’s intelligence styles. Retrieved May, 16, 2007, from http://www. childcareaware.org/en/subscriptions/dailyparent/volume.php?id=45

Page 59: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

Bodily-Kinesthetic Bodily-Kinesthetic IntelligenceIntelligence

This intelligence is comprised of an expertise This intelligence is comprised of an expertise to use one’s body to express feelings and to use one’s body to express feelings and ideas. It also consists of the ability to use ideas. It also consists of the ability to use one’s hands to build and construct things. one’s hands to build and construct things. This intelligence includes specific physical This intelligence includes specific physical skills such as:skills such as:

Armstrong, T. (1994). Multiple Intelligences in the Classroom. Alexandria: ASCD

Gardner, H. (1997). WEAC convention. Retrieved May 20, 2007, from http://adulted.about.com/gi/dynamic/offsite.htm?zi=1/XJ&sdn=adulted&cdn= education&tm=19&gps=308_755_1020_621&f=21&su=p554.2.150.ip_&tt=2&bt=1&bts=1&zu=http%3A//www.weac.org/aboutwea/conven97/audio1.htm

• Coordination

• Balance

• Flexibility

• Speed

• Tactile Capabilities}

• Dexterity

• Strength

• Haptic Capabilities

Page 60: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

How to Support the Bodily-How to Support the Bodily-Kinesthetic Intelligence in Kinesthetic Intelligence in

your childyour child Enroll your child in a team Enroll your child in a team

sport that she/he likes.sport that she/he likes.

Act out stories with dance only.Act out stories with dance only.

Make music a daily part of Make music a daily part of their activities, have free time their activities, have free time to dance and move.to dance and move.

Allow your child to try different Allow your child to try different kinds of sporting activities.kinds of sporting activities.

NACCRRA. (2007). Different Kinds of “smarts”: Supporting children’s intelligence styles. Retrieved May, 16, 2007, from http://www. childcareaware.org/en/subscriptions/dailyparent/volume.php?id=45

Page 61: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

Interpersonal Interpersonal IntelligenceIntelligence

A major facet of this intelligence A major facet of this intelligence is how we notice a distinction is how we notice a distinction among others. This can involve a among others. This can involve a contrast in moods, contrast in moods, temperaments, motivations, and temperaments, motivations, and intentions.intentions.

Humans are social animals who Humans are social animals who thrive and grow when involved thrive and grow when involved with others. This ability to with others. This ability to interact, understand, and interact, understand, and interpret their behavior is known interpret their behavior is known as Interpersonal Intelligence.as Interpersonal Intelligence.Carvin, A. (n.d.). Interpersonal Intelligence. Retrieved May, 15, 2007, fromhttp://www.edwebproject.org/edref.mi.th6.html

Gardner, H. (1997). WEAC convention. Retrieved May 20, 2007, from http://adulted.about.com/gi/dynamic/offsite.htm?zi=1/XJ&sdn=adulted&cdn= education&tm=19&gps=308_755_1020_621&f=21&su=p554.2.150.ip_&tt=2&bt=1&bts=1&zu=http%3A//www.weac.org/aboutwea/conven97/audio1.htm

Page 62: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

How to Support the How to Support the Interpersonal Intelligence Interpersonal Intelligence

in your childin your child Make sure your child has a lot Make sure your child has a lot

of interactions with other of interactions with other children.children.

Enroll your child in groups such Enroll your child in groups such as Boy Scouts, Girl Scouts, or as Boy Scouts, Girl Scouts, or other team-building groups.other team-building groups.

Encourage your child to Encourage your child to participate in group activities, participate in group activities, assume a leadership role.assume a leadership role.

NACCRRA. (2007). Different Kinds of “smarts”: Supporting children’s intelligence styles. Retrieved May, 16, 2007, from http://www. childcareaware.org/en/subscriptions/dailyparent/volume.php?id=45

Page 63: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

Intrapersonal Intrapersonal IntelligenceIntelligence

Intrapersonal Intelligence Intrapersonal Intelligence consists of self knowledge and consists of self knowledge and the ability to act adaptively on the ability to act adaptively on the basis of that knowledge. the basis of that knowledge. This intelligence includes having This intelligence includes having an accurate self image, an accurate self image, awareness of intentions, inner awareness of intentions, inner moods, motivations, desires, moods, motivations, desires, temperaments, self temperaments, self understanding, self esteem, and understanding, self esteem, and self discipline. self discipline.

Armstrong, T. (1994). Multiple Intelligences in the classroom. Alexandria: ASCD

Gardner, H. (1997). WEAC convention. Retrieved May 20, 2007, from http://adulted.about.com/gi/dynamic/offsite.htm?zi=1/XJ&sdn= adulted&cdn=education&tm=19&gps=308_755_1020_621&f=21&su=p554.2.150.ip_&tt=2&bt=1&bts=1&zu=http%3A//www.weac.org/aboutwea/conven97/audio1.htm

Page 64: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

How to Support the How to Support the Intrapersonal Intelligence Intrapersonal Intelligence

in your childin your child Find independent projects that your Find independent projects that your

child can work on.child can work on.

Allow your child to take time to think Allow your child to take time to think before making choices, when before making choices, when possible.possible.

If your child is hesitant or shy, don’t If your child is hesitant or shy, don’t force the issue.force the issue.

Have your school-ager keep a journal Have your school-ager keep a journal about activities, thoughts, or about activities, thoughts, or whatever they like.whatever they like.

NACCRRA. (2007). Different Kinds of “smarts”: Supporting children’s intelligence styles. Retrieved May, 16, 2007, from http://www. childcareaware.org/en/subscriptions/dailyparent/volume.php?id=45

Page 65: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

Gardner’s Additional Gardner’s Additional Intelligences:Intelligences:

Naturalist Intelligence:Naturalist Intelligence:This intelligence is considered to be a This intelligence is considered to be a possible 8possible 8thth intelligence. intelligence.

Existential Intelligence:Existential Intelligence:This intelligence is considered to be a This intelligence is considered to be a possible 9possible 9thth intelligence. intelligence.

Both of these intelligences are not Both of these intelligences are not widely accepted to date as there has not widely accepted to date as there has not been an extensive amount of research been an extensive amount of research documenting these areas of intelligence.documenting these areas of intelligence.

Page 66: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

The 8The 8thth Intelligence: Naturalist Intelligence: Naturalist IntelligenceIntelligence

Naturalist Intelligence consists of individuals who learn best through interacting with the environment. This includes outdoor activities, field trips, and interaction with animals and plants.

People exhibiting a Naturalist Intelligence can often times see the discrete patterns and meanings in nature and the world around them. Naturalists are able to adapt to their environment.

Lamb, A. (2004). Technology and Multiple Intelligences- Naturalist. Retrieved May 16, 2007, from http://eduscapes.com/tap/topic68h.htm

Gardner, H. (1997). WEAC Convention. Retrieved May, 20, 2007, from http://adulted.about.com/gi/dynamic/offsite.htm?zi=1/XJ&sdn=adulted&cdn= education&tm=19&gps=308_755_1020_621&f=21&su=p554.2.150.ip_&tt=2&bt=1&bts=1&zu=http%3A//www.weac.org/aboutwea/c

onven97/audio1.htm

Page 67: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

The 9The 9thth Intelligence: Existential Intelligence: Existential IntelligenceIntelligence Existential intelligence is capacity Existential intelligence is capacity

and sensitivity for conceptualizing and sensitivity for conceptualizing larger questions about human larger questions about human existence.existence.

Gardner describes people possessing Gardner describes people possessing this intelligence as individuals who this intelligence as individuals who demonstrate the ability to ponder demonstrate the ability to ponder and pose questions about death, life, and pose questions about death, life, and ultimate realities. As to date, and ultimate realities. As to date, Gardner has not fully confirmed, Gardner has not fully confirmed, endorsed, or focused much research endorsed, or focused much research on this intelligence.on this intelligence.Wilson, L. (2005). Newer views of learning – Exploring the ninth intelligence – Maybe. Retrieved May 16, 2007, fromhttp://www.uwsp.edu/

Education/lwilson/learning/ninthintelligence.htm

Gardner, H. (1997). WEAC convention. Retrieved May 20, 2007, from http://adulted.about.com/gi/dynamic/offsite.htm?zi=1/XJ&sdn=adulted&cdn= education&tm=19&gps=308_755_1020_621&f=21&su=p554.2.150.ip_&tt=2&bt=1&bts=1&zu=http%3A//www.weac.org/aboutwea/conven97/audio1.htm

Page 68: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

Multiple Intelligence Multiple Intelligence Projects: Projects: Project ZeroProject Zero

Project Zero is a research group at the Project Zero is a research group at the Harvard Graduate School of Education. This Harvard Graduate School of Education. This research group investigates the learning research group investigates the learning processes in children, adults, and processes in children, adults, and organizations. This is a learner centered organizations. This is a learner centered educational process.educational process.

Mission: to understand and enhance Mission: to understand and enhance thinking, learning, and creativity in the arts, thinking, learning, and creativity in the arts, as well as humanistic and scientific as well as humanistic and scientific disciplines. disciplines.

Founded in 1967 by the Philosopher Nelson Founded in 1967 by the Philosopher Nelson Goodman. Howard Gardner Goodman. Howard Gardner

Page 69: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

Project Zero Research Project Zero Research ProjectsProjects

Adult Multiple Intelligences Study: Adult Multiple Intelligences Study: Focuses on investigating and supporting adult educators in designing and developing Focuses on investigating and supporting adult educators in designing and developing instructional strategies, assessment, and curriculum based on the Multiple Intelligences.instructional strategies, assessment, and curriculum based on the Multiple Intelligences.

<Click here to find out more about the Adult Multiple Intelligences study><Click here to find out more about the Adult Multiple Intelligences study>

Multiple Intelligence Schools:Multiple Intelligence Schools: A research study which examined how Multiple Intelligences have been applied in schools A research study which examined how Multiple Intelligences have been applied in schools as well its impact.as well its impact.

<Click here to find out more about the Multiple Intelligences Schools Study><Click here to find out more about the Multiple Intelligences Schools Study>

Practical Intelligence For School:Practical Intelligence For School: A research project exploring what students should need to know in order to succeed in A research project exploring what students should need to know in order to succeed in

school. school. <Click here to find out more about the Practical Intelligence For School research Project><Click here to find out more about the Practical Intelligence For School research Project>

Project SUMIT (Schools Using Multiple Intelligences Theory): Project SUMIT (Schools Using Multiple Intelligences Theory): A research project with documents, identifies, and promotes effective applications of A research project with documents, identifies, and promotes effective applications of Multiple Intelligences in schools.Multiple Intelligences in schools.

<Click here to find out more about the Project SUMIT research project><Click here to find out more about the Project SUMIT research project>

Page 70: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

Project SpectrumProject Spectrum

Project Spectrum is another project supported by the Project Project Spectrum is another project supported by the Project Zero group. Project Spectrum provides an alternative Zero group. Project Spectrum provides an alternative approach to curriculum development and assessment for the approach to curriculum development and assessment for the preschool and elementary aged students. The work is based preschool and elementary aged students. The work is based on the tenet that all children demonstrate a distinct profile of on the tenet that all children demonstrate a distinct profile of abilities or spectrum of intelligences. abilities or spectrum of intelligences.

The goal of Project Spectrum is to determine if distinct The goal of Project Spectrum is to determine if distinct intellectual strengths can be assessed and identified in intellectual strengths can be assessed and identified in children as young as four years of age.children as young as four years of age.

The assessment tools of Project Spectrum focus on seven The assessment tools of Project Spectrum focus on seven different and distinct domains of knowledge. These include: different and distinct domains of knowledge. These include: math, music, art, science, social understanding, movement, math, music, art, science, social understanding, movement, and language.and language.

<Click here to find out more about Project Spectrum><Click here to find out more about Project Spectrum>

Page 71: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

Key Learning Key Learning CommunityCommunity

Key Learning Community is Key Learning Community is Federally funded high school Federally funded high school that devotes equal emphasis to that devotes equal emphasis to each of Gardner’s 7 each of Gardner’s 7 intelligences in lessons and intelligences in lessons and curriculum.curriculum.

Key Learning Community (Key Key Learning Community (Key School) opened its doors to School) opened its doors to students in the fall of 1987, students in the fall of 1987, after many years of planning after many years of planning and research had taken place.and research had taken place.

Key Learning Community (2004). Key Learning Community – Key history. Retrieved May 16, 2007, fromhttp://www.616.ips.k12.in.us/ About+Us/History/default.aspx

Page 72: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

Key Learning Key Learning Community (cont.)Community (cont.)

The mission of the Key Learning Community is to The mission of the Key Learning Community is to develop and research innovative educational develop and research innovative educational practices in teaching to celebrate the diversity found practices in teaching to celebrate the diversity found in our population and communities. In addition, in our population and communities. In addition, education is personalized by building upon each education is personalized by building upon each student’s strengths in each of the 7 intelligences student’s strengths in each of the 7 intelligences described by Howard Gardner.described by Howard Gardner.

The key Learning Community now is a K-12 program The key Learning Community now is a K-12 program which is located in Indianapolis, Indiana.which is located in Indianapolis, Indiana.

<Click here to visit the Key Learning Community web<Click here to visit the Key Learning Community website>site>Key Learning Community (2004). Key Learning Community – Key history. Retrieved May 16, 2007, fromhttp://www.616.ips.k12.in.us/

About+Us/History/default.aspx

Page 73: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

Each of these tests offer insight to Each of these tests offer insight to which intelligences you and your child which intelligences you and your child excels in.excels in.

Multiple Intelligences TestMultiple Intelligences Test

Learning Styles (Self-Assessment)Learning Styles (Self-Assessment)

Multiple Intelligence InventoryMultiple Intelligence Inventory

Multiple Intelligence Test #2Multiple Intelligence Test #2

Multiple Intelligences Test – Adult VersionMultiple Intelligences Test – Adult Version

Multiple Intelligence Multiple Intelligence Tests:Tests:

Each of the above MI tests are links to the website where the test is located. Just simply click on any test listed above (on a computer connected to the internet) in order to take the test.

Page 74: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

Additional Learning Theories Additional Learning Theories To ConsiderTo Consider

Cognitive Learning Theory: Cognitive Learning Theory: recognizes that a lot of learning involves the associations that are recognizes that a lot of learning involves the associations that are created through repetition and contiguity. Reinforcement is also an created through repetition and contiguity. Reinforcement is also an important aspect of this learning theory. Views learning as the important aspect of this learning theory. Views learning as the reorganization and acquisition of the cognitive structures through reorganization and acquisition of the cognitive structures through which humans process and store information (Good & Brophy, 1990). which humans process and store information (Good & Brophy, 1990). Key Cognitive theorists include Piaget & Bruner.Key Cognitive theorists include Piaget & Bruner.

Behaviorist Learning Theory:Behaviorist Learning Theory:studies overt behaviors that can be measured and observed. Views the studies overt behaviors that can be measured and observed. Views the mind as a “black box”, believing that responses to stimuli can be mind as a “black box”, believing that responses to stimuli can be quantitatively observed. Key theorists include Pavlov, Watson, quantitatively observed. Key theorists include Pavlov, Watson, Thorndike, and Skinner.Thorndike, and Skinner.

Constructivist Learning Theory:Constructivist Learning Theory:believe that learners will construct their own reality based on their believe that learners will construct their own reality based on their perceptions and experiences. Knowledge is a function of a person’s perceptions and experiences. Knowledge is a function of a person’s prior experiences, mental structures, and beliefs. Key Constructivist prior experiences, mental structures, and beliefs. Key Constructivist theorists include Dewey, and Vygotsky.theorists include Dewey, and Vygotsky.

Good, T. & Brophy, J. (1990). Educational psychology: A realistic approach. (4th ed.). White Plains, NY: Longman

DEWEYPAVLOV SKINNERBRUNERPIAGET THORNDIKE VYGOTSKYWATSON

Page 75: Technology Supports All Learning Theory Approaches Behaviorist Behaviorist Cognitivist Cognitivist Constructivist Constructivist

Multiple Intelligences:Multiple Intelligences:A Thought to Ponder…A Thought to Ponder…


Recommended