Multiple Intelligences, Multiple Languages and Portfolios:A Window into the Learner’s Mind

Evangeline Harris Stefanakis, Ed.D. Teachers College Columbia University,

Boston University, Boston, MA Edhs@bu.edu

Audience Inquiry:Introductory Questions

• What do you already know about: Multiple Intelligences?

Multilingualism & Portfolios?

Research/ Practice Links:• What do you hope to find out?• What resources are you looking for?

Copyright: Evangeline Harris Stefanakis, Ed.D. Language for Learning->

Fenway High School & Boston Arts Academy

BEGINNING TO CAPTURE INDIVIDUALSLEARNING CAPABILITIES, NOT DISABILTIESElementary, Secondary, Community Colleges, University

SOCIAL/SOCIAL/CULTURAL/CULTURAL/HISTORIC VIEWHISTORIC VIEW

Schools As SortersSchools As Sorters-

Lewis Terman / Intelligence Tests

Are over 100 Years of Testing different?

Chapman 1922

PublishersHEINEMANN.COM

Linguistic MinoritiesCultural Framework

ResearchLiterature ReviewCase Studies Assessment System

Misconception #1

What is Assessment? What is Evaluation?

To AssessTo Assess is to Sit Beside the Learner To EvaluateTo Evaluate is to “assess using a set of values

to Sort the Learners into Norm Groups ” To AssessTo Assess To Evaluate To Evaluate

Learner Norm

Assessment as Sitting Beside the Learner

Portfolio collection

The teacher is next to, not in front of a learner and can see/ hear their potential

Heinemann.comAmazon.com

• Book & CD

Gallery Portfolios Teacher Resources MI/Assess/Rubrics Graduation

Standards Conferences

Multiple Perspectives as Focus:Assessment for Learning

Learning Accountability

Self Assessment

Informal Feedback

Rubrics

Portfolios

Performance Based

Standardized Tests

Making Learning Visible

Clear Theoretical Framework: According to Gardner, Intelligence is...

• the ability to solve real life problems,

• the ability to find and create problems, and

• the ability to offer a product or service that is valued in at least one culture.

Gardner, H ( 1983). Frames of Mind. New York: Basic Books.

1

Multiple Intelligence theory suggests...

• WE ALL HAVE ALL 8 INTELLIGENCES, • BUT EACH INDIVIDUAL HAS A UNIQUE PROFILE

SO, WE SHIFT RESEARCH/PRACTICE THINKING FROM—1) Is this student smart, or not so smart….to2) How is each learner smart….what is their unique

profile of multiple intelligences/

3) Learning is visible in multiple languages

2

The Eight Intelligences Gardner, 1997

LinguisticIntelligence

Bodily KinestheticIntelligence

MathematicalIntelligence

Visual SpatialIntelligence

InterpersonalIntelligence

Musical Intelligence

IntrapersonalIntelligence

NaturalisticIntelligence

3

MI theory in Learning Environment

Multiple Entry

Points Visible

for Curriculum &

Assessment

Portfolio Assess

Student Work

Personalization-Profile Individual Intelligence

Multiple Intelligences/Multilingual Curriculum Design based on Profiles, Projects & Portfolios

Primary Schools:Meet Desiree and Alsenio

Friday PMDone with Reading/Portfolio Buddies

Grade k-2Done with Tech Team

Grades 3-5

MI Lens for Examining Student WorkWHAT DOES THIS WORK TELL ABOUT

LEARNER AS A:

Linguist Artist Scientist

Reflective Learner Cooperative Learner Mathematician

A Collection of Student Work

Primary Bilingual ClusterGrades K-1(L1 and L2)• Who am I? Books• Self Portrait /Family • Projects- Picture• Interviews• Literacy/Numeracy• Strengths/Expertise• Writing Sample• Photos/ Video

Grade 2 (L1 and L2)• Self Portrait (plus picture)• Family Picture• What They Think About School

(middle of school year too)

• What They Think About Friends• Their Goals• Math Open Ended Questions

(Writing, Drawing Explanations)

• What they know Math/Science• L2 Given a picture/taped response• Chinese- individual work samples

Meet IS 131 ClassMeet Kevin E. Bronx (FLH);

• High School/

• Secondary School

Academics,Internships,Extra CurricularAthletics

A Collection of Student Work

Reflection/ Selections- Post Secondary

Grade (6-8, 9-10)

• Myself as a Writer- Self Portrait

• Personal Journal Entries (pictures)

• Personal Narrative

• Myself as a Historian/Social Scientist

• Current Events Reflections

• Myself as Mathematician/ Graphs

• Problem Solver

• Myself as Scientist; Lab Journal

Observation

Assessment of A Student’s MI ProfileAssessment of A Student’s MI Profile

DOCUMENTATION

Keeping Track of the Process & Products of Learning

Anecdotal RecordsAnecdotal RecordsChecklists/StandardsChecklists/StandardsInformal AssessmentsInformal Assessments

VideotapesVideotapesAudiotapesAudiotapesSociogramsSociograms

OBSERVATION

Images/ Graphics/ Journals, Student Charts, Portfolios, Interviews, TestsImages/ Graphics/ Journals, Student Charts, Portfolios, Interviews, Tests

High School to College Transitions

• Moving to Web Based tools.• DIGICATION/ OTHERS• BU ACADEMY- grade 9/10• BU UNDERGRADS

Writing, Fine Arts, Education, Arts/Sciences

GRADUATE PROGRAMS

Public Health, MBA, Education

The Process of Building e-Portfolios

FOLDERS COLLECT

PORTFOLIOS

Pass AlongPortfolio

SELECT

REFLECT

Myth #2:CLARIFYING THE PURPOSES

OF ASSESSMENT

IMPROVE STUDENT LEARNING Making learning visible to students/individuals (Seidel et al) Fostering reflective learning which is self adjusting Acknowledging and celebrating learning Communicating learning to families and the wider

community

IMPROVING TEACHERS’ TEACHING Adjusting instruction to meet the needs of learners as

individuals Fostering reflective teaching which informs practice Communicating learning to multiple constituencies Improving capacity to reach high standards of student

achievement

Schools are organisms- all parts must share beliefs

Children learn the values and practices of the whole school as a learning community

Student progress is the concern of students, teachers, parents, and the educational community

Each school is a unique learning community which adds a context to student work

Why Consider the Whole School?

Audiences / Purposes for Portfolio

Student

Teacher

Parent

Next Year’s Teacher

School Community

The Key Practices

Sharing Language & Ideasschool background

Classroom Practice Groups teachers learning

Collaborative Assessment Teams child’s learning

Sharing with Communitybuilding support

Celebrating Student Work

Five Key Practices Collaborative Assessment: Conversations->

learner’s work

Classroom Practices: Conversation using projects and portfolios as curriculum and assessment

Language and Ideas: Conversations the language and ideas of portfolio assessment

Communicating with the Community: Conversations with all members of school about the new approaches to assessment

Celebrating Student Work: Conversations learners to publicly celebrate their products

GETTING STARTED-PORTFOLIOS

1. START SMALL, WORK TOGETHER

 Talk about portfolio purposes in grade level or faculty meetings

Let families know about portfolios. Enlist their help-Conference.

Conduct a descriptive review using student work as evidence.

  2. FIND TIME AS A FACULTY TO DISCUSS

Shared purposes and a school wide system for portfolios

MI in curriculum & assessment to pluralize/ personalize learning

The uses of rubrics in standard setting

How technology organizes, stores the images, and acts of learning

 

 

KEY ACCOUNTABILITY & LEARNING RUBRICS

Graduation/Assessment

LEAVE NO CHILD BEHIND

SEE ABILITIES IN DISABILITIES

FIND ASSETS-LANGUAGE(S)

Maintain Portfolio of student work,tracking & recording progressover time.

Administer culturally suitable, formal assessment in student’s native language,such as norm-reference assessment and/or curriculum-based assessment.

Student’s current statusStudent’s goals

Student’s challenges

Observe student workingby self, in small groups, and as member of class.

Interview student,family, teachers, andother community members.

Instructional plan

for achieving goals

Collected Informatio

n about Student

Collected Informatio

n about Student

PDP

Student’s strengths, interests, challenges

Student’s strengths, interests, challenges

Parent’s

Expectat

ions

Track and document interventions,noting if they are or are notsuccessful.

Per

form

ance

s co

mpa

red

To

norm

ativ

e gr

oup

Lev

el o

f m

aste

ryof

cur

ricu

lum

com

pone

nts

Attempted

inter

ventio

ns

Student’s

stren

gths, inter

ests,

chall

enges

Adapted from the K. Guinee

A COMPREHENSIVE ASSESSMENT SYSTEM –e PORTFOLIOS