Multiple Intelligence Theory for Teachers Working with Special Education Students
Goal:
To inform teachers how Multiple Intelligence Theory (MIT) applies to themselves and the special education students they serve.
Objectives:
After the training, teachers will:
1. Understand Gardner's eight multiple intelligences theory, types, and characteristics.
2. Identify their multiple intelligences through self-assessment.
3. Access a multiple intelligences assessment to administer to special education students in the classroom.
4. Navigate to the featured website with in-depth MIT information, lesson templates, classroom resources, and helpful links for further self-directed learning of MIT.
Rationale:
This hypothetical introductory workshop was designed for teachers as a voluntary lunchtime session during a four-day in-service at a non-public special education school (NPSES). The session would be the first of a four-part series of high-interest special education topics during unpaid lunch hours. Capitalizing on Knowles' assumption that learners become more self-directed through the process of taking initiative, setting learning goals, identifying resources, implementing strategies, and evaluating outcomes as they mature (as learners), the rationale for the design of the workshop was to promote a progression of those self-directed learning skills. This first session was designed by applying Stage 2 of Grow's Staged Self-Directed Learning Model (SSDL) to entice interested learners to voluntarily participate in MIT's high-interest special education topic to promote further self-directed learning and participation in future unpaid lunchtime sessions. The elements of this session include the basics of Gardner's MIT presented in a stimulating and motivating way through informed lecture, facilitated discussion, application of self- and student- assessment, and provision of online resources for further study of multiple intelligences in the classroom.
Design:
Module | Activity |
Module 1: Introduction to Gardner's Multiple Intelligence Theory | 1) Icebreaker discussion about personal experiences with "splinter skills" (isolated strengths) among the special education population. https://surfaquarium.com/MI/criteria.htm 2) Introduction to Multiple Intelligence Theory. https://surfaquarium.com/MI/overview.htm 3) Overview of the names and characteristics of the eight multiple intelligences. https://surfaquarium.com/MI/profiles/index.htm (Click on each type to view each intelligence.) |
Module 2: Individual Assessment of Multiple Intelligence | 1) Introduce the paper assessment and inform the participants that the assessment is freely available online for future use. https://surfaquarium.com/MI/inventory.htm 2) Provide time for completion and scoring of assessment. 3) Promote discussion between participants about their multiple intelligences' expected and unexpected results. |
Module 3 Student Assessment in the Classroom | 1) Introduce the student assessment for classroom use and discuss the instructions and scoring of student assessment. https://www.lauracandler.com/freebies/MISurveyforKidsFreebie.pdf 2) Facilitate a discussion about how the participants can make the best use of the knowledge of individual students' multiple intelligences to increase the effectiveness of their teaching in the classroom. |
Module 4 Wrap-Up | 1) Revisit the icebreaker and have participants reframe their experiences with "splinter skills" among the special education population in the context of their new knowledge of MIT. 2) Direct participants to the featured website for more detailed MIT information, MIT classroom resources, and links for further MIT self-directed learning. |
References:
Merriam S. B. & Baumgartner L. M. (2020). Learning in adulthood: a comprehensive guide.
Jossey-Bass.
Resources. Laura Candler. (2019, July 30). https://lauracandler.com/resources
Surfaquarium. Surfaquarium MI Pages. (n.d.). https://surfaquarium.com/MI/index.htm
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