MI-News, October 1999, Volume 1, Number 8 (Part 2 of 2)
Table of contentsTo go to the first two sections of this issue, click here
3 Applying MI theory at community colleges by Clifford Morris
4 Two MI lesson plans by Diana Labbe & Angie Thompson
5 For your minds only: Reader survey and addresses by Clifford Morris
3 Applying MI theory at community colleges by Clifford MorrisRecently, I received a book, video and a series of articles, all focusing on a most interesting program that applies MI theory at the community college level. Both the book Coloring Outside the Lines: Applying Multiple Intelligences and Creativity in Learning and the video Multiple Intelligences and Creativity in Learning challenge college professors to move beyond the traditional lecture method by adding MI applications to their community programs. Here then are my reviews.
Review #1
A Review of Dr. Rene Diaz-Lefebvre's book, Coloring Outside the Lines: Applying Multiple Intelligences and Creativity in Learning, published in July of 1999, by John Wiley & Sons Inc. You can purchase this 148-page book (ISBN 0-471-48043-6) by calling John Wiley & Sons Book Ordering at 1-800-225-5945. The book is sold "shrink-wrapped" to include the book and a two part video (reviewed below) for (U$) 22.00 + shipping and tax.
The following represents my version of a recently received copy of a review of the above book by a prominent, and well respected Arizona educational policy leader who writes:
"As President of the Arizona Association of Chicanos for Higher Education (AACHE), I am delighted to endorse Dr. Rene Diaz-Lefebvre's 1999 book. Howard E. Gardner's Multiple Intelligences Model (MIT) represents a cognitive model for teaching students at all levels based on their learning strengths. Coloring Outside the Lines: Applying Multiple Intelligences and Creativity in Learning (and its accompanying two part video) subliminally challenges college professors to move beyond the traditional lecture method of teaching post secondary students."Coloring Outside the Lines begins with the poignant story for Javier, a student with the capacity to learn, but does not perform well on tests. Using examples from different disciplines, Dr. Diaz-Lefebvre leads the reader step-by-step on how to use the Multiple Intelligences and Learning for Understanding (MI/LfU) model to teach for retention and UNDERSTANDING. The book answers the instructor's perennial concern of motivating students to review assigned readings. Through thought provoking quotes, the book captures the essence of teaching and learning: "The right angle to solve a difficult problem is the try-angle (Levitt)." The students in their own words relate how much they enjoy using their different intelligences.Appreciating Dr. Diaz-Lefebvre's insight, Harvard psychologist Howard Gardner, acknowledges the book to be:
"[a] lively and readable introduction to the theory of multiple intelligences, with particular focus on college students. This book shows how a multiple intelligences approach can be used to teach concepts effectively." (p. ix, again, emphases are those of the MI-News editor alone). Using a common-sense approach to teaching a diverse student population, this work represents a fresh way of teaching at the college level. Other educational entities such as charter schools, high schools, business and industry training as well as proprietary schools could improve their educational programs by incorporating a MI/LfU approach. Every teacher and education policy maker should possess a copy of this book and two part video!"Before commenting on the accompanying video, one final comment is in order. In his above and excellent review, Ernesto Escobeda failed to highlight what I felt was of the more interesting chapters of the book, namely Chapter 6 "In Their Own Voices: Students' Reflections on Learning". In this chapter, Diaz-Lefebvre required 22 pages to list comments from 118 students, ranging from 18 to 46 years of age. The comments reflected how the MI approach facilitated their learning. Two such comments stood out. One involved one of the youngest students, an 18-year-old female who was asked to comment on her preferred intelligence.She said:
"My preferred intelligences are visual/spatial and interpersonal. I learn a lot more if I am able to connect pictures and other visual aids with the information I am supposed to be learning. If I can see something and have a mental picture of it in my head, then I can remember it. I also love to work with people. By working together with other minds, I am able to get a more rounded perspective on learning than I would be able to get on my own." (p. 115)And finally, the eldest subject in the pilot investigation, also a female, when asked to comment on specific learning options that she selected and completed, stated:" I expected this class to be read, lecture, and test. Instead this class was totally motivating and stimulated a desire to learn more about psychology. I can directly apply it to my everyday functions with family and friends." (p. 124)It is only fitting that this book review ends where it begins by returning to "the poignant story for Javier, a student with the capacity to learn, but who did not perform well on tests." By reading those 118 comments, hopefully all readers with any educational influence will eliminate the Javier's of the world. Oh, by the way, as to what eventually happened to Javier:" … Javier "failed" the pencil/paper test on the brain, finished the course with a "D", took a few more classes, then dropped out of college. Despite this, I know he understood; he PERSONALLY understood the brain and its function. So who "failed" whom? Was it a system of higher learning so deeply entrenched in only one way of being "smart" that it failed to recognize and reward the way Javier is smart – his talent and ability to learn and understand academic material in a different way? Or was it [I], the teacher? The dialogue and demonstration of authentic learning that took place that afternoon has changed the way I looked at education, my role as a college teacher, and, more importantly, my understanding of how learning takes place." (pp. 4-5)Editor's note:Ernesto Escobeda, Ed. D, initially reviewed Coloring Outside the Lines: Applying Multiple Intelligences and Creativity in Learning. It was slightly revised and somewhat expanded by Clifford Morris, Editor, MI-News.
Review #2
Review of the accompanying video Multiple Intelligences and Creativity in Learning
Multiple Intelligences and Creativity in Learning is a well orchestrated two part video narrated by Rene Diaz-Lefebvre, Ph. D., an academic psychologist and a practitioner/researcher who has been implementing Multiple Intelligences and Learning for Understanding (MI/LfU) at Glendale Community College (GCC) for the past five years. Howard Gardner has been kept informed of the project from its inception and he has been very supportive of what has been accomplished. Diaz-Lefebvre started implementing MI/LfU through a two year pilot project in the psychology department from 1994-96. He is currently implementing MI/LfU across the college curriculum (biology, chemistry, art, nursing, math, English, psychology, foreign languages) with some incredible results.
Throughout the 30 minute video, Diaz-Lefebvre clearly outlines the development and initial research findings of a two year pilot study conducted on the application of Howard E. Gardner's Multiple Intelligences Theory (MIT). The MIT learning and teaching approach was applied to 10 introductory psychology classes at GCC, Glendale, Arizona. Some 131 GCC students participated in the 1994 – 1996 pilot investigation. To better observe the results of the project efforts, 10 class sizes were limited, with the average class size being 13 students. Diaz-Lefebvre's cognitive call can be summed up in this simple quote: "I'm not interested is how smart a community college student is, but how are community college students smart."
In Part I of the video, Diaz-Lefebvre explains Gardner's MI model from the perspective of a college classroom instructor. Before outlining Gardner's intelligences, he overviews learning from a bi-polar perspective, shifting from what he terms the "Old World" to a "New World" mental mindset. He calls the mainstream view of learning the "Old World" model. Conversely, he 'sees' the Gardner MI model as encompassing the "New World." Briefly stated for here, in the "Old World", community college classroom learning tended to be traditional. On the organizational continuum, learning was more linear or sequential in nature. Most classroom instructors were lecture-driven and were expected to be simply information givers. In short, classroom learning was perceived to be teacher-centered. Cognitive assessments failed to go beyond intellectual quotients (IQ) lenses, as it involved, in the main, timed pencil-paper testing.
Conversely, the "New World" fosters a more creative learning environment. On the organizational continuum, learning in this cognitive camp tends to be more random, or global in structure. The role of the teacher has also "changed tremendously"; the teacher is now perceived more as a mediator, facilitator, coach, or resource person, applicable to a more exploration-driven and student centered classroom environment. Here, Gardner's model of intelligence is defined as "having the ability, the talent or the skill to solve problems or create solutions within a society that values that type of being smart."
In Part II of the video, certain GCC students involved in the research study were interviewed; they used their collage products to demonstrate their successes, always from a MI perspective. Their comments were arranged under five sections: Initial Thoughts, Taking Risks, Motivation, Authentic Learning, and Closing Thoughts. They discussed how they moved out of their "comfort-learning zone" (i.e., the instructors taught using creative and multiple methods and appeared to be taking chances). This movement led them to take greater learning risks. As well, they expressed a greater thirst for learning, including a newly acquired motivation to understand the content needed to produce their collages. A most revealing comment came from an 18-year old male student:
"My motivation to learn psychology was greatly increased by having the options that I did. I could finally learn my way. I actually found myself looking forward to doing [schoolwork]. I must have something wrong with me, that's not supposed to happen. As I was going through the chapter reading new terms, pictures of things that reminded me of them would be popping into my head. I actually didn't dread doing the projects like I do in other classes."Of personal interest was another comment from a student who stated: "My knowledge doesn't escape at the end of my pen but has remained in my [long-term] memory, even after two years." And finally, in the "Closing Thoughts" section, the students viewed MI as a valid method for learning. As just cited, the MI approach enticed many of them to enroll in additional psychology courses.All in all, this 30-minute video represents an excellent introduction into MIT learning for any educational leader, be they college students, classroom teachers, or parents. The content is fast moving, free of educational and psychological jargon and easy to understand. This video represents an excellent way to introduce anyone to MIT, including someone encountering difficulty coping with the traditional mode of community college learning. This was my initial viewing of a video explaining the Gardner MIT model to the community college scene. I enjoyed what I saw. I also see this video as an excellent MIT entrance avenue to all pre service and novice teacher. Dr. Rene Diaz-Lefebvre is to be commended for the excellent way he has written his book and developed his accompanying video. This is a must see and read MI package for anyone interested in the practical application of Gardner's MI model into post secondary learning.
As well, the following four articles are available for anyone interested in what Dr. Rene Diaz-Lefebvre and his team are doing. The articles comment how MI was successfully introduced to the GCC learning community. The articles are:
1. "What If They Learn Differently: Applying Multiple Intelligences Theory In The Community College" by Diaz-Lefebvre, R., Siefer. N., and Pollack, T. Leadership Abstracts 11.1 (January 1998); n. page. (League for Innovation in The Community College)For additional details on all of the above, the more interested reader is asked to contact Professor Rene Diaz-Lefebvre, Ph. D., Glendale Community College, Department of Psychology, 6000 W. Olive Avenue, Glendale, Arizona, 85302-9983. His office and home telephone numbers are 623 845 3736 and 602 870 1671, respectively. His email address is diaz@gc.maricopa.edu.2. "Unlocking the Motivation, the Desire, and the Joy to Learn!" by Diaz-Lefebvre, R. Innovation Abstracts 19.12 April 1997 (The National Institute for Staff and Organizational Development)
3. "Coloring Outside the Lines: Applying Multiple Theory of Multiple Intelligences to the Community College Setting" by Diaz-Lefebvre, R., and P. Finnegan. Community College Journal 68.2 (October/November 1997)
4. "I Can Never Go Back..." by Diaz-Lefebvre, R. The Forum: Sharing Information on Teaching and Learning Vol. 6 Issue 2 Spring 1998 (Maricopa Center for Teaching and Instruction, Maricopa Community Colleges).
4 Two MI lesson plans by Diana Labbe and Angie ThompsonIn the August 1999 issue of the MI-News, we began publishing a series of lesson plans developed around Howard Gardner's MI model. We now continue by presenting additional plans, thanks to Diana Labbe and Angie Thompson.
Lesson Plan #1 by Diana Labbe, Nursery School TeacherUnit Title: Impressionism, incorporating MI and the French Artist Claude Monet's (1840-1925) painting "Water lilies."
Target Group: 3 and 4-year-old students
Objectives
1 Students will be able to recognize and choose an impressionist piece of artwork
2 Students will be able to describe how impressionist painters look at light and paint
3 Students will feel joy and accomplishment through their own creation of art work
4 Students will be able to create a water lily from mixed media
5 Students will feel joy and accomplishment through their own creation that reflects divergent ideasMaterials
1 Monet prints and books
2 Sample artwork, rushes, paint trays, tempera paints, canvas
3 Scissors, glue, mounting paper
4 Tape player and tapesActivating the Intelligences
Visual / Spatial: creating a painting. lily and assembling whole
Bodily / Kinesthetic: hands, painting, cutting. gluing
Musical: listening to impressionistic sounds (music of Claude Debussy) while working
Interpersonal: understanding Monet's (and Debussy's) viewpoint
Intrapersonal: awareness of own ability to create and achieve painting
Naturalist: learning the anatomy of the lily and the optics of color theoryEvaluation
By involving MI, Diana was able to be credible in form while retaining the integrity and basic beauty of why individuals create. She found that using MI exceeded her initial expectations and was surprised to learn how much of her own MI strengths she attended to in her art room. Also, she realized how she was unconsciously leaving out areas of her weakness. She plans to remedy this weakness. In other words, she will be learning along with her students.
Diana Labbe
Nursery School Teacher
Lesson Plan #2 by Angie ThompsonObjectives
1 Describe the main types of energy sources
2 Compare the main types of energy sources
3 Describe important features of the main types of energy sourcesOverview
In this lesson, students work in groups to complete center activities involving various instructional strategies. At each center, they select an activity to complete.
Naturalist Center
Activity 1. Matching Game
There are 10 types of energy source cards and 10 corresponding terms that match each energy source. Students are to shuffle the cards and deal out all of the cards. The object of this game is to find two cards that match (i.e., wind energy - windmill). If a student makes a match, s/he lays down the pair. When all are ready, the dealer says "Pass." Each then pass an unwanted card to the player to the left. The dealer continues to say "Pass" every 3-5 seconds. Each time a player receives a match, they are to lay the match down. The player at the end who has the most correct matches wins that round.
Activity 2: Compare - Contract Paper
Students are to write a short compare and contrast paper on two types of energy sources
Activity 3: "5 Words" game
Ten energy sources are written on 10 cards which are piled face down. One player turns over a card and the rest write five terms related to that energy source. This continues until all cards have been used
Bodily / Kinesthetic Center
Activity 1: Construct a windmill:
Materials
1 4 X 4 square paper2 straw3 push pin4 small chunk of modeling clayDirections:
1 Cut a piece of paper 4 inches square2 Cut slits (approximately 2" long) from each corner3 Fold the four corners in along the slits and to the center of the square4 When all of the corners are at the center, pin the windmill into the straw with a pushpin5 Attach a small piece of modeling clay to the back of the pin6 Blow on the windmill and observeActivity #2: Pantomime
Each team member takes a turn to pantomime one energy source while the others guess the energy source.
Activity #3: Make Plastic with Casein
1 Pour 1 cup of very warm (not boiling) milk into a cup2 Add 2 teaspoons of vinegar and stir3 Pour the mixture through a cheesecloth sieve. Rinse the solid that remains with water4 Form the solid into an interesting shape. Allow the shape to dryLogical / Mathematical Center
Activity 1: Domino Activity to Model a Chain Reaction (Nuclear Fission)
1 Line up 15 dominoes (or blocks) to form a triangle
2 Knock over the first domino so that it falls backwards. Notice what happens
3 Describe how this action models a chain reaction in a nuclear fission reactorActivity 2: Timeline
1 Construct a timeline that depicts the history of the types of energy sources used throughout the world.
Activity 3: Solar Cooker
1 Design and construct a solar cooker.
2 On a very sunny day, use the solar cooker to cook a marshmallow.
3 Note the time it takes to cook the marshmallow.Activity 4: Time and Tide: Solve the following problem
Give this problem to the class: At Cape May, New Jersey, along the shore of the Atlantic Ocean, there are two high tides. One high tide occurs at 5:50 am on Tuesday; the other high tide occurs at 6:14 am on Wednesday. Determine what the time frame is between each high tide. Calculate what time the high tide will occur on Thursday and Friday.
Verbal / Linguistic Center
Activity 1: Diamante Poem
1 Write a diamante poem about one energy source.Activity 2: Persuasive Essay
1 Write a persuasive essay about an energy source. Your job is to persuade the government to use this type of energy exclusively.Activity 3: Debate
1. In your group, debate the pros/cons of an energy source or energy sources.Visual / Spatial Center
Activity 1: Pie Chart
1. Using the following statistics, construct a pie chart that shows the sources of energy used in the United States- Oil 42%
- Hydroelectric 5%
- Nuclear 4%
- Coal 23%
- Natural Gas 25%
- Other 1%Activity 2: Chart
1. Design and construct a chart that lists the advantages and disadvantages of the 10 energy sources from the chapter.Intrapersonal Center
Activity 1: Journal Write1. In your journal, describe what a typical day without electricity might be like.Musical / Rhythmic Center
Activity 1: Persuasive Rap1. Write a "Persuasive Rap" about one type of energy source.Example:Tidal energy's the way to go
You can use it when the tide is high or low
It's clean, it's cheap, it's near the coast
It's the energy source we should use the most
Activity 2: Jingle1. Choose one energy source and write about it in the form of lyrics to a familiar tune.Example: (Sung to "Twinkle, Twinkle, Little Star")Water, water, everywhere
Use it wisely, show you care
Don't waste water when you shower
We need water for our power
Water, water everywhere
Use it wisely, show you care
Angie Thompson
5 For your minds only: Reader survey and addresses by Clifford MorrisThis section of this issue contains two parts. Part I is a "Reader Survey" that we would like you to complete. We seek your comments about the newsletter. We wish to continue to make the newsletter interesting and applicable to you. Part II contains a list of names and internet addresses of others who have, in some way, contributed to Howard Gardner's MI Theory. Many of the names and addresses belong to those who have developed special programs around the MI model. Please email your viewpoints to Clifford Morris at cmorris@igs.net
1. I am:
a) an elementary school teacher
b) a middle school teacher
c) a high school teacher
d) a post secondary school teacher
e) a university professor
f) a parent
g) a psychologist
h) a counselor
i) a student
j) a researcher
k) other, please state ……………………
3.
Overall, I find the information in the MI News to be interesting and worthwhile:
a)
strongly agree
b)
agree
c)
disagree
d)
strongly disagree
e)
The best article was …………..........
4.
On the average, I read
a)
all of the items
b)
most of the items
c)
some of the items
d)
only one or two items in each issue
5.
I print out the MI-News articles:
a)
often
b)
sometimes
c)
once or twice
c)
never
6.
I share my MI News with colleagues:
a)
often
b)
sometimes
c)
once or twice
d)
never
7.
What I would like to read about in the MI News is:
a)
more web site links regarding …………………………………
b)
more chapter / book reviews on …………………………………………
c)
more research news and reports
d)
more practical MI teaching strategies
e)
more psychological / counseling articles
f)
more about MI theory
8. I would like to contribute an article on …………………………9. I know someone who is doing something interesting with MI ............
10. I wish that you would publish the MI News:
a) less often
b) more often
c) longer issues
d) shorter articles
e) more in-depth articles11. I like the email / web site format:
a) strongly agree
b) agree
c) disagree
d) strongly disagree12. The format of the MI-News could be improved by .............
2. Internet Addresses on Human IntelligencesDear Readers:
Since the inaugural (January 1999) issue of the MI-News newsletter, I have received many e-mails from educators, psychologists and parents. Invariably, they seek additional information about Howard Gardner and his Multiple Intelligences Theory. More often than not, they want to know where they can locate information about the Gardner model and how his model can be implemented into their daily lives. I have always tried to email them back immediately and to give them either current email addresses or specific internet homepage addresses. To answer their many inquiries, I have spent time seeking relevant books, pertinent journal articles, including articles via the internet. Throughout, I have acquired a database of internet addresses which may be to your interest. Here they are for your perusal.
As your editor, I am, in the main, interested in the whole spectrum of human intelligences, not just the Howard Gardner model. Thus, I have also included other addresses. Hopefully, some of them may be of interest to you. Here then is my small data base listed, for want of a better way, in alphabetical order. The data base is incomplete, thus an ongoing exercise. If you are aware of other relevant addresses associated with the broader issue of human intelligences, I would appreciate receiving them. Upon their receipt, I would incorporate them into the below list and, in a forthcoming issue of the MI-News, publish a revised version for the over 2600 regular email subscribers. In this way, we can all learn from each other, one of the goals of this newsletter. To go to that site, click here.
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home | updated by Clifford Morris on Wednesday, February 04, 2004