Rene Diaz-Lefebvre's Coloring Outside the Lines: Applying Multiple Intelligences and Creativity in Learning, published in July of 1999, by John Wiley & Sons Inc.
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)
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).
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.
Revised: Wednesday, 24 May, 2006
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