Multiple Intelligences & Learning Styles
Scholarship On Teaching - Topic: Multiple Intelligences & Learning Styles - 3 results
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Student assignments and assessment – is there life beyond the ten-page essay? Drawing on the theory of multiple intelligences and experience with an assignment in which students were asked to address course content in anything but an essay, the author considers the challenges and virtues of a creative format that does not rely exclusively on linguistic intelligence. The process, presentations, and evaluative approach employed in an assignment that called upon student ...
Student assignments and assessment – is there life beyond the ten-page essay? Drawing on the theory of multiple intelligences and experience with an assignment in which students were asked to address course content in anything but an essay, the author considers the challenges and virtues of a creative format that does not rely exclusively on linguistic intelligence. The process, presentations, and evaluative approach employed in an assignment that called upon student ...
Additional Info:
Student assignments and assessment – is there life beyond the ten-page essay? Drawing on the theory of multiple intelligences and experience with an assignment in which students were asked to address course content in anything but an essay, the author considers the challenges and virtues of a creative format that does not rely exclusively on linguistic intelligence. The process, presentations, and evaluative approach employed in an assignment that called upon student creativity in a "Women and the Bible" course are described, and pedagogical and practical considerations explored. The analysis of a particularly memorable student submission reveals layers of complexity seldom achieved in a conventional essay format.
Student assignments and assessment – is there life beyond the ten-page essay? Drawing on the theory of multiple intelligences and experience with an assignment in which students were asked to address course content in anything but an essay, the author considers the challenges and virtues of a creative format that does not rely exclusively on linguistic intelligence. The process, presentations, and evaluative approach employed in an assignment that called upon student creativity in a "Women and the Bible" course are described, and pedagogical and practical considerations explored. The analysis of a particularly memorable student submission reveals layers of complexity seldom achieved in a conventional essay format.
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The Human Timeline invites students to physically re-create biblical history. Each student holds a card that denotes an event randomly selected from the biblical timeline. They then arrange themselves chronologically to learn the correct flow of biblical history. Because of the movement involved and the arbitrary layout of the cards among their classmates, learners engage their spatial-kinesthetic intelligences through this activity. The exercise proves popular among students who identify themselves ...
The Human Timeline invites students to physically re-create biblical history. Each student holds a card that denotes an event randomly selected from the biblical timeline. They then arrange themselves chronologically to learn the correct flow of biblical history. Because of the movement involved and the arbitrary layout of the cards among their classmates, learners engage their spatial-kinesthetic intelligences through this activity. The exercise proves popular among students who identify themselves ...
Additional Info:
The Human Timeline invites students to physically re-create biblical history. Each student holds a card that denotes an event randomly selected from the biblical timeline. They then arrange themselves chronologically to learn the correct flow of biblical history. Because of the movement involved and the arbitrary layout of the cards among their classmates, learners engage their spatial-kinesthetic intelligences through this activity. The exercise proves popular among students who identify themselves as "visual" learners, and ultimately serves the biblical studies classroom by reinforcing biblical history as a necessary framework for understanding the biblical text.
The Human Timeline invites students to physically re-create biblical history. Each student holds a card that denotes an event randomly selected from the biblical timeline. They then arrange themselves chronologically to learn the correct flow of biblical history. Because of the movement involved and the arbitrary layout of the cards among their classmates, learners engage their spatial-kinesthetic intelligences through this activity. The exercise proves popular among students who identify themselves as "visual" learners, and ultimately serves the biblical studies classroom by reinforcing biblical history as a necessary framework for understanding the biblical text.
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A five-year research project of seminary students from various cultural backgrounds revealed that the slight majority of contemporary seminary students studied are oral learners. Oral learners learn best and have their lives most transformed when professors utilize oral teaching and assessment methods. After explaining several preferences of oral learners, suggestions for effective teaching are provided in this article in order to improve both teaching and assessment of oral learners. Applications ...
A five-year research project of seminary students from various cultural backgrounds revealed that the slight majority of contemporary seminary students studied are oral learners. Oral learners learn best and have their lives most transformed when professors utilize oral teaching and assessment methods. After explaining several preferences of oral learners, suggestions for effective teaching are provided in this article in order to improve both teaching and assessment of oral learners. Applications ...
Additional Info:
A five-year research project of seminary students from various cultural backgrounds revealed that the slight majority of contemporary seminary students studied are oral learners. Oral learners learn best and have their lives most transformed when professors utilize oral teaching and assessment methods. After explaining several preferences of oral learners, suggestions for effective teaching are provided in this article in order to improve both teaching and assessment of oral learners. Applications are provided for face-to-face and online learning contexts.
A five-year research project of seminary students from various cultural backgrounds revealed that the slight majority of contemporary seminary students studied are oral learners. Oral learners learn best and have their lives most transformed when professors utilize oral teaching and assessment methods. After explaining several preferences of oral learners, suggestions for effective teaching are provided in this article in order to improve both teaching and assessment of oral learners. Applications are provided for face-to-face and online learning contexts.